找临界圆的方法

解决带电粒子垂直进入磁场做圆周运动的复杂一点的问题关键是要找到临界圆。下面介绍循序渐进地画出若干个圆而后找到临界圆的方法。1、一个带电粒子沿同一方向先后以不同速率或许多相同带电粒子以不同速率沿相同方向垂直进入匀强磁场。带电粒子进入磁场的方向相同 ,做圆周运动     

Critical Approaches to Lifelong Education

This paper argues that contemporary interest in lifelong learning can be seen as an artefact of the market. It points out how the attractive vocabulary associated with personal development and empowerment often masks other economic and social purposes. Bearing in mind the social function of education, the author compares the strategies for the promotion of lifelong learning designed for those in "included social categories" with the policies designed for those in marginal and excluded positions. It concludes by challenging its own position by citing positive learner experience in each case.     

浅析批判思考

近年来,国外教育学者们在继续关注创造性思维培育的同时,也颇为关注对批判思考的研究。本文就批判思考的概念,批判思考与创造性思维之间的关系,批判思考在问题引导式学习模式中的作用等进行阐述与分析,以期有助于丰富我国素质教育的内容。     

From Memorization to Critical Thinking

The essay introduces the author's experiences in the UK and Canada to explain the difference of educational methods in China and western countries:from memorization to critical thinking.The author explains what the critical thinking is and what features should a critical thinker have,then give some suggestions to improve Chinese educational system.     

提高批判性思维能力的路径研究

批判性思维是大数据时代人们生存和发展的必备素质,包括自我反思、质疑和多元思维的特点,应成为教育的一般目标,名校虽有一定的实践,却仍然不足。讨论课对于学生批判性思维的培养,有着明显的效果,以提出疑问为起点,以获取证据、分析推理为过程,以提出有说服力的解答为结果,让学生在审辩式、思辨式的评判中,建设性地提高批判性思维能力。     

A Habermasian Approach to Critical Reading

This article explores the connection between critical reading and Jurgen Habermas’s theory of communicative action. It proposes that Habermas’s criteria used for evaluating validity claims in communicative action can be applied in reading texts critically. Analyses of different types of texts are presented to show how critical reading is done in a Habermasian way. This article ends with a discussion of the application of Habermas’s theory in addressing educational issues.     

后殖民主义与批判教育学: 教育的目标在于培养批判精神

从20世纪60年代发展起来的批判教育学的主要精神在于把学生培养成为具有批判精神的独立的政治主体。后殖民理论研究由于揭露了帝国主义文化霸权的实质、重新论述边缘与中心的关系而为批判教育学的研究提供了理论框架。以此框架为基础,批判教育学发展出一系列的原则,如教育应当与政治相联系,理性与知识的概念需要重新解释,教育学需要通过打破学科界限来创造新的知识,差异与伦理在教育学中应得到特别关注,等等。这些原则的核心目标是培养学生的批判精神,使其能更好地服务于民主的社会。     

问题教学与批判性思维的培养

新课程改革注重学生创新思维的培养,而批判性思维是创新思维的基础,将问题教学和批判思维结合起来,研究在高中物理教学中如何通过精心设问、引导学生发现问题和提出问题,让学生在多向交流中进行思维交锋及消解权威等方式来培养学生的批判精神。     

问题教学与批判性思维的培养

新课程改革注重学生创新思维的培养,而批判性思维是创新思维的基础,将问题教学和批判思维结合起来,研究在高中物理教学中如何通过精心设问、引导学生发现问题和提出问题,让学生在多向交流中进行思维交锋及消解权威等方式来培养学生的批判精神。     

Teaching Students to become Critical Television Viewers

The late 1970s saw a growth of interest in the United States in preparing students to become active rather than passive television viewers and in providing materials to teachers to use television constructively in the classroom. This article provides an overview of these activities and describes in detail the development of critical television viewing skills materials for secondary students.     

批评语篇分析概述

文章综述了批评语篇分析在国内外的发展状况,并列举了其中的代表人物以及他们的主要贡献。最后对其在国内外的发展状况作出评价,并预测批评语篇分析的研究前景。     

如何培养批判反思型教师

本通过概述教师职业发展的历程，就批判反思型教师提出的背景、意义与价值进行分析。在此基础上，笔提出了培养批判反思型教师的四个前提条件，即个性化的解放、教育体制的解放、教师的自我解放和培养体制的解放等。     

关于“八风指八音”的思辨

"八风"和"八音"是我国古代音乐史中两个不同的概念,从古至今各家对二者的解释虽不尽相同,但从未把二者等同视之,上海音乐出版社发行的《音乐美学教程》一书提出"八风指八音",显然是一家之言,不可为凭。"八风"所出之处,显示的应是"八方"而来的各国民歌民谣,从未被解释为8种乐器;而"八音"所出之处,大都理解为"8种乐器",而从未解释为"八风"的代名词。     

Advocating for a More Effective Critical Pedagogy by Examining Structural Obstacles to Critical Educational Reform

Since a major purpose of critical pedagogy is to change society by changing schools, critical pedagogy must gain an increased presence within K-12 schools. For this to happen, however, critical educators must begin to more fully recognize and appreciate the structural obstacles that schools present to critical educational change. This paper examines three of these obstacles: schools’ nature as public institutions, the fact that schools change reform efforts, and the relationship between ‘first-order’ and ‘second-order’ change and the types of changes for which criticalists often advocate. The paper ends by encouraging a smaller, more practical critical pedagogy that is focused on tangible and meaningful effect.     

Integrating Critical Approaches to Technology and Service-Learning Projects

Discussions of service learning emphasize opportunities for students to gain real world experience through work in community contexts. Less attention, however, has been given to the role of technology in these projects. Incorporating critical reflection on the rhetorical and social dimensions of technology throughout students' collaborations with clients can help to situate their practices within larger public contexts. This sort of reflection can encourage student engagement on a variety of levels: professional, rhetorical, intellectual, personal, and civic.     

亲历关键教育事件,激励教师有效成长

三年前,上海长宁区教育学院开展了题为<基于关键教育事件的教师教育的行动研究>的研究工作.这项课题有两个核心价值,一是关注教师专业发展,二是激励教师个体的成长. 首先,关键教育事件是促进教师专业发展的平台之一.心理学研究表明,在个体的成长过程中,要经历过相当多的事件,期间充满着欢乐,也充满着困惑和失败.但并非所有的事件都会对个体的发展产生持久的影响,只有那些非常关键的事件,才可能改变个体发展的方向,重新确立发展的内容,并对个体发展产生决定性的持久的影响.