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1.
As educators, we recognize that students often come to the classroom with preconceived notions about the criminal justice system that shape their subsequent learning. One such notion revolves around the effectiveness of the “war on crime” model of the criminal justice system. Many students feel that this model is the best way to achieve “justice.” Teaching peacemaking represents an opportunity to introduce the students to a new way of thinking about the criminal justice system. This paper explores how experiential learning strategies can facilitate students’ learning of peacemaking. Suggestions also are made about how peacemaking can be implemented into the pedagogy of criminal justice professors.  相似文献   

2.
Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.  相似文献   

3.
The increasing popularity of service learning has led to the implementation of the pedagogy across educational levels and disciplines. Evidence of its utilization in criminal justice education spans two decades, most of which include case studies of service-learning courses or projects. These examples of service-learning implementation seem to serve as a best practices guide for other faculty and researchers interested in adopting the pedagogy. By examining responses to offender populations and policy areas by students (n = 37) involved in a service-learning course, the current research adds to this “best practices” approach and is intended to instigate further examination of the benefits of service learning for criminal justice students and the discipline.  相似文献   

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Student philanthropy is a teaching strategy that “provides students with the opportunity to study social problems and nonprofit organizations, and then make decisions about investing funds in them.” This represents the first study of student philanthropy in the criminal justice education literature and the first quasi-experimental study of student philanthropy in the higher-education literature. Specifically, it examines the impact of student philanthropy on students' beliefs, interest, learning, and intended behavior by analyzing pretest and posttest data for students who participated in a philanthropy experience (experimental group), relative to students who did not participate (comparison group). Key findings include: those who participated in the student philanthropy project were significantly more likely to be aware of organizations in their community, and change scores support the differences between the experimental and comparison groups regarding social problem awareness.  相似文献   

6.
体验学习圈:体验与学习发生的过程机制   总被引:9,自引:0,他引:9  
大卫·库伯教授在20世纪80年代提出的体验学习圈模型将体验学习过程分为四个连续循环的阶段,即具体体验、反思观察、抽象概括和行动应用.剖析体验学习圈,发现体验学习具有经验获得及意义转换的内在机制.体验学习圈可以启发教学者去"追踪"学习者的学习历程,为基础教育课程改革中体验学习的有效实施提供参考.  相似文献   

7.
"做中学,学中做"就是要自己动手,在实践中观察和思考,以悟得新知;同时将习得的知识与具体的生活实践相联系,学以致用,活学活用。实施"学中做"与"做中学"是行动导向教学设计的重要手段之一。  相似文献   

8.
Lecture-oriented teaching is the principal pedagogical technique in college and university classrooms but instructors will sometimes turn to non-lecture techniques in an attempt to provide a more active learning experience. This article describes a mock trial exercise that has been used over several semesters to provide criminal justice students with an active learning experience and increase their understanding of the inquisitorial process in comparison with adversarial proceedings. We provide sufficient detail to allow interested instructors to conduct a similar exercise in their own course. Results of a multi-semester evaluation to assess student perceptions of the exercise show that students expected and found the exercise to be an enjoyable and informative classroom experience that advanced their learning.  相似文献   

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“做中得学”是顾日国教授编排教材的指导思想。在西部偏远地区缺乏学习外语良好外部环境的情况下,利用课堂教学为学生创造良好的语言环境,是“做中得学”理论得以实施的最佳途径。  相似文献   

11.
Attempts to define the core body of knowledge in criminal justice have provided diverse and disparate explanations of what could be considered as central to the discipline. Previous efforts have focused on frequently cited authors and works, required learning for students and the personal beliefs of individual scholars. The present work adds to this body by examining the works considered by an elite sample of criminal justice educators as classics in the field. Based on a survey of Academy of Criminal Justice Sciences Presidents, Fellows and Bruce Smith Award winners the classic books in criminal justice are identified. Results show that a wide range of works and authors is identified, with relatively little consensus either across the sample or with previously identified works and authors. Comparison of presently identified works with those frequently cited and commonly required for doctoral students shows that only a minority of works identified by others are also considered classics by our elite sample.  相似文献   

12.
《学习科学杂志》2013,22(2):197-220
"Learning by doing" in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children's ability to "see" significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children's ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children's own word problems; play with dynamically linked representations with attention to children's prior connections; and systematic problem variation based on empirically determined level of difficulty.  相似文献   

13.
论体验式学习   总被引:12,自引:0,他引:12  
体验式学习的内涵因应学习的时代要求而变化,但直接经验与反思是其不变特征;从心理学角度看,体验式学习的优势在于它更多地涉及情节记忆、情绪记忆、默会知识、实用智力以及学习过程中的自我决定性;根据学习目标、内容、过程的差异,可把体验式学习分为认知体验式学习、情感体验式学习、行为体验式学习三类;在学校教育情境中运用体验式学习,教师应重点把握经验构筑和学习反思两个核心环节。  相似文献   

14.
“做中学(Learning by Doing)”,由中国教育部和科学技术协会于2001年5月共同倡导发起,在部分幼儿园和小学进行的科学教育改革项目。它借鉴了美国“HANDS ON(动手做)”和法国“LMLAP(动手和面团吧)”科学教育改革的经验,采用中法合作研究的形式,旨在倡导一种全新的学习方式,探索一条实现素质敦育的具体途径。该项目目前已在北京、上海、南京和汕头的部分幼儿园、小学进行试点。  相似文献   

15.
Geographical information systems (GIS) utilization has exploded in criminal justice over the last decade, but there is scant mention of pedagogical models published in the Journal of Criminal Justice Education, with a content analysis revealing just one GIS-based article published since 2001. This work proposes a GIS-based pedagogical model to move the discussion beyond crime mapping to applying, integrating, and enhancing learning across the criminal justice curriculum. Four pertinent data sources from New York City are integrated to provide an example framework for studying NYPD stop and frisk policy in upper level undergraduate-level criminal justice courses. Using ArcGIS specifically, the model incorporates sociology, criminological theory, corrections, diversity/multiculturalism, research methods, statistics, policing, and policy knowledge to coalesce prior student learning, while enhancing spatial thinking and analytical skills relative to an important social policy. Example maps, assignments, and approaches are included, as are the limitations of such a pedagogical model.  相似文献   

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刑事和解是一种以协商性司法的形式恢复原有社会秩序的纠纷解决方式。刑事和解属于协商性司法程序,与传统的诉讼方式相比,刑事和解是合作性的,它不仅保护了被害人权益,使其在接受犯罪人的道歉和补偿中得到慰藉,还有利于矫正犯罪,使主观过错不大的犯罪人重新融入社会,实现犯罪人的再社会化。刑事和解的内在观念与我国法律观念、刑事诉讼模式以及相关的制度设计存在较大的冲突,这些都是阻碍刑事和解制度在我国发展的因素。只有充分考虑阻碍因素,才可以从正反两方面来把握刑事和解在我国的全貌,这是构建可行的刑事和解模式不可缺少的前提。  相似文献   

18.
物理课程的体验学习   总被引:1,自引:0,他引:1  
“体验学习”作为一种学习方式的提出,顺应了我国课程改革转变学生学习方式的要求,有利于学生学习方式向现代学习方式的转变。不仅有助于加深学生的感性认识,而且对于发展学生的情感、态度、价值观等具有独特的作用。在物理课程中,可通过创设问题情境、亲历探究过程、学会及时反思、开展多元评价等方式为学生进行体验学习创造自我发展的空间。  相似文献   

19.
In this article, the author discusses the pedagogical value of teaching a criminal justice history course through the use of major motion pictures. He examines the past use of film in academia, specifically the criminal justice academy, and highlights the gap in the literature associating historical films with criminal justice history. The article then proceeds to discuss the manner in which Hollywood often portrays history and include criminal justice history, and presents an example through the Steven Spielberg movie Amistad. The article also describes the author’s experience in creating and teaching a criminal justice history films course.  相似文献   

20.
由中班升入大班的那个暑假匆匆过去,孩子们再次相聚时,大家不由得发现许多孩子长高长胖了,李怡云告诉大家:“妈妈说我胖了6斤呢!”“啊,6斤!”孩子们都笑起来,“6斤有多重啊?”不知谁问了一句,我一下子想到,这个问题对大班孩子数、量等概念的形成有帮助,探索“6斤到底有多重”的确是一个必要而有趣的话题,于是有了这堂“做中学”课。 “6斤到底有多重?”一个孩子说:“妈妈以前267  相似文献   

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