我们需要真实的公开课

公开课不可缺少,公开课存在许多问题,一些来自一线的教师和教研人员聚在一起,表达他们对公开课的看法与态度,但如何让公开课回归本真面目,仍需要继续探讨。所有身处教育中的人对公开课都不会陌生。近些年来,公开课成了被广泛议论的话题,这些议论有赞成的、也     

《我们手拉手》导演随笔

主题:以一群小学生齐心协力赢得“迎奥运合唱比赛”冠军为主线,着重表现他们对2008年奥运的支持和畅想,旨在展示北京少年儿童作为2008年奥运会“小东道主”的那种积极主动,健康向上,特别是团结友爱的精神风貌。     

《绝命岛》

城南草木生:故事架构比较完整,情节能交代明白,但限于导演的组织能力,编剧的创作水平,纰漏非常明显,到最后无法自圆其说,顺利失控,莫名其妙地以大团圆草草结尾。从智力游戏,到父子情深,     

冯小刚 没有野心的导演拍不出好电影

<正>隔了这么久,冯小刚导演的《我不是潘金莲》终于要上映了,一时间被刷屏,原因在于这些关键词(Yuan):圆形构图(圆),荒诞主题(冤),冯小刚、刘震云、范冰冰12年后再聚首(缘)。随便一组关键词拿出来放到现在的华语电影市场,都是新鲜得很。你见过望远镜一样的圆形构图电影吗,没有吧?你见过冯小刚两次启用同一个女演员么(除夫人外),没有吧?在冯小刚执导,刘震云编剧,范冰冰主演的这部新作品《我不是潘金莲》里,你就能看到这些奇观。     

《向日葵女孩》电影热拍

据湖南教育新闻网2月1日报道,以湖南科技大学在读研究生何平为生活原型的青春励志电影《向日葵女孩》正在何平家乡——湖南浏阳澄潭江镇热拍.影片围绕主人公何平从小学到大学的生活经历展开.其中,何平大学期间的戏份已拍摄完成,目前正集中拍摄其中学时期的场景.据透露,此片将于今年6月在全国公映,并在CCTV-6电影频道播出.     

电影《尔玛的婚礼》导演阐述

每部电影都有一个表达的主题,如何在电影中去阐述这个主题,使观众在获取故事快感的同时,也能自觉地对其思想内涵产生共鸣,应该是每个导演所面临的考验。本文试图利用导演阐述这一形式,对全球化背景下,少数民族如何生存的问题,提出自己的思考和忧虑。     

我们需要什么样的电影批评

中国电影批评的现状难尽人意,理论层面上的批评本性和批评功能的缺失,现实层面的批评对象的空泛,以及批评家自身文化使命感和批判意识的阙如,导致当下的中国电影批评渐渐失去了其应该承担的总结电影历史、剖析电影现象、指导电影创作的作用。在一定意义上,中国的电影批评已经不具有一切真正的艺术批评都应具有的根本品质：给理想以冲破现实藩篱的梦幻空间,让有限的艺术形象焕发出无限的光芒,给艺术的受众以永恒和超越性的慰藉。因此,重提电影批评家的职责,让中国电影批评发挥应有的作用,实乃中国电影理论领域当务之急。     

浅谈电影《金刚》中的导演卡尔

从1933年的初次拍摄到1976年的翻拍再到2005年的重塑,历经将近一个世纪的时间,电影《金刚》每一次被搬上荧屏都能震惊四座。电影中金刚和安无疑是男女主角,但在众多的其他角色中,导演卡尔也是相当重要的引领者,在整部影片中,他是最先出现的人物角色,也是"戏里戏外"名副其实的导演。本文简要谈谈卡尔的形象。     

同化与创伤:电影《我们》的双重性书写

导演乔丹·皮尔2019年的新作《我们》以美国人的双重身份为情节基础,构思出奇妙的恐怖意象,掀开表象之下真实的人性和社会本质.文章从意象、人物同化的命运和所受的创伤三个角度来分析影片如何进行双重性的书写,展现了影片深度的思想内涵和对人性的思考.     

学生:我们的真实想法

杜绝是天方夜谭.杜绝早恋简直是天方夜谭,根本就没有可能,除非学生发育不正常! 否则就算学校制度再严密,工作再周到,这个问题也不可能解决!     

同心协力(英文)

We needto feelmore to understandothers;We needto love more to be lovedback;We needto crymore to cleanse ourselves;We needto laughmore to enjoyourselves.We needto establishthe valuesofhonestyandfairness,wheninteractingwithpeople;We needto establisha strong…     

我们需要什么样的素质教育

通过具体的事例探讨素质教育的内涵,从一个角度说明了素质的多维性,并借此说明素质教育的复杂性.同时还对素质与成功、素质与特长、孩子在教育中的地位、家长和社会的作用等进行了初步探讨.本文认为,孩子是教育的主体,在孩子的教育问题上,要坚持孩子永远是对的原则,即以孩子永远是对的作为教育的出发点、作为评价孩子行为的基本坐标.     

We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education

ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.     

What We Know,What We Still Need to Know: Teaching Adolescents to Write

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.     

我们为什么需要创造教育

创造是人之为人、追求意义的需要,人通过创造活动实现自身发展的可能性。教育及创造教育的功利化,不仅损害了学生作为人之为人的内在品质和创造性,也损害了教育通过培养人而促进社会发展的价值。基于人性发展需求的创造教育,其根本目的在于满足人创造的欲望、发展人创造的才能、拓展人的精神世界、培植人独立自主的个性、促进人性的完善与卓越。     

We Need to Teach for Ethical Conduct

Educators have a responsibility to teach students not only to be knowledgeable and intelligent, but also to use their knowledge and intelligence in ethical ways; that is, to be wise. In this essay, I first describe why we need to teach for ethical behavior. Then, I discuss how we can teach for ethical behavior. Finally, I draw some conclusions.     

Children and Place: Stories We Have, Stories We Need

Given existing curricula, instructional and assessment practices, teacher preparation programs, and multicultural education approaches, schools can be unhelpful places for students who are not at least middle class and politically white. Critical theory offers a range of conceptual frameworks for understanding and addressing these injustices but teachers find the ideas difficult to learn or to practice in classrooms. Increased attention to the use of stories is suggested to support individual and collective transformation and growth for teachers, students, and communities.