浅谈多元文化音乐教育与高职视唱练耳教学中的改革应用

多元文化的发展,已经成为当代的潮流,将多元文化理念引入音乐教育的视唱练耳教学中,转变传统教学模式,打破其他学科科与音乐之间的界限,可以增强视唱练耳教学的灵活性,提高学生的读谱能力以及音乐听觉能力。本文通过探析多元文化背景下视唱练耳教学的改革应用,以期提高视唱练耳教学质量,提高学生对音乐的审美能力,进而为我国的音乐事业发展奠定良好的基础。     

Talking back: teaching and learning through autobiographies in multicultural education

This research essay is intended to situate the curriculum in my multicultural education courses – of talking back through autobiographical inquiry – within real schools, a site where curriculum theorists rarely situate their work. The literature by curriculum theorists that precedes my study generally has focused on how pre-service teachers in multicultural education courses are changed (or not) as a result of course readings, discussions, and critical autobiographical reflection, all of which happen within the confines of the university classroom. My research essay extends the work of curriculum theorists on autobiography in education by focusing on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In my extension of this work, I draw on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.     

On the evaluation of teaching and learning in higher education: a multicultural inquiry

The aim of the study was to develop a model of positive word‐of‐mouth (WoM) intentions in a higher education context. WoM was found to be directly influenced by satisfaction levels and indirectly by antecedents of satisfaction, namely positive and negative emotions and perceptions of performance. The model provided a good fit to the data and explained 58% of the variance in WoM intentions. When the model was tested on samples of domestic and international students, significant differences were noted in that the model explained only 21% of the variance in WoM for international compared to 68% for domestic. Moreover, emotions for the international sample did not significantly influence satisfaction or WoM intentions.     

论人受教育之必要性、可能性和超越性

人要成长为人就必须受教育,因为受教育可以促进人的人格化、人类化,使人获取基本的人之秉性和人之资格。人是一种“可教化的生命”“,可教化性”是人所特有的“先天的性格”。人受教育的旨趣在于:超越自然生命,走向文化生命;超越现实生命,走向未来生命;超越符号生命,走向实践生命;超越个体生命,走向人际生命。     

Including multicultural education in science education: Definitions,competencies, and activities

Overall, too few science teachers are being prepared in this country, and ethnic minority students are rarely enrolling in science teacher education programs. Thus, it is particularly important that multicultural education be included in science teacher education programs. I do not believe that science teacher educators will be able to prepare significantly more minority science teachers in the near future to teach the growing number of minority students in schools. Consequently, science teacher education programs must begin producing multicultural teachers. If we do not, then millions of children will not receive an adequate science education, let alone a good one.     

What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi

This study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, I analyzed the theories and philosophies underlying MTE course designs. The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity. An unexpected outcome was a new five-layer typology for MTE.     

Gender,education and the possibility of transformative knowledge

Global policies today encourage greater access by women to formal schooling but leave aside issues of content and school practices essential to the modification of the social relations of gender. This article assumes a holistic approach and compares the promise of education with its actual contribution to transformative knowledge. It examines why education is upheld as such a promising mechanism, despite the numerous obstacles it faces given contemporary developments, particularly the increasing pressures of globalisation that move steadily weakened nation‐states away from interventions to foster social justice. Lack of consensus within the women's and feminist movements, limited efforts to change teacher training programmes and scant attention to the work of women‐led non‐governmental organisations (NGOs) in the provision of alternative education are identified as key elements in need of attention if transformative knowledge is to be secured.     

在思想政治理论课教学中凸显责任感教育

思想政治理论课教学在大学生责任感培养中发挥着主渠道的作用,通过对新疆高职院校大学生社会责任感现状的分析,明确新疆高职院校大学生社会责任感的主要内容,积极探索思政理论课教学的新途径。     

多元文化教育研究主题的思考

多元文化教育关注由于种族、社会阶层、宗教、性别等不同所引起的文化差异以及这些差异对教育的影响。由于外延过大,影响了多元文化教育效果。通过审视多元文化教育发展历程,可看出多元文化教育研究主题为少数民族教育。     

Classroom stories of multicultural teaching and learning

This is the second of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the research was to describe the details of teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning, which I call 'narrative multiculturalism'. In this paper, I provide a sampling of stories that illustrate what contributed to my changing thinking about multiculturalism. Four short stories focus on a participant teacher in her school, in her classroom and in interaction with her students. The stories illuminate the complexity of multicultural teaching and qualities of narrative multiculturalism. In the analysis of the stories I explore multicultural understandings that developed from the experience of being in the classroom, being in relationship with a teacher participant, and our on-going dialogue.     

Science education, integral inquiry, transformation and possibility

This paper is written in response to Nancy Davis’s article Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives. I use Integral Theory as a framing for this response to explore how it might offer different perspectives and ways of inquiring into Nancy’s paper. This process highlights the notion of integral inquiry as a potential for personal transformation. I give an autobiographical account of my own experience in utilising Integral Theory as part of my PhD and its impact on my own becoming. For another perspective I interview Nancy to draw out deeper shared meanings.     

学会负责与学校责任教育

“百名学者评论中国教育”专栏,以教育研究者的角度,就教育理论和实践中的热点、焦点、难点、冰点问题发表各种建设性见解。先期办成开放式的,一事一议,或提出问题,或分析评论,力求形成百家争鸣、百花齐放之势,激活中国之教育学术。待有重点问题时,再分专题讨论。特邀教育界有影响的专家学者参与,以教授和博士为主办成一个高层次论坛。各位同仁可就自己认为教育理论与实践中的重要问题写成评论,每篇2000-3000字为宜,诚请各位同仁在百忙中赐教赐稿。