教育叙事的理论探究

迄今为止,关于教育叙事的理论阐述一直处于模糊不清的状态。本文试图从人文与科学的思维方式、序列与位置的时空关系、诠释与解释的不同取向、主观与客观等四个方面,对教育叙事研究本身的基本理论进行探究,力求为教育叙事研究及其方法论厘定其理论基础。     

Retention of men and women engineering students

After 1.5 years of college, men and women engineering students in a population of 42 schools had different retention rates in engineering at their original schools. Based on a sample of students at 16 schools, the estimated population retention rates were 73.3% for men and 67.8% for women. This report discusses student characteristics that were related to retention for men or women, as well as the destinations of students who left engineering at their original schools.     

The celluloid ceiling: women academics,social expectations,and narrative in 1940s American film

This paper examines the portrayal of women university academics in American films from the 1940s. It applies analytical tools from a critical methodology to access the socio‐cultural ideas and values attributed to the female professoriate during what is a period of great change for women in American society. This analysis reveals that the values associated with the professors are aligned with the themes of chastity, sanctuary, and sacrifice in ways which portray them as other in the profession and society. Not only does this analysis illustrate the consequences and conditions of being a woman professor during the 1940s, but it also highlights the implications of these values for today’s female professoriate.     

A teaching narrative: my growth as a foreign language educator through teaching diaries

The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger, long-term, qualitative action-research study aimed at introducing some elements of autonomy in my University-based classroom for the first time, and diary writing as a vehicle for channelling my reactions to the innovation. The teaching diaries portray my feelings, emotions, values, and beliefs and offer testimony of my professional growth as I struggled to modify my classroom practices to make my teaching more responsive to my beliefs about good pedagogy within the constraints at my University.     

对课程叙事研究特点的解读

课程叙事研究是研究者以讲故事的形式述说自己或别人经历过的课程事件并诠释其中的意义。它关注真实、复杂课程情境中的特定问题,重视课程事件的丰富性、形象性、复杂性和多样性,因此以质的研究为方法论。课程叙事研究所揭示的意义是研究者通过对自己的课程生活实践仔细的审视、分析而得出的,审视和分析的过程即反思的过程。     

合作与增权理论下贫困大学生就业支持体系分析——基于长沙市四所本科高校300名贫困大学生就业状况调查

贫困大学生作为大学生中的弱势群体,其就业问题相对于一般大学生来说更加突出,其就业难的现状不应该被单一地看待,而应综合地对社会支持主体情况进行实证分析。促进贫困大学生充分顺利就业有赖于构建一个合作与增权模式,充分发挥政府基础性支持、企业配合性支持、高校主导性支持,家庭情感性支持和贫困大学生自主性支持五个主体的社会支持体系...     

当代女大学生职业发展的心理障碍及教育对策

通过对女大学生职业发展问题的调查研究,分析入WTO后女大学生就业过程中存在的心理障碍,探讨制约其职业发展的个体及社会形成原因,并提出相应的教育对策。     

提升高校大学生志愿服务成效探究

目前,高校大学生纷纷加入志愿服务行列,服务他人的同时,提升自我。大学生志愿服务已成为高校人才培养的有效方式。然而,大学生志愿服务还存在诸多问题,志愿服务短期化、形式化、任务化,严重阻碍了大学生志愿服务的成效。本文就如何提升高校大学生志愿服务成效进行探究。     

教育在生活中--基于个体成长的叙事研究

本文以社会科学研究的叙事研究方法,以个人成长中的教育为个案,从父母潜移默化的影响、生活劳动即教育、痴迷自学读书几个方面白描式地再现了个人的学习、生活、成长经历,从另一个侧面说明了教育不只是在学校教室里关起门来进行的封闭的读书学习活动,更不只是教师讲学生听的活动,对个体成长而言,父母的潜化、生活的磨炼也许并不比学校的影响小,很可能还要更大和更持久。     

The role of the narrator in narrative inquiry in education: construction and co-construction in two case studies

This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple identities which are influenced by a variety of cultural and sub-cultural contexts which the participants inhabit to varying degrees. In the first case study, the researcher is the narrator; in the second, it is the research participants. The paper uses the two case studies to discuss three challenging areas in narrative research: participant voice, contextual complexities and researcher positionality and how the researcher responds to these challenges through construction and co-construction of the narratives. The authors share their strategies for addressing these three challenges in relation to the role of the narrator.     

怒、傈僳、景破族中、小学生认知水平研究及教育对策

采用《中小学生思维发展水平测验量表》，对怒族、傈僳族和景破族3种少数民族390名中、小学生进行调查研究。探讨了3种少数民族中、小学生认知发展的总体变化特征及认知发展特点，并对此进行分析，提出了相应的教育建议，以期对指导少数民族基础教育实践提供一定的参考。     

自我同一性理论视角下的大学生思政教育工作

埃里克森的自我同一性人格理论为解决大学生思政教育工作提供了很好的理论借鉴。同一性问题是研究大学生青春期人格发展的核心,反应了大学生人格发展所遇到的矛盾和冲突的内在根源,对于研究和分析当代大学生人格发展具有重要意义,对于大学生的思政教育工作有很好的指导作用。     

叙事研究在大学生思想政治教育研究中的运用

大学生思想政治教育研究中的叙事研究是思想政治教育经验的理论方式,有其鲜明的研究特点,能够弥补其他研究范式的缺陷。运用叙事研究有其现实的必要性与可能性,因而是一种值得提倡的研究方法。     

论中小学教师赋权与专业发展

当前素质教育推进艰难,这与教师观念陈旧有关,也与社会大环境和教育评价制度和管理制度有关.“生本“教育实验从教育系统内部出发,区域性地实现了中小学教师的赋权,促进了学生整体素质的提高和教师的专业发展.教师赋权,有助于增强教师职业的幸福感,提升教师职业的社会地位,营造出教育的和谐文化.     

当代大学生心理素质的现状及教育措施

心理素质是衡量21世纪合格人才的重要尺度。作为培养高素质人才的重要基地,高校必须重视大学生的心理素质教育。文章试以大学生令人担忧的心理素质状况为切入点,深刻揭示影响大学生心理素质的外部因素和内部动因,并进一步探讨了建立和健全大学生心理素质教育机制的现实可能性。     

教育影视叙事研究刍议

教育影视叙事研究是研究者通过搜集、解构和重构教育影视作品,研究教育故事中的显白教诲或隐含道理,揭示该作品的教育意义或教育主题的一种解释性理解活动;它具有课堂教学价值、教师专业发展价值和理论价值;教学型教育影视叙事研究与非教学型教育影视叙事研究具有不同的程序。     

Support teachers' beliefs about the academic achievement of students with special educational needs

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.     

一位新手教师专业成长的叙事研究

文章运用叙事探究的理念与方法,对甘肃临夏回族自治县一位东乡族女教师的专业成长历程进行了描述、诠释与反思,揭示了她对于教师职业、教师专业发展的理解。研究发现,新教师专业发展的形成与变化受到关键事件、重要他人等主客观因素的影响;自主发展意识与专业追求是教师发展的内在动力。     

学生成为批判性研究者：赋权和教师的教学传奇

学生成为批判性研究者是美国教育界＂赋权＂运动的重要组成部分。＂赋权＂的核心在于让学生通过批判性研究而获得一种被称为全新的＂获知手段和创造知识的方法＂的＂权力认识能力＂。学生成为批判性研究者对传统学校教育和形式化认知方式进行了全方位颠覆;最重要的是学生本身在研究中获得巨大的收益,即＂有效地促进了学生的认知发展＂;学生批判研究的领域与策略包括学生自传研究、经验研究、文化研究及对自己学业表现的研究。其中,教师是被赋权的对象,也是赋权的有力促进者。