美国居家教学的启示

美国教育界近年出现的居家教学,为教育界提供了另一种教育模式的思考,它将改变教育现状,对传统学校教育形成挑战,教育界应关注这一现象以适应形势的发展.     

品读

<正>学生的居家学习不同于学校班级教学!——随着寒假的顺延,学生居家学习问题成为关注的焦点。北京师范大学中国教育政策研究院教授张志勇就如何组织实施好中小学生的居家学习提出了三条具体建议。首先,应充分认识学生居家学习与学校教学在学习环境、组织方式、教学关系、管理与技术方式方面的不同;其次,应精心做好学生居家学习的组织保障工作;最后,应把握自教重     

小学生居家阅读效率的提升策略

居家阅读状况对阅读教学状况以及学生阅读能力的培养、提升等具有很大影响。通过对部分小学学校语文教学中学生居家阅读状况进行分析发现,居家阅读效率较低是不争事实,且居家阅读效率提升的难点性因素十分多样。文章分析了居家阅读效率提升的难点,并提出了有效的居家阅读策略。     

农村学生居家阅读指导策略研究

在疫情期间,由于外界条件的限制使得居家学习成为了小学阶段最主要的教学形式。在这样的整体趋势之下,如何对农村小学生开展线上语文教学,使其实现居家阅读并且保证阅读的效率和效果成为了教师教学探究的核心问题。通过对互联网多媒体的应用以及家长对阅读活动的配合和监督,学生通过居家阅读也能够实现其阅读水平和能力的提升。     

精准在线教学+居家学习模式:疫情时期学生学习质量提升的途径

当前新冠肺炎疫情形势严峻,为积极应对疫情对教育的不利影响,教育部提出“停课不停学”的应对措施。出台的在线教学政策为中小学生“有学上”提供了保障。为进一步提升在线教学质量和学生居家学习质量,该文梳理分析了影响教师在线教学、学生居家学习的因素,根据各因素之间的相互关系,提出了促进学生学习质量提升的“教师—家长—学生”共同体框架模型,并分析其发展阶段特征和指导策略,在此基础上构建了基于班级虚拟共同体的精准在线教学+居家学习模式,希冀可为提升学生居家学习质量提供可行途径。     

高中语文在线教育发展策略研究

在疫情防控期间,居家学习成为高中学生进行学习的重要渠道,而在线学习成为居家学习的唯一载体.在线教育在疫情期间的"停课不停学"中起到了积极作用,同时对于在线教育事业的全面发展也注入了新的活力.但是在具体的在线教学中,仍存在不少的问题亟须解决.本文在疫情防控的基础上,对高中语文在线教育中产生的问题进行详细分析,并对在线教育的进一步发展策略进行深入研究,以此为相关人士提供有效帮助.     

疫情期间如何对小学生居家学习语文展开教学指导

疫情的出现对于学生的学习产生了很大的影响,部分学校为了有效实施停课不停学举措,则引导小学生认真参与居家学习。笔者认为面对语文教学时语文教师就应该制定出合理的规划。针对小学生数量较多的实际情况,教师应对学生居家学习的语文教学指导从多个方面入手,开展良好的教学指导规划,让这些学生在疫情期间逐渐的提高自身的居家学习质量,感受到语文学习的魅力。     

兴讼乎？息讼乎？——对《袁氏世范》中有关诉讼内容的分析

诉讼兴盛是宋代社会转型下出现的一个显著现象.<袁氏世范>在客观评价这一现象的同时,从儒家学说根本价值观出发,用浅白通俗的话语对易于出现纷争的居家琐事进行有针对性地规劝,以期达到"息讼"这一最终目的.     

安徽省农民养老意愿影响因素分析

根据我国第六次人口普查,农村地区留守老人家庭独居养老现象尤为突出.根据安徽省两县的实地调研发现:观念偏好对农村留守老人养老模式选择有重大影响.此文利用多元logit模型对影响农民养老意愿的影响因素进行分析,从养老模式来看,大部分的农村居民的养老模式属于居家自我养老型,其次是居家社会养老型,最后是居家子女养老型;从养老意愿上看,超过一半以上的农民将家庭居家养老视为最理想的养老方式,家庭特征、现实养老等是影响居民养老的重要因素;基于农民的养老选择,应该重视公共医疗服务、社区组织在农村养老中的潜在作用.     

疫情期间小学语文教学如何渗透理想信念思考

由于一场突如其来的新型冠状病毒在全球范围内暴发,此时此刻本应该在学校快乐学习的学生只能待在家里被要求居家学习,长时间的居家让学生产生了浮躁、焦虑、懒散甚至是恐慌心理,影响到了学生的高效学习。因此,小学语文教师需要结合学生个人实际学习情况,并顺应教育部门教学需求,坚持对每位学生渗透思想教育,鼓励学生克服困难,继续坚持有效的居家学习。基于此,本文以小学语文教学为例,对疫情期间小学语文教学渗透理想信念的方法进行以下相关探讨。     

美国"在家教育"的合宪性及其法律规制

在家教育在美国经历了发展、消失及重新发挥作用的阶段。美国法院就现代在家教育的合宪性作出了一系列的判例,主张在家教育权源自于美国《宪法》。各州教育法一方面承认在家教育的合法性,另一方面予以合理规制,在制度与实践上推动了美国在家教育的发展。     

Christian home schooling in China

The literature focusing on Christian home schooling has been entirely ignored in the educational context of China, because practising home schooling is illegal and such families have strong religious beliefs. In particular, in China, studies grounded in empirical research and dealing with the development of Christian home schooling are negligible. The findings of this study were generated by an analysis of qualitative data: they provided in-depth information about the motivation of those who practice Christian home schooling, types of existing Christian home schooling, teaching content, and teaching methods and outcomes. It was found that Christian beliefs and values philosophically support Chinese Christian families in the process of their practice of home schooling.     

Whither the Common Good? A Critique of Home Schooling

This analysis shows home schooling to be part of a general trend of elevating private goods over public goods. The discourse around home schooling centers on issues of individual rights and private benefits, rather than the public good. Yet, the public has an interest in education because there are unavoidable aspects of education that make it a public good. However, home schooling denies this public interest. It undermines the common good in two ways. First, it withdraws not only children but also social capital from public schools, to the detriment of the students remaining behind. Second, as an exit strategy, home schooling undermines the ability of public education to improve and become more responsive as a democratic institution. Thus, home schooling is not only a reaction to, but also a cause of, declining public schools. Therefore, it diminishes the potential of public education to serve the common good in a vibrant democracy.     

美国K1-12阶段"在家上学"形式利弊控析

正当众多发展中国家竭尽全力使每一个孩子都能走进学校课堂之时,美国却有越来越多K1-12阶段的孩子从学校回到家庭,在家中上学,家长充任教学之责,美国人称之为”在家上学”(Hom e school-ing)。那么,究竟是什么原因促使人们选择“在家上学”呢?相对于学校教育,“在家上学”利弊何在?在文章中,作者简述了“在家上学”的历史和现状,概括阐述了这首独特的教育形式可能具有的优点和局限之处,以期对我们的学校教育有启示。     

When I was at school – differences in stories about school told by parents of home-schooled and regular-schooled children

Home schooling has become increasingly widespread over recent decades in the western world. Since the choice to educate children at home in effect signifies abandonment of the educational system, one may assume that parents’ childhood experiences within the educational system play a significant part in their decision to opt for home schooling. The present study takes a hermeneutic phenomenological approach to investigating the choice in favour of home schooling and compares the childhood memories of school reported by 28 mothers of home-schooled and regular-schooled children. Data were analysed in three stages – determining the nature of the experience; performing a thematic analysis; and arranging the themes into groups of meta-themes. Six interviewees reported an entirely positive experience; 6 reported an entirely negative experience; and 16 reported a mixed experience. Analysis of the text revealed 30 themes, which were grouped into five meta-themes: treatment, attributes, teachers, studies and social relations.     

Home educators and the law within Europe

Conclusions In education literature, there is often confusion between compulsory provision of education and compulsory schooling, falsely giving the impression that schooling is compulsory. This is not the case. Home education is permitted in some form or other in all the European countries studied except Germany.Where the alternative of home education is denied to children who are in difficulty, such as very young children of itinerant workers, or children who are school phobic, one has to question whether the good of the individual child is being considered, rather than the ideals or convenience of education administrators. Home education is a welcome alternative to those children who need it and benefit from it and there is no evidence in academic literature or general writing on education to suggest that home education does not usually offer a good alternative to the children involved, both academically and socially.Much research has been undertaken into home education in the US, there have been a few studies within the UK and a study in Switzerland of the laws which apply to home educators within each canton and an assessment of the numbers of home educated children in both Austria and Switzerland. In other European countries, there has been little or no research into the numbers of home educated children, the ways in which home educated children learn, efficient methods of monitoring home education, or whether home education is effective. Perhaps it is by looking more closely at these families that the effectiveness of schooling can be better assessed: fundamental questions can be asked about the added value of schooling.My preliminary investigations indicate that, with the exception of Denmark, where it is easy for parents to set up small schools with financial help from government, there are instances of home education in all the countries studied.     

英国义务教育学龄儿童"在家上学"现象述评

本文对英国义务教育学龄儿童“在家上学”现象产生的背景、法律依据、现状和问题进行了介绍和分析，并提出了其对今后义务教育发展可能的影响。     

美国“家庭学校”教育对中国教育的启示

“家庭学校”是当今美国一种重要的教育选择形式。文章介绍了美国“家庭学校”教育的许多有益经验,期望能对我国家庭教育与学校发展有所启示。这些经验包括：学习美国家庭学校运动快速发展进程中的务实与包容精神,促进中国教育的多元化发展;借鉴美国家庭学校进程中法律冲突的权力认定方式,对我们当前类似教育矛盾进行合理的法理分析;美国家庭学校教育主张自主、自由和超前的学习模式,启发我们教育要真正满足每个学生的特殊需要,促进孩子的多元化智力发展;美国家庭学校教育中家长对儿童教育的全权负责态度,撼动我国家长对教育“卸责”应有的反思;美国家庭学校重视重塑宗教信仰及伦理道德教育,启发我们教育应该重视弘扬中华民族的传统美德,提升学生的民族传统文化素养;借鉴美国家庭学校解决孩子社会化问题,提高家庭学校教学效果的模式,有效整合家庭与学校、家庭与社会教育的资源,增强当前教育的有效性。     

Approaching Participation in School-Based Mathematics as a Cross-Setting Phenomenon

This article reports on an ethnographic study of a 10-year-old's pursuit of school-based mathematics across school and home to suggest that participating in school-based mathematics is a cross-setting phenomenon in at least 2 ways. First, I illustrate how accomplishing school-based mathematics literally extends into the home and how individuals recruit resources from their histories of participation in alternative settings to accomplish the work of school-based mathematics. Second, I show how a youth's social identification in the classroom is shaped by his teacher's partial accounts of how learning is arranged for in the home. Approaching participation in school-based mathematics as a cross-setting phenomenon illustrates the complexity inherent in participating in schooling and raises questions about how to coordinate schooling across school and home settings.     

Home-to-school transport in contemporary schooling contexts: an irony in motion

This paper explores ‘home–school’ transport in contemporary schooling contexts in England. Home–school transport is a complex issue lying between government departments, policy frameworks, research and professional disciplines. It is complicated further by commercial and private interests alongside social and public ones. Informed by an interdisciplinary literature, the authors argue that there is an urgent need to develop understanding of the position of home–school transport policy and practices in contemporary schooling contexts, particularly in relation to school choice making and enactment. This paper calls for research to inform the development of home–school transport policy and practices that are socially just and sustainable.