过程课程观念的历险——以怀特海、杜威和多尔为例

课程实践领域中的每一次变革与突破无不导源于我们对旧有课程观念的消解、改造和重构。没有课程观念的历险,也就无所谓的课程创新。作为课程观念的历险者,怀特海、杜威和多尔的理论建构颇值得我们重视和反思。某种新型课程观念的诞生与在教育实践中真正践履这种观念,这之间不是一蹴而就的,而是有着一段极为复杂、艰辛、曲折、反复的漫长历程。     

Stakeholders′ conceptions of connecting learning at different sites in two national VET systems

Learning through active participation and engagement in education and workplace settings is a prerequisite for effective professional competence development through Vocational Education and Training (VET). Equally important is that learning from multiple sites and sources needs to be purposefully connected and integrated to construct meaningful knowledge and understandings. The quality of connectivity and learning outcomes is influenced by conceptions of the different actors. The aim of the research reported in this article was to gain an understanding of key stakeholders’ (learners, teachers, trainers and managers/coordinators) conceptions of connections between school-based and work-based learnings which offer the main sources for developing vocational competence, and are the main sites for the enacted and engaged curriculum for VET. We identify and compare conceptions of vocational learning and teaching across education and workplace settings in Swiss and Australian VET actors. Differences and similarities are discussed and implications for VET research and development of teachers and trainers are outlined.     

努力开发学生智能的实验研究--在画法几何教学中进行模块式教学的尝试

画法几何是一门基础理论课，有严格的系统性和逻辑性，整个理论系统由许多概念构成，而若干个概念能够完成某种功能，多种功能组成了整个理论系统。为此，结合教学作一些联想：画法几何的理论系统也可以采用计算机系统的结构模式，用模块式结构安排教学，以提高其理论的系统性和完整性，为组织CAI教学，为学生学好画法几何理论课作一次新的探索。     

Progression and Continuity in Early Childhood Education: Tensions and contradictions

This article focuses on the current policy context in early childhood education in England and Wales. The provision of high quality preschool education is regarded internationally as a significant factor in raising educational standards. Such aspirations are dependent on achieving effective patterns of continuity and progression from preschool to school. Despite the centrality of these terms in policy rhetoric progression and continuity are disputed and under‐conceptualized concepts. Furthermore, there is a dearth of empirical studies that explore the relationships between progression in learning and progression in the curriculum. The central aim of this article is to clarify some of the tensions and contradictions inherent in current conceptions of progression and continuity, drawing on perspectives from theory, policy and practice. These perspectives suggest that achieving progression and continuity through curricula which secure high quality outcomes is a difficult and, potentially, elusive aspiration. In theoretical terms, assumptions about progression in learning vary according to different orientations. In policy terms, the current subject‐oriented curriculum framework assumes that progression is an issue of content, and is based on the structures of the subjects. Research evidence indicates that educators in different settings are experiencing problems in providing the conditions which might achieve effective patterns of progression and continuity. The authors identify three key areas for further research in order to advance the development of theories of progression and continuity which might usefully inform policy, practice and curriculum development.     

Children's learning and developmental potential: examining the theoretical informants of early childhood curricula from the educator's perspective

The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula.     

Digital resource developments for mathematics education involving homework across formal,non-formal and informal settings

The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined.     

新课程理念的心理学阐释

广大中小学教师走进新课程、建设新课程，观念更新为先为重。本从心理学视角对新课程的学生观、发展观、知识观、课程观、教学观做了理论论证和操作思路设计，以期增强中小学教师的观念认同感、主体责任感和行动方向感。     

传统与变革：俄罗斯高等教育课程结构发展透视

20世纪90年代以来,俄罗斯高等教育课程沿着基础化、人文化、职业化的方向不断发展,逐渐形成了以知识与技能课程、方法与经验课程、自我发展能力课程为内在核心,以普通教育与专业教育课程、选修与必修课程、理论与实践课程、教学与自学相结合为外在形式的多维复杂结构。     

Navigating competing conceptions of civic education: lessons from three Israeli civics classrooms

The concentration of this study was the documentation and analysis of ways in which competing conceptions of citizenship play out in actual classroom settings. Examining three cases in the context of the Israeli education system, its findings show that civics teachers’ views and beliefs influenced ways in which they interpreted the curriculum standards and reacted to schools policies and atmosphere, even in cases where these views contradicted. Nevertheless, when confronted with competing conceptions of citizenship as presented by their students, the teachers were less willing to open true democratic conversations, resulting in lessons that did not necessarily create a true democratic atmosphere.     

Anti-racist staff development for teachers: Considerations of race,class, and gender

This paper presents a plan for an anti-racist staff development course for teachers that can be implemented within the context of the reality of teachers' lives and working conditions. Such a curriculum can provide an avenue of opportunity for sensitizing teachers to the racial constructions of reality in their own lives, in school settings, curricula, teacher-student interactions and the like, and can provide teachers with a framework for teaching against racism. The paper is divided into two sections: Part One addresses the recent historical background and the theoretical framework from which the curriculum is constructed; Part Two addresses the curriculum itself.     

An Alternate Route to the Reification of Function

This paper presents an alternate perspective for utilizing the action/process/object framework when discussing student development of conceptions of function. After a review of related theories, a property-oriented view of function is described which is based on visual aspects of functional growth. The theory is supported with data on student learning. The property-oriented view of function incorporates and extends previously described frameworks used in analyzing functional understandings, including the covariance and correspondence views (Confrey & Smith, 1991; Thompson, 1994). The property-oriented view differs from the covariance view in that less emphasis is placed on the manner in which the variables are changing and more emphasis is placed on the properties that result from these changes. The property-oriented view differs from a correspondence view in that functional properties such as invertibility and domain give rise to a different kind of thinking about functions than do properties such as symmetry, linearity, continuity, etc. Implications for further research and curriculum development are also provided.This revised version was published online in September 2005 with corrections to the Cover Date.     

Two Teachers' Conceptions of a Reform-Oriented Curriculum: Implications for Mathematics Teacher Development

This paper describes two high school teachers' conceptions of the cooperation and exploration components of a reform-oriented mathematics curriculum. Although the teachers appreciated the themes of cooperation and exploration in theory, their conceptions of these themes with respect to their implementations of the curriculum differed. One teacher viewed the curriculum's problems as open-ended and challenging for students, whereas the other teacher claimed that the problems were overly structured. Each teacher attributed difficulties with students' cooperative work to the amount of structure and direction (too little or too much) offered by the problems. Discussion of such similarities and differences in the teachers' conceptions emphasizes the dynamic, humanistic nature of curriculum implementation and gives rise to important implications for mathematics teacher development in the context of reform. This revised version was published online in July 2006 with corrections to the Cover Date.     

Challenging partnerships in Australian early childhood education

Partnerships that form to advance early childhood education are influenced by history and purpose. They are enacted in diverse social, cultural, economic, geographic and educational contexts. Using the theme of ‘strong and equal partnership’ between family and school, and taking a theoretical standpoint that values social cohesion and the agency of the child, this paper investigates ways in which partnership developed in three different Australian contexts. Particular early childhood programs in Queensland and Western Australia, and a literacy support program in New South Wales fostered education partnerships between parents and teachers, and among professionals, as a key component of effective curriculum. The prevailing management approaches and conceptions of power in the contexts enabled partnerships to be enacted in different ways. Reflection on the program management of curriculum work may be valuable in settings where players are working to achieve a cohesive approach to early education, especially an approach that foregrounds the agency of the child.     

Using multiple intelligence theory to transform a first-grade health curriculum

This article begins with a theoretical background for a teacher-research project, using the framework of transformational curriculum. The authors designed a first-grade health unit incorporating Gardner's (1987) multiple intelligences. This article details the process two classroom teachers used to translate theory into practice.     

Conclusion: deformed relationships—identity politics and history education in East Asia

The previous chapters in this special issue have analysed different aspects of the politics of history curriculum development in East Asia. This final chapter draws together some of the themes that emerge from these analyses. The first of these is the salience, in history curricula throughout the region, of primordialist conceptions of ethno-cultural and historical identity. The second, related to this, is the predominance among political elites of conceptions of history that emphasise the ‘correctness’ of received interpretations, rather than the critical process of historical analysis. The political constraints on curriculum developers mean that despite the recent interest shown across East Asia in more ‘skills-based’ approaches to teaching history, the prospects for implementing a pedagogy that truly encourages a critical approach to the past are likely to remain poor.     

Spanish Teachers' Epistemological and Scientific Conceptions: Implications for teacher education1

We present the theoretical framework, the central issues, bibliographic antecedents, and most relevant results of three studies concerning Spanish teachers' epistemological and scientific conceptions. The samples analysed present a majority tendency towards an absolutist view of knowledge and an empiricist conception of science. In our view, this represents a real obstacle to constructive and active professional development. Finally, we argue the need for an epistemological education of teachers that is closely linked to the design and development of the school curriculum, and that does not reproduce the traditional academicist-type models.     

高等教育课程体系改革的困境与出路

高等教育课程体系改革是课程体系内在逻辑发展的必然诉求,又是高等教育发展的必由之路。而高等教育课程体系改革却面临重重困境:课程体系构建的重要性得不到足够重视;科学知识转化为课程的机制尚未成熟;课程体系各要素的发展受传统实用主义价值观的制约。为进一步推进高等教育课程体系改革,应该充分认识课程体系构建的重要性;完善科学知识转化为课程的机制;加强课程设计的多元价值取向;重视高等学校课程资源开发;调整课程结构、创新课程评价机制。     

新闻采编与制作专业核心课程改革理论研究

针对目前高职高专院校理论教学与实践脱节,学生学习时动力不足,就业时自信心不足,就业后不能充分发挥自己的潜能这些现象,新闻采编与制作专业进行核心课程教育研究,强调学生个性发展,在教学内容的设置、教学方法和手段的创新、考核方式的运用上有独到的见解。该文从核心课程改革的重要性、核心课程改革的必要性和核心课程改革的方向三个方面对新闻采编与制作专业核心课程改革提供重要的理论支持。     

Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS

In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed.     

新课程背景下高考(上海)历史科命题改革研究

近年来,上海市在高考历史科命题改革方面取得了长足的进展,为全国同行瞩目。总结其经验,主要是按照新课程指引的方向,从实际情况出发,在命题基本准则上紧紧围绕“为学生构建展示自己的平台,使考试成为课程发展的有机组成部分”的理念,在试卷的立意策划、总体结构、题型功能及命题技术方面加强科研,注重实践上的可操作性,保证在课改的进程中,新、老(历史课程)高考的顺利过渡与转轨。