Webteaching: Sequencing of subject matter in relation to prior knowledge of pupils

Two experiments are discussed in which the sequencing procedure of webteaching is compared with a linear sequence for the presentation of text material. In the first experiment variations in the level of prior knowledge of pupils were studied for their influence on the sequencing mode of text presentation. Prior knowledge greatly reduced the effect of the size of sequencing procedures. In the second experiment pupils with a low level of prior knowledge studied a text, following either a websequence or a linear sequence. Webteaching was superior to linear teaching on a number of dependent variables. It is concluded that webteaching is an effective sequencing procedure in those cases where substantial new learning is required.     

Linking personal and professional knowledge of teaching practice through narrative inquiry

Abstract

Preservice teachers enter professional teacher education programs with personally constructed (but often implicit and unexamined) knowledge of what good teaching is and what kind of teachers they wish to become. If they are unable to connect new and/or expanded professional knowledge of teaching with their own unexamined narrative knowledge of teaching, professional knowledge presented in courses remains decontextualized theory; their personal narrative knowledge of teaching remains implicit and unexamined; and they teach as they believe they were taught. Here the use of four versions of narrative inquiry with preservice teachers are examined. Each one—Response to Practicum Experiences, Responses to Readings, Small and Large Group Discussions, and Reflection Papers—is intended to enable students to explore narrative assumptions that contribute to their images of teaching. Each form of narrative inquiry enables students to explore unexamined parts of their personal and professional knowledge of teaching and link these in explicit ways.     

Didactic closure: Professionalization and pedagogic knowledge in Finnish teacher education

This article concerns the kind of symbolic and strategic value that science-legitimated pedagogical knowledge has in the professionalization of teacher education. The aim is to try to understand certain peculiarities in this body of knowledge through studying the history of the “science of teaching” and of the professionalization of teacher education in Finland. The conclusion is that there are at least three professionalist drifts that produce and reproduce a kind of “decontextualized pedagogic discourse” in Finnish teacher education: the pursuit of science legitimation, loyalty to state educational reforms and a striving for distinction from rival disciplines. The analysis shows that, at least up to the present day, the science-legitimated knowledge system for teacher education has served as a very successful strategy in the struggles on the field of Finnish higher education.     

应用知识对象提高课件制作效率

知识对象是Authorware多媒体制作软件中的程序功能模块,它提供了实现课件程序的框架结构,其内置的向导程序能够引导用户进行课件内容的选择和设置,从而能极大地提高多媒体课件制作的效率。     

Post's Machine: A Didactic Microworld as an Introduction to Formal Programming

Although formal programming is considered a recognised programming model, many avoid teaching it because of its very high mental cost. For that reason we developed a microscopic environment based on Emil Post's theoretical machine as an introduction to formal methods of programming and in the framework of an introductory computer science course.In this paper, we present a small formal system for the development and simultaneous verification of algorithms; we give an example of problem solving in this environment; we present a small existing software simulating Post's machine; we propose two modules to facilitate the work in this environment; and finally, we present the didactic uses of Post's machine as an introduction to formal methods.     

The story so far: personal knowledge and the political

This paper looks critically at a number of forms of inquiry that are now developing in the field of teacher education. Narrative methods and starving are two associated genres that have emerged forcefully in the past decade as ways of seeking to represent the lived experience of schooling. It is because of the very potential of these methodologies to bring us closer to the experience of schooling that our scrutiny should focus sharply upon both the strengths and weaknesses of these methods. To help the process of identifying the cultural place of stories and narrative, the paper seeks to link the emergence of such genres inside teacher education with broader cultural patterns within contemporary societies. In particular, the use of personal stories in the global media is examined; and as a result, a series of questions is asked and issues are raised. Finally, some conclusions regarding the role of stories and narrative in educational research are provided. Here, some antidotes to the absence of historical and theoretical context are developed.     

在生物学教学中引导学生进行反思性学习

本文从强化学生的反思意识、重视和促进学生的反思性学习方面总结了在生物学教学中如何引导学生进行反思性学习的体会。     

社会存在方式的科学合理化——对科学实践观念的建构与社会道德建设相互关系的现实性探讨

人的社会实践是由人的观念支配的,这一观念就是人在认知的基础上建构的实践观念.实践观念不仅承载着人的价值观念,也承载着人的道德观念,是在人认识和改造自然的活动中所形成的人与人和人与社会相互关系的产物.而道德观念本身也是一种价值观念,它与人的实践观念一道通过人的感性实践活动及其结果呈现出来.因此,在正确认识的基础上,建构科学而合理的实践观念就成为社会道德建设的核心内容.有了科学而合理的实践观念,才可能有科学而合理的道德观念.马克思主义的道德观念正是现代科学道德观念的直接体现.     

The relation of personal and environmental variables to teacher burnout

The study investigates the relative contribution of personal and environmental variables to teacher burnout. On the basis of balance theories it was hypothesized that congruence between school climate — open/closed — and personal rigidity would explain the variance in burnout. Several measures (Rigidity Scale, Organizational climate Scale, School Perception by Teachers, the Maslach Burnout Inventory, were administered to 124 teachers. While the interaction between rigidity and closed school climate explained some of the variance in burnout, the other interactions did not. Rigidity, considered as an independent variable, not in interaction, did not explain burnout. A number of environmental variables were found to significantly predict burnout. Implications for the prevention of burnout are suggested.     

实践性知识及职前教师实践性知识的建构

实践性知识是教师进行教育教学的方法论知识,具有情境性、实践性、机智性和内隐性、缄默性的特点。当前高师院校对职前教师实践性知识的建构还处于十分薄弱环节,为此,高师院校必须重视职前教师实践性知识的建构,注重实习、见习环节,改革课堂教学模式,注重情境教学,引导职前教师在反思和批判中逐步建构实践性知识。     

Achievement of Black Caribbean pupils: good practice in Lambeth schools

The aim of this research article is to investigate how pupils from Black Caribbean backgrounds are helped to achieve high standards in British schools and to identify a number of significant common themes for success in raising the achievement. It draws evidence of good practice from 13 case study schools in the local education authority (LEA). The main findings of the research carried out show that Key Stage 2 (KS2) and General Certificate of Secondary Education (GCSE) results have improved significantly in the case study schools in the last seven years and all schools are performing above national average with Black Caribbean pupils. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success in the case study schools for raising the achievement of Black Caribbean are: strong leadership with emphasis on raising expectations for all pupils and teachers; the use of performance data for school self‐evaluation and tracking pupils' performance; a commitment to creating a mesmerising curriculum where teachers use their creative intuition to deepen the quality of pupils' learning; a highly inclusive curriculum that meets the needs of Black Caribbean pupils; a strong link with the community and a clear commitment to parents' involvement; good and well coordinated support to Black Caribbean pupils through extensive use of learning mentors and role models; an inclusive curriculum and a strong commitment to equal opportunities with a clear stand on racism. This article discusses in detail these good practices and pattern of KS2 and GCSE performance by ethnicity to illustrate difference in attainment. Overall, the finding of this case study LEA confirms that in good schools Black Caribbean pupils do well and buck the national trend against all odds. The reasons for this success story are all to do with education provided in the LEA and schools. The implications of the research for all concerned with school improvement receive much attention.     

重视与加强高等学校的文化建设——关于大学文化建设的思考

为了使高等教育适应和谐文化建设的需要,必须进一步重视和加强高等学校的文化建设。建设大学文化,必须调浓人文色彩,加强人文关怀,促进人文教育和科学教育的融合;同时要注重优秀文化的熏陶,加强先进文化建设;坚持科学发展,加强和谐文化建设。     

知识构建与知识服务的优化

文章从知识构建的发展过程入手,对知识构建的涵义、知识构建的条件、知识构建的内容进行分析,并进一步探索知识构建与知识服务的关系,知识构建对知识服务的优化作用。如对知识获取的优化,对知识表达的优化,对知识存储的优化,对知识共享的优化。     

Plato, Pascal, and the dynamics of personal knowledge

Abstract educational practices are to be based on proven scientific knowledge, not least because the function science has to perform in human culture consists of unifying practical skills and general beliefs, the episteme and the techne (Amsterdamski, 1975, pp. 43–44). Now, modern societies first of all presuppose regular and standardized ways of organizing both our concepts and our institutions. The explanatory schemata resulting from this standardization tend to destroy individualism and enchantment. But mathematics education is in fact the only place in which to treat the human subject’s relationship with mathematics. And that is what mathematics education is all about: make the human subject grow intellectually and as a person by means of mathematics. At first sight, mathematics, in its formal guise, seems the opposite of philosophy, because philosophy constructs concepts (meanings), whereas mathematics deals with extensions of concepts (sets). We shall, however, turn this problem into an instrument, using the complementarity of intensions and extensions of theoretical terms as our main device for discussing the relationship between philosophy and mathematics education. The complementarity of the “how” and the “what” of our representations outlines, in fact, the terrain on which epistemology and education are to meet.     

论知识产品的权利客体特征

知识产品的特征具有相对性,既包括作为私权权利客体所共同具有的特征,还包括区别于其他私权客体的特征。诸如商标等各种具体知识产品的特征既包含了作为类存在的知识产品的特征,也有其个性特征。立法保护各具体知识产品的个性特征不是否定其共性特征的理由。     

From Teacher to Teacher Educator: Reframing knowledge in practice

This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings—institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator.