早期嗓音教学剖析

通过正确、科学的发声训练 ,能有目的地引导学生充分发挥其纯真的音色特质 ;阐述学生的嗓音特点 ,使学习者和施教者能充分配合 ,用所学的知识和技巧进行演唱 ,从而达到一个科学完美的教学目的。     

Fundamentals of the Pedagogy of a Teaching Artist

This article examines the contemporary role of teaching artists, affirming the arts as methods of investigating complex academic/psychosocial material and engaging in rich cultural and ever evolving explorations.     

Exploring the Links Between Visual Arts and Environmental Education: Experiences of Teachers Participating in an In‐Service Training Programme

An in‐service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop participants' environmental perception through artistic activities. Teachers (N=12) from public nursery, elementary and secondary schools, with particular interests and backgrounds in visual arts were invited to participate. The present study is particularly concerned with participants' artistic work inspired by the environment in three different settings of the area: (1) natural (e.g. forest) (2) the rural‐building (e.g. the village) and (3) culture and tradition (e.g. myths and people). Qualitative methods based on observation; diary reports and photographic material were applied on a case study basis. Results revealed teachers': (1) abilities in integrating environmental aspects in their artistic work, (2) positive attitude and interest for environmental art, (3) abilities in enhancing their personal power of artistic expression based on their experiences and the world around them. The findings highlight the significance of artistic experiential activities (hands‐on activities) and critical enquiry in developing teachers' environmental perception.     

Exploring the Relationship Between Knowledge and Power in the Spanish National Curriculum for Visual Arts

The main goal of this research is to raise some issues about what is considered school knowledge in the Spanish national curriculum, as well as to make explicit the curriculum discourses of the relationship between knowledge and power. This means that the observation, distribution and production of knowledge at schools implies and generates specific forms of power, understanding at the same time, power as a producer of social identity [Popkewitz, 1994]. The paper focuses on a case study at one school and explores the relationship between knowledge and power in the art education curriculum. This approach is founded on Foucault [1969], and the works of Ball [1993] and Popkewitz [1994], towards a sociology of curriculum studies or what is known as the New Sociology of Education.     

少儿英语教学与语言习得

语言学习和语言习得在学习效果上存在一定的差异.在少儿英语教学中发展儿童语言运用能力的关键在于教师应结合儿童认知能力的发展,从语言信息输入定位、输入输出定位、教学顺序定位、情感因素过滤方面来创设语言习得环境.     

Inclusive Pedagogy: Teaching Methodologies to Reach Diverse Learners in Science Instruction

This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.     

当前文学与影视互动关系探析

当前文学与影视两个不同层面的互动改编,即文学文本的屏幕化与影视文本的读本化,反映了文学和影视艺术之间多重纠葛和双向互动的同时还保持各自艺术独立性的复杂关系。     

A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music

The Reggio Emilia approach is based on the idea that every child has at least, “one hundred languages” available for expressing perspectives of the world, and one of those languages is music. While all of the arts (visual, music, dance, drama) are considered equally important in Reggio schools, the visual arts have been particularly central in the development of the approach. This article explores how a Reggio-inspired atelier (art studio) can be expanded to include music. Commonalities between visual art and music are discussed, as well as the use of music learning techniques, materials, and documentation for the music atelier.     

小学语文低段“童话创编”教学方式的探索与实践

童话启迪了孩子们的想象力。童话创编打开了写作的一扇窗户,奇妙丰富的想象打开了兴趣之门,曲折有趣的情节开启了创作思路,健康向上的内容健全了孩子心智。童话创编的教学方式初探有:童话背景下的延续性编写,单一童话人物的想象性编写,相关童话人物的联系性编写,多个童话人物的创造性编写。     

Voices from Arizona's Classrooms: Teaching Dilemmas in Visual Arts Education

This paper reports on a round-table dialogue that took place in 1993 in Tucson, Arizona. The participants - eight educators involved in teaching the visual arts and acting as representatives of voices from Arizona's classrooms - were asked to identify and discuss problematic and practical teaching issues and dilemmas which surfaced in their diverse and multicultural classrooms during the past school year. The specific aims of the paper are two-fold: first, to present the reader with a series of themes, voiced in the form of questions, generated by the teachers themselves as they described their dilemmas and reasons for concern; secondly, to analyse the teachers' comments further, in relation to research with reference to research in the field. This work was supported by a research grant from The Arizona Arts Education Research Institute for 1992–93.     

The Pedagogy of Teaching Educational Vision: A Vision Coach's Field Notes About Leaders as Learners

The emerging field of educational visioning is full of challenges and phenomena worthy of careful analysis and documentation. A relatively neglected phenomenon is the learning curve of the leaders (often lay leaders) involved in the visioning process. This article documents a range of experiences of the author serving as a vision coach to five different institutions. The importance of treating the educational leaders involved in the process as learners is a consistent theme across five institutions. The tendency in the field is to think of them as transformative agents for congregational change. The author argues that this admirable goal can only occur with considerable attention to the pedagogy of teaching vision. This is a particular challenge given the highly abstract and conceptual framework of the volume Visions of Jewish Education (Marom, Fox, & Scheffler, 2003 Fox, S., Marom, D. and Scheffler, I. 2003. Visions of Jewish education, Cambridge, , UK: Cambridge University Press. [Crossref] , [Google Scholar]), which often serves as the “text” for the visioning process.     

视听说课程教学与学习者交际能力的培养

外语教学的最终任务和目的是培养学习者的交际能力：视听说课程在培养学习者交际能力方面发挥着有效的作用。在该课程教学中，教师只有正确处理视听说三者的结合，注重“说”的内容和形式的多样化，充分发挥教师课堂主导作用，才能最终实现学习者交际能力培养的目标；     

Popularization and Teaching of the Relationship Between Visual Arts and Natural Sciences: Historical, Philosophical and Didactical Dimensions of the Problem

The need for a convergence of the visual arts and the natural sciences within the framework of both formal (schools, universities) and non -formal education (museum) at the level of dissemination and popularization of this knowledge is something that has preoccupied the communities of artists, scientists and educators. In the present work we aim to present in a concise way certain positions with regard to the historical, philosophical and didactical dimensions of the problem of popularizing and teaching the relation between the visual arts and the natural sciences. More precisely, we intent to show the existence of this relation throughout history and within the society by reference to certain typical examples of how scientific ideas about nature and the propagation of light influenced the practices of the neo-impressionists or the early abstract painters in relation to the use of colour or the way the visual arts aid in the representation of scientific objects and/or ideas. At the epistemological level, we are going to put forth Levy-Leblond??s idea that the relation between the visual arts and the natural sciences is a relation of meeting, controversy or even conflict but definitely not a relation of confusion or fusion. Furthermore, at the didactical level we aim to present the popularization and the teaching of the relation between the visual arts and the natural sciences as a problem of the didactic transformation of knowledge and reference practices and not as a clearly pedagogical construct.     

Journaling During a School-Based Secondary Methods Course: Exploring a Route to Teaching Reflection

Journal of Science Teacher Education -     

The Pedagogy and Principles of Teaching Therapeutic Practice with Children and Young People

Technical approaches suggesting that systematically produced, generalized, and scientific knowledge are the most solid foundations for practice present significant challenges for the social work profession, in which the decisions faced often are not technical but rather moral, requiring the application of ethically based and intuitive skills. Meanwhile, the command, control, and measurement of outcomes in social work practice also present significant conundrums for the delivery of relational person-centered social work and social care. With a focus too often on efficiency rather than on effectiveness, this managerialistic approach frequently fails to acknowledge the complexity inherent in the act of caring. In this context and framework, teaching therapeutic practice with children draws a balance between traditional systematic teaching methods and use of creative media including art, play, and music. This article outlines the positive contribution to professional social work practice that the teaching of therapeutic approaches to child care can make.     

Reciprocal and Transmission Models of Teaching in E2L with Young Learners

An activity‐oriented approach to learning has frequently been advocated for teaching young learners. Hardly any studies have considered how this approach affects second language learning. Through a longitudinal study, a methods experiment was conducted with 156 5‐year‐old children from one large Maltese school. The effects of a reciprocal model (exemplified through an activity‐oriented approach) were compared with a transmission model of teaching (exemplified through a skills‐oriented approach) on the learning of English as a second language when introduced to young children. Multiple analyses of variance were used to analyse the effects of sex, age, teacher training and occasions of testing on five developing language skills: receptive vocabulary (assessed using British Picture Vocabulary Scales); receptive language (sentence comprehension test); reading accuracy and comprehension (Macmillan's Individual Reading Analysis); recall of information; sentence length (The Bus Story) and accuracy of word‐reading (The Keywords Reading List). The pattern of results obtained is discussed along with implications for classroom practices.     

Making Art,Teaching Art,Learning Art: Exploring the Concept of the Artist Teacher

The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice‐based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open‐ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching.