教育教学文献综述的撰写

文献综述是对某一学科、专业或专题的大量文献进行整理筛选、分析研究和综合后提炼而成的一种学术论文,是高度浓缩的文献产品,在教育研究中具有重要意义和作用。文献综述撰写的格式与一般研究性论文的格式有所不同。这是因为研究性的论文注重研究的方法和结果,而文献综述介绍与主题有关的详细资料、动态、进展、展望以及对以上方面的评述。因此文献综述的格式相对多样,但总的来说,一般都包含以下四部分：即前言、主题、总结和参考文献。     

当前中国梦的研究综述

广泛搜集相关文献,力图对中国梦的研究做一个系统、全面的文献综述,主要从中国梦的基本内涵、时代价值、实现途径等角度,整理现有文献的观点,为实现中国梦提供有力的理论支撑。     

文献综述:中小学课题研究的基础环节

文献资料综述(以下简称文献综述)属于三次文献,依靠大量的、可靠的文献材料,经过逻辑论证得出可信的观点。文献综述中总结了前人的研究成果,主题明确,内容简洁,易于让读者了解课题的现状和研究的方向,它是中小学教育科研课题研究进程中十分重要的基础性环节。在文献综述写作中还需克服一些问题,要尽量避免堆砌冗杂的文献资料、回避文献之间出现的争论等,运用合适而科学的方法,才能撰写好一篇文献综述,为课题研究准备好材料与论据。     

小学数学算法多样化研究综述

《数学课程标准》提倡算法多样化新理念,激发教师对它从不同的角度进行解读和探讨,形成林林总总的观点和经验交流。本文特将算法多样化的相关文献整理,加以研究,以其逻辑结构为视角,形成综述,一方面对研究成果总结肯定,另一方面促进对其系统解读。     

近十年我国职业教育课程评价研究综述

通过整理汇总近十年来"职业教育课程评价"相关主题的文献,笔者从概念、标准、内容、方法、评价主体和存在问题六个方面对职业教育课程评价相关文献进行了综述,通过分析和反思现有职业教育课程评价研究的局限性,提出了未来研究发展的方向。     

参考文献编排格式

参考文献是进行科学研究和撰写论文的重要基础。引录参考文献的目的 :一是反映出真实的科学依据 ,表明作者的科学态度 ;二是分清是自己的观点、研究成果还是别人的观点、研究成果 ,体现对别人劳动成果的尊重 ;三是便于文献检索和方便读者进一步深入研究。参考文献必须是已经发表的文献 ,作者引用本人文献不超过所引文献总量的三分之一。正文中参考引用文献处右上角用方括号标注阿拉伯数字序码 ,并与文末参考文献序码对应一致 ,主要参考文献编排格式如下。a.专著、论文集、学位论文、报告[序号 ]主要责任者 .文献题名 [文献类型标识 (M—专…     

非自愿移民贫困研究述评

国内外学者对非自愿移民贫困问题进行的研究各有侧重,一些观点已经达成一致。生活对相关文献进行梳理分析,从贫困现状、原因分析及解决路径等方面对非自愿移民贫困问题进行综述,讨论研究存在的问题与研究的方向。     

国内教师专业发展阶段文献研究综述

对2003—2013年十年间我国中文类核心期刊刊登的国内教师发展阶段研究的论文进行文献综述研究。在分析研究结果后,提出要继续加深相关理论的研究,加强实证研究和拓宽教师发展阶段研究的视角,以期为今后国内教师专业发展明确研究方向。     

博士论文撰写过程中文献的收集、研读与整理

本文就博士论文撰写过程中的文献收集、研读与整理等问题作一论述。首先总结了通过按图索骥、运用相关数据库等收集文献的方法,接着探讨了文献研读的顺序、研读笔记的记录要点及Mindjet等工具的研读辅助作用,分析比对了Endnot、Notefirst等常用参考文献管理软件的优缺点,最后提出了通过文献挖掘研究创新点的原则和方法。     

我国教师幸福感研究的发展阶段及其述评

本文采用文献分析法,对1989——2010年我国发表的97篇期刊论文、33篇硕士论文、1篇博士论文和近年来出版的教师幸福感的著作进行了分析,揭示了我国教师幸福感研究的概况,同时按时间脉络,根据研究的主要内容,把教师幸福感的研究划分为三个阶段,对每个阶段进行了文献综述,最后对研究进行了评价,并指出了未来研究的努力方向。     

Relating Science and Religion: An Ontology of Taxonomies and Development of a Research Tool for Identifying Individual Views

Understanding how individuals view the relationship between science and religion shows promise for explaining a range of aspects of teaching and learning in science. Several taxonomies, consisting of different views by which people relate science and religion, can be found in the philosophical literature. However, most of the science education literature uses these taxonomies selectively and with limited justification, hindering comparison between existing and future studies. The first aim of this paper is therefore to provide a comprehensive review of the different taxonomies described in the literature and to organise the different views according to their similarities and differences. The second aim of the paper is to present a new research tool developed on the basis of the findings of the literature review. This tool consists of a short questionnaire allowing educational researchers to identify the different viewpoints held by pre-service teachers, undergraduates majoring in biology and school learners. We present the tool itself and demonstrate its usefulness and versatility for future science education research based on three empirical studies covering a range of geographical areas, religious backgrounds, educational levels, age groups and genders.     

Action research in science education – an analytical review of the literature

Action research is suggested as a way to engage teachers in curriculum development and the betterment of teaching practices in schools based on educational research activities. As in other educational domains, action research in science education is employed with both aims to better understand and develop teaching practices and to contribute to teacher continuous professional development. A variety of methodological approaches using action research in science education exists, from more technical toward more emancipatory interpretations. The range of educational settings and goals for which action research is performed is also quite broad. The purpose of this analytical review of the international available literature is to provide an overview of the main aspects in applying action research in science education.     

关于我国国家审计体制改革的思考

本文首先对近年来出现的中国国家审计体制改革研究文献进行了回顾,系统性地对当前国内有关国家审计体制模式改革与完善的各类理论观点进行了归纳总结。力图从中总结出共性的地方,探析其争论的焦点。最后,指出了这些研究对当前如何正确认识、完善我国国家审计体制的启示。     

我国科学教育研究述评

在长期研究的基础上,并通过中国知网等对我国科学教育研究相关文献的多方搜索以及对科学教育研究著作的广泛查阅,将我国目前科学教育研究的主要领域归纳为18个方面,对这些方面的研究现状做出了描述,提出了我们的看法。我们认为,我国的科学教育研究已取得了长足的进步,但是尚存在三方面不足:研究缺乏原创性、系统性,对某一议题没有长期持续的研究与实践成果;没有形成研究团队,缺乏领军人物;与国外、台港澳等地区联系和联合欠缺。这些问题的存在,阻碍了我国科学教育研究的发展。我们建议,大力加强科学教育研究,形成高水平的专业研究队伍;强化科学教师的研究意识,提高科学教师素质;促进广泛合作,建立研究团队;紧密国内外联系,拓宽研究视野,跟踪国际研究前沿。科学教育的改革和发展呼唤高水平的科学教育研究,高水平的科学教育研究推进科学教育的改革和发展。     

A theoretical understanding of the literature on student voice in the science classroom

Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom.

Purpose: The purpose of this literature review was to explore the research on student voice in the science classroom. This review includes research from a variety of science education sources and was gathered and analyzed using a systematic literature review process.

Design and methods: I examined articles from a variety of educational journals. I used three key terms as my primary search terms: student voice, student perceptions, and student perspectives. The primary search terms were used in conjunction with qualifiers that included science education, science curriculum, student emergent curriculum, student centered curriculum, and science. In order to be included in the literature review, articles needed to be published in peer-reviewed, academic journals, contain clearly defined methods (including quantitative, qualitative, or mixed methods), include research conducted in K through 12 classrooms, include the term ‘student voice’, and focus specifically on science. I included articles from a variety of science classrooms including general middle school science, science-specific after-school programs, secondary science classrooms in a variety of countries, and physics, biology, and aerospace classrooms. No restrictions were placed on the country in which the research was conducted or on the date of the research.

Conclusions: The results of the literature review process uncovered several themes within the literature on student voice. Student voice research is situated within two main theoretical perspectives, critical theory and social constructivism, which I used as the main themes to structure my findings. I also identified subcategories under each main theme to further structure the results. Under critical theory, I identified three subcategories: determining classroom topics, developing science agency, and forming identities. Under social constructivism, I discovered four subcategories: forming identities, incorporating prior knowledge and experience, communicating interest in topics and classroom activities, and improving student–teacher relationship. The research supports that allowing students a voice in the classroom can lead them to feel empowered, able to construct their own meaning and value in science, demonstrate increased engagement and achievement, and become more motivated. I conclude students should be allowed a voice in the science classroom and to continue to ignore these voices would be a disservice to students and educators alike.     

A Review of the Literature on Mathematics and Science Teacher Quality

A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature.     

Teachers and science curriculum materials: where we are and where we need to go

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.     

Climate Change Research Across Disciplines: The Value and Uses of Multidisciplinary Research Reviews for Technical Communication

The authors performed an interdisciplinary literature review of research on communication and climate change. The authors reviewed STEM, social science, and risk analysis journals to synthesize recent publications on climate change communication which could support research in technical communication. Several applications are proposed for technical communication research, including using this review to contextualize local qualitative work, to spur interdisciplinary projects and address gaps in multidisciplinary literature, and reconsider a role for advocacy in technical communication.     

也谈通俗文学研究的路径——以《文化视阈中的近古文学研究》为例

通俗文学的研究率不由径,可以多角度多层次地展开。论文从冯保善《文化视阈中的近古文学研究》一书说起,评述了其研究通俗文学的两个特点,即深厚的文献功底和睿智的学者眼光。同时,论文还指出,研究通俗文学,既要主张对传统文化的熟稔,也应怀抱对现代生活的情趣,惟其如此,研究才能产生心灵的呼应,并发掘人生真正的乐趣。