平淡的美国大选日

Once,a friend from China came to visit me around the selection time.So,on the Election Day I took him to the polling place to see democracy in action. The Unexciting Election Process 平淡的选举过程 The polling place was located in a church.There were a few desks with volunteer workers sitting behind them,all smiles.No one checked my ID.I just went up to the volunteer workers and told them who I was,and one of them found my name from a voters' list.The only thing I needed to do was to sign next to my name to validate the information.     

父亲的眼睛(英文)

I went to the woods when my daddy died,to a thicket of blackberry brambles shut off from the rest of the wortd.When the preacher came to find me, I pressed my face deep into the thorns and was still as a stone,Hid for long enough, I thought, and the world would return to normal. The preacher would stop calling my name, and my daddy would come home.     

January 11th, 2001. Saturday, fine

Looking at the calendar, I realized my 17th birthday was coming. My mother said, "Let's celebrate your birthday in a restaurant, ok? And invite your grandmother to attend." But I don't always like celebrating birthday in a big way, so I told my mother, "I prefer a much quieter birthday." This is the first time that I have said "no" to my mother. In the past, I never refused my mother's offer even though I didn't like it at all, because I didn't want to disappoint her. But today, I made a     

冒险初体验

All the books about the twelve signs of the zodiac say that Leo is the most adventurous one. It is indeed true, because it is typically embodied in my character. In my memory, I began my first adventure at the age of six. One Sunday, one of my friends came to my home in a hurry. As soon as she sat down, she said to me immediately, "I hit upon a wonderful idea that we could go to the mountain behind our school to pick some bamboo shoots. Do you agree?" It was completely fresh to me, so I raised both of my arms to show my approval.     

I Love You, Father !

I have a great father. He is not only my father, but my teacher, too.When I was a little child, my father told me why and how to be a useful man to our motherland. He also pointed out the way in life tor me.He is the person whom I love best.     

阅读理解一则

I like fishing very much. Every Sunday I get up early, and with my equipment(设备), I ride my hike to a river about two kilometers away from my house. I have to walk part of the way because I can‘t ride my bike through the field.     

On the Days When Mother is Away

For the need of work, my mother went to TianJin ten days ago. I will not see her for a month. At the beginning, I thought I was independent and that the pace of my life would not be upset(1) . But I was wrong. On the third day when my mother is away, began to collapse(2) . I had a fever, my head ached as if it would explode(3). I thought I would die if I didn't have my mother with me. I hate my cowardice(4) and uselessness, but I just couldn't control my missing heart. After one week…     

Sinfully Delicious Apples That You Should Never Try to Eat

Last weekend,I went apple picking.It’s one of my favorite fall traditions,and I have been going every year since I can remember.When I was a kid,my mother made a trip to the apple orchard a magical thing.She taught me how to gently twist an apple, so that it would pop off the branch without others plunking to the ground.She would point out the sun-kissed fruits at the tippy top of the trees while I climbed to get them.     

I Miss a Place

I'll never forget the days I spent in the countryside.When I was seven,my parents sent me to the countryside to live with my grandparents. Around my grandparents' house grew many fruit trees and I used to play in the wood. My grandparents were always telling me not to climb the trees, for they were afraid that I might fall off the trees. But I often climbed up and down the trees secretly, picking fruits. I like eating fruits. Once I asked some children to climb up the trees with a ladder to pick fresh fruit. Now my grandparents didn't seem to mind much. Instead, they smilingly told us to be     

心,乃家之所在

Astring quartet plays in the background as I listen to a famous New Age guru perform a wedding ceremony on a Malibu cliff. The guru is marrying two friends of mine who met in an acting class last year. She turns to the groom and launches into a spiel about how from now on, he's going to make the bride's "heart his home." That's when I start to lose it, I feel the Malibu sun warming my shoulders and melting all my cynicism into a pool of mush. I grip my girlfriend's hand for support but she's doing worse than I am, wiping her teary eyes on a scarf.     

My volunteer work

<正>As we all know,being a volunteer can help us learn many things,such as new skills,staying active,improving our social skills,accumulating work experience,making new friends with those who have the same topic,helping us grow more rapidly...I can still recall the days when I worked as a volunteer in a hospital in my city.The unforgetable experience was not only a volunteer work,but also a small society to me.It was in the summer vocation after high school entrance examination,when I had nothing to do but to play computer     

音乐之礼

语言交际意味着引导人们诉说自己的故事,雷一言不发,但却能让你感受到他是多么地渴望能再次弹奏吉他。他时常在空中挥舞着双手,像是弹奏着自己最爱的布鲁斯音阶。每次见我走进会面的礼堂时,他总是轻轻点头示意。他乐于分享自己的吉他逸事。     

Affinity and interpretation in oral histories of art education

In the pursuit of my doctoral research on the institutional history of the art department at Central Technical School (CTS) in Toronto, Canada, I amassed a collection of oral histories from 20 current and former CTS art instructors and students, recorded across the country. As an instructor in the CTS art department in addition to being its historian, I set out to produce a comprehensive and multifocal account of the history of this transgenerational community of which I am a part. The following article focuses on one research participant in particular: Sue Shintani, a former student and long-time program volunteer, whose recollections of the CTS art department helped to form an interwoven narrative of the men and women who taught at or attended this hybrid location of applied and fine art education. Sue's insights stretch over 60 years, from her experience as a high school student in the 1950s, to her time as adult student in the 1990s, to her role as a school volunteer up to the present day. In this reflective examination, I ask whether it can be claimed that the quality of oral history research correlates with the depth of the interpersonal relationship between interviewer and interviewee.     

授之以鱼不如授之以渔

西方教育家约翰·杜威在他著名的讲演《学校与社会》里这样描述20世纪初西方的教育模式：“在教室里课桌按照几何图形紧密的排列在一起，几乎没有移动的空间，教师严肃的维持着课堂秩序，教材是现成统一的，在这样的教室里进行的唯一教育就是‘静听＇，孩子只能被动地吸收，并且被要求尽可能以最少的时间获取最多的资讯，他们是被当作一个整体对待，不能发挥自己的特点和个性。     

Straddling Teacher Candidates’ Two Worlds to Link Practice and Theory: A Self-Study of Successful and Unsuccessful Efforts

Abstract

This self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching.     

Adapting the boundaries in primary physical education: an account of my learning,my educational influence and improved practice

In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.     

The Place of English Revisited

In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.     

Developing holistic practice through reflection,action and theorising

This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.     

我的大学，我做主：兼职，我的大学我买单

早在上大学之前我就渴望能够独立,不仅仅是像其他人叫嚣的那种精神思想上的独立,我更渴望经济上的独立,因为我深知,经济独立是一切的基石,而且我也不想再向父母伸手要钱,所以,我的大学我自己买单。     

Myself

<正>Hello, everyone. Nice to meet you. Now let me introduce myself to you. My name is Zhang Xing. I’m 13 years old. I’m from Fucheng County, Hebei Province. I am of medium height. I have black hair and big eyes. I like music and speech a lot. I often sing songs with my friends in my spare time, and I often give a speech about the environment in public, too. I have a happy family. There are four people in my family. They are my father, my mother, my elder brother and me. I like Chinese, and I also like English, but I can’t speak English well. I will work hard at English and try to make great progress every day. I hope to be your good friend,then we can help each other in many ways.