Learning About Other People’s Families

While the call for teacher education students to learn about their students’ family and community lives remains urgent and compelling, educating teachers about the Other is tricky business. In this article I discuss the use of two performed ethnographies, Harriet’s House and Ana’s Shadow, to provide opportunities for teachers to learn about Other people’s families in ways that work against presenting a singular, dominant narrative of the Other’s experiences and positioning Other students as experts. Although the outcomes from educating teachers about Other people’s families are unpredictable and do not always disrupt the prior, potentially harmful, knowledges teachers bring with them to teaching, I argue, along with Kevin Kumashiro, that ongoing labour to stop the repetition of harmful knowledges is important anti-oppressive educational work.     

Families’ Selection of Children’s Literature Books

This study examined families’ choices of children’s literature books for joint story reading. Teachers, parents, and their children from five kindergarten classrooms participated in the study. Over a 4 months period, family members joined other parents twice a week to learn and practice story reading techniques. They selected children’s literature books that were of interest to both of them and their children and were developmentally appropriate. Family members were interviewed and responded to a questionnaire before the intervention. The results provided insight in relation to the parents’ perceptions about literacy, reading with families, and story reading. All members of the families read to their children frequently or daily and engaged the children in conversations about the books read. The books chosen to be read to the children were categorized by genre, with modern fiction being the most popular genre.     

家庭家庭趣事

我在家庭里成长,享受快乐。家的温暖就如一条长长的小溪,流啊流,一直流进我的心里。我的家每时每刻都发生着有趣的事,同时,我也在快乐中成长着!     

Early Childhood Intervention in China from the Families’ Perspective

Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws.     

Unit 6 Lesson 2 "Families"教学设计及反思

(本课选自EEC版初中《英语》一年级上册第6单元第2课。)一、教材分析本课是第6单元第2课,以介绍"家庭成员"为主题。本节课词汇量较小,但强调语言的综合运用能力,贴近生活实际。通过本节课的学习,学生的语言运     

家庭

【活动目的】1.学生通过活动了解自己的家庭及家庭的文化。2.在活动中使学生觉察家庭对自己潜移默化的影响。3.帮助学生为他们自己的家庭而感到自豪。4.通过进一步了解、理解和接受与自己不同的家庭情况,学习尊重别人的家庭。【活动准备】电脑、投影仪、彩色粉笔、彩色笔、A4纸     

家庭

正~~     

家庭

我的爷爷是个标准的农民。我小时候就与爷爷一起生活。那时，在我的家就是那几平方的弹丸之地．我的家人就是土里土气的爷爷。     

家庭

我独自在横跨过田地的路上走着,夕阳像一个守财奴似的,正藏起他的最后的金子。白昼更加深沉地没入黑暗之中,那已经收割了的孤寂的田地,默默地躺在那里。     

家庭

我独自在横跨过田地的路上走着，夕阳像一个守财奴似的，正藏起它的最后的金子。 白昼更加深沉地没入黑暗之中，那已经收割了的孤寂的田地，默默地躺在那里。 天空里突然升起了一个男孩子的尖锐的歌声。他穿过看不见的黑暗，留下他的歌声的辙痕跨过黄昏的静谧。 他的乡村的家坐落在荒凉的边上，在甘蔗田的后面，躲藏在香蕉树，瘦长的槟榔树，椰子树和深绿色的贾克果树的阴影里。 我在星光下独自走着的路上停留了一会，我看见黑沉沉的大地展开在我的面前，用她的手臂拥抱着无量数的家庭，在那些家庭里有着摇篮和床铺，母亲们的心和夜晚的灯，…     

家庭

假如你明天就会死去的话,你为之辛辛苦苦工作的公司只需花几天的时间就能找到别人来代替你原来的位置,但你撤手撇下的亲人却会终其一生怀念你。     

家庭

爸爸是一个点,妈妈是一个点。当他们连成一条线时,便有了我这个小不点。当我们连在一起时,便是一个快乐的圆圈。爸爸是一棵树,妈妈是一棵树。我是一棵小树苗,在大树的呵护下,渐渐长高、长壮。三棵树连成一排能抵挡暴风雨的袭击。爸爸是一片绿叶,妈妈是一片绿叶。我是其中的花骨朵,绿叶将养分传输给我,使我芳香四溢,惹人喜爱。绿叶簇拥着花苞,组成最美的春天。啊,一点、一树、一叶,只要心连心,手拉手,就是一个温暖的家!指导老师:聂青青家庭$浙江省宁波万里国际学校408班@曾启放     

家庭

1.玩u翎nd 1 niakcL;、,a,ld allofu、rogerhermakea几mily. 你和我组成我们,我们所有人在一起就成了一个家庭‘: 2 .Yotlrf汪milymightbe、moll一一maybeiust扣11 andy。、,rmother orfatheL 你的家可能很小一可能只有你和你的妈妈或爸爸‘- 8 .When you ralk 汕ou:ir and expl执in howy(川feel,irmay heIP rhe hurt叭d。一飞罗r90 away.八。d then众can伦d即。d阳 3·Or itrn互91、,bo hig ox、dineiudo you ond yourP:rents,a,、dbrothers、nd51、rers、。ndm:ybey。)urgran匆。feors,too. 或者你的家一会很欠,包括你和你的父母,还有…     

家庭

[活动目的] 1.学生通过活动了解自己的家庭及家庭的文化. 2.在活动中使学生觉察家庭对自己潜移默化的影响. 3.帮助学生为他们自己的家庭而感到自豪.     

上海版《牛津小学英语》Unit 3“Families”

二、案例评析 这个课堂片段虽然不是很花哨，但是不管是从学生的上课反应还是学生的掌握情况来看都比较好，真正达到了从“朴实”中创造出“独特”的教学效果。它的独特之处主要表现在以下三个方面：