让课堂成为学生幸福成长的地方——南菁高中文化课堂建设的理论自觉与实践探索

文化课堂是基于对南菁书院文化的传承创新和现代课堂教育价值的多维审视提出的课堂建设愿景。南菁高中的文化课堂建设,承载着学生生命成长的一切价值诉求,凸显"自主为先"的特色,让教学回归到"人"的世界;以学定教,尊重学生个性差异,满足不同学生幸福成长的需要;以美育整合教学内容,建立课堂与生活世界的联系;丰富课堂的存在形态,建立学习共同体,促进学生全面发展。南菁高中追求学生在课堂的"主体性、人文性、发展性、生命性"价值的实现,课堂建设由模式建构到文化自觉,努力让课堂成为学生幸福成长的地方。     

利用情境创设考查学生“理解”与“迁移”能力的几点策略

基于试题“情境创设”角度,从“贴近学生的生活实际,符合学生的认知水平和生活经验”的命题原则出发,分析2021年天津市初中毕业生学业考试英语学科试卷书面表达试题的命题特点,提出创设情境考查考生“理解”与“迁移”能力的教学策略,以改善教师教学中过于关注语言知识、忽视对学生高阶思维能力培养的现象。     

Planning to Unmask Potential Through Responsive Curriculum: The “Famous Five” Exercise

Barriers to the identification of gifted students from traditionally underserved groups have been well documented. Although contemporary definitions of giftedness give heed to both performance and potential, the literature provides little concrete direction for how “potential” can be recognized, particularly in underperforming students who have lacked access to the kind of high-quality, personally relevant, and appropriately challenging curriculum likely to bring their talents to the fore. It is argued that high-quality curriculum can serve as an effective catalyst for the emergence of diverse talent but that such an objective must be a deliberate focus of curriculum planning. The “Famous Five” exercise presented in this article is a heuristic procedure that has been used with experienced educators and is designed to stimulate the thinking of curriculum developers as they design opportunities for unmasking diverse gifted potential.     

Student Experiences of Carrying out a Practical Science Investigation Under Direction

This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry.     

Educational Expectations: How They Differ Around the World: Implications for Teaching ESL College Students

Expectations regarding teacher-student relationships, classroom interactions, testing and evaluation, and academic integrity vary widely around the world. Understanding these differences can be critical to enhancing the academic success of ESL(English as a Second Language) college students. Faculty working with ESL students often ask: “Why won't my students participate more in class?” “Why do my students only repeat back what I've said?” “Why won't they tell me what they think?” “Why don't they ever know what courses they want to take when they come to registration or advisement?” Students often ask: “Why does my professor keep asking me to talk about my personal experiences? We never had to do that in my country. Why is it such a big deal to do that here?” There are a lot of “why's” floating around the campus. This article addresses some of these questions.     

On the nature of teaching nature of science: Preservice early childhood teachers' instruction in preschool and elementary settings

This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010     

智慧学习环境下高校通识课教学实践与思考

2020年春季,为应对新冠肺炎疫情,各级学校“停课不停学”开展在线教学。为使“分离式”高校通识课在线教学顺利开展,实现与课堂教学的“实质等效”,以OBE与主体间性教育理念为导向,对基于腾讯课堂+“教学立方”学习平台+对分课堂的创新思维与创新技法课程教学进行设计与实证研究。由于通识课学生专业和年级不同,且人数众多,在课程伊始,对学生进行“起点测”问卷调查,据此进行差异化课程设计与教学规划。在课程结束后,对学生进行“结果测”问卷调查,并将其结果与教学评价和期末成绩结合,对课程教学效果进行比较研究。结果表明,基于“教学立方”学习平台,学生知识掌握率、课程交互情况、学习收获、学习体验和满意度均有显著提升,但期末考试平均成绩略为下降。最后对新兴技术背景下高校通识课教学提出建议。     

“以学生为中心”的理念在高中国际课程融合教学中的实践与思考

随着基础教育阶段国际化的不断深入,在坚持立足本土、兼容并包的课程融合实践中,研究提出了高中国际课程融合教学实践的三个支点和四个突出特点以及课程融合教学实践中采用的“差异化教学”“混合式学习”“多元化评价”三个策略。“以学生为中心”并不是要弱化教师的作用;要真正落实“眼中有人,心中有人”;“以学生为中心”是为了学生,而不是站在学生的立场上。     

学生话语的内涵和重要性:课程与教学的转向

新课程改革背景下,不断强调学生的主体性和参与性的重要性,因此倾听学生的话语变得越来越必要。但当前,学生话语在课程改革与课堂教学实践中处于"失语"的状态,学生的话语权严重缺失。因此,学生作为学习的主体,应该让他们积极参与到课程与教学的实践中来,促使传统的课程改革与课堂教学实践发生新的转向,最终促进学生的发展。     

Positioning participation in the NGSS era: What counts as success?

The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge.     

Mathematical education and democracy

Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a “society-shaping” function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a “hidden curriculum”, (2) the “hidden curriculum” of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom. The social argument implies that we must aim at “empowering material” which could constitute a basis for reflective knowledge i.e. knowledge about how to evaluate and criticize a mathematical model, while the pedagogical argument implies that we must aim at “open material” leaving space for decisions to be taken in the classroom. Will it become possible to create materials at the same time open and empowering? To answer this question we have to analyse the concept ‘democratic competence’, which can be related to ‘reflective knowledge’ characterized by a specific object of knowledge and a specific way of knowledge production. The ultimate aim will be to unify these characteristics in an epistemological theory of mathematical education. This paper is a revised version of \ldDemocratization and Mathematical Education\rd, R. 88-33 Department of Mathematics and Computer Science, Aalborg University Centre.     

Opening Doors: Teaching LGBTQ-themed Young Adult Literature for an Inclusive Curriculum

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature.     

Reframing primary curriculum through concepts of place

Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places.     

Hands-on Digital Design Course during the Pandemic: Moulding Design for Fabricating Small Objects

Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced in the 2021–2022 spring semester of the “Principles of Digital Design and Fabrication in Architecture” course given at Gazi University. To combat potential interaction deficits, “problem-based learning (PBL)” and “learning by doing (LBD)” teaching methods were applied. While reflecting on foreseen problems in the curriculum on the students, we determined the distance education process causes different reflections on students in terms of digital modelling and fabrication techniques. All constraints and problem determinations obtained by the students were classified and a way to solve these problems developed with the LBD style. By the end of the course, the students, who were expected to design a small 3D object, first designed the mould then realised their fabrication of the object. In this process, while the foreseen problems and curriculum determined at the beginning overlapped, other problem determinations and their reflections formed an important base for the future curriculum.     

Dancing in the Hall

Originally written 30 years ago, this paper is an analysis of the central challenge of schooling—that of engaging fully the powers of students’ minds in classroom learning. This challenge maintains its relevance today. The work of engaging what John Dewey referred to as students’ “inner attention” becomes the focus of an investigation of students’ current ideas in a variety of subject matters. This investigation reveals areas in which their ideas diverge from the established curriculum. It uses the methodology of Critical Exploration, which was developed by Eleanor Duckworth as a teaching and research methodology that both reveals learners’ ideas and encourages their active creation of meaning. This methodology provides students with rich and complex curriculum materials for their own manipulation; it also provides them the freedom to express, however tentatively, their ideas, to take them seriously, and to follow them through. As a result of these studies of learning, I put forward the view that a significant part of the responsibility for students’ alienation from classroom learning lies with a conception of knowledge, often reflected in curriculum, that is too rigid to take their ideas into account. I elaborate this view in an analysis of the aspects of particular subject matters that alienate students if the students are not given adequate ways of entering them. I make the case that these same complexities can be used as compelling invitations into deeper knowledge.     

Between a Rock and a Hard Place: Shia Ismaili Muslim Girls Negotiate Islam in the Classroom

ABSTRACT

This case study investigates the experiences of Shia Ismaili Muslim girls as they encounter themselves as subjects of social studies curriculums on Islam. A postcolonial lens is used to examine differently empowered subjectivities and curricular epistimes within the high school world history context. In an effort to understand their experiences, this study focuses on how the students position themselves in relation to the curriculum, and ultimately asks, to what extent do students from minority communities of interpretation appropriate or resist the authoritative narrative of Islam offered in their classrooms, particularly around the question, “Who is a Muslim?” The central finding revealed a paradox of representation and participation for these students, who found their practice and interpretation of Islam silenced in the classroom curriculum, and yet felt obliged to defend Islam and educate others against stereotypes of Muslims. The implications of this study compel educators to explore decolonial approaches to teaching about the religious other.     

A Descriptive Survey of Why Parents Choose Hybrid Homeschools

ABSTRACT

“Hybrid home schools” are schools in which students attend school with other students for 2 or 3 days per week in traditional classroom settings, and are homeschooled the balance of the week. This exploratory study presents self-reported reasons parents choose these schools, using an electronic survey of parents from four such schools (n = 136; 19% return rate). Findings indicate that families in these schools are relatively wealthier and more suburban than parents using tax credit programs, that they value school structures more than particular student achievement outcomes, and that they seek information on accreditation, curriculum, and the religious nature of schools in making their choices.