关于新西兰早期教育课程中教师角色的启示

新西兰是一个重视儿童早期教育的国家,为提高早期教育质量,新西兰政府组织研究团队经过不断的实践与探索最终形成了具有本国特色的Te Whāriki课程。在该课程中,教师扮演着儿童主动学习的支持者、学习的倾听者和观察者、连续学习与发展的反思者和促进者、不同学习情境的连接者等角色。通过对新西兰早期教育课程中教师角色的分析,给予我们如下启示:教师应重视学习的主动性,支持儿童的兴趣与探索;重视学习的记录与评价,促进对儿童的全面了解;重视学习的连续性,支持儿童的持续发展;重视与家庭和社区的连接,共同促进儿童的学习与发展。     

Early Childhood Education and Care Content for the Social Work Curriculum

Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the profession, (2) observation of current practice, (3) culturally competent service delivery, and (4) advocacy to enhance social justice. Through this infusion of content, social work educators can better prepare their students for the growing field of ECEC practice and for social work practice more broadly.     

社会科课程中的公民教育新取向及其教学策略

公民资质传递的观点蕴涵着对"公民"概念的基本理解。分别强调社会科学的学习、决策能力的培养和批判思考的养成等三种公民教育取向,在社会科课程中占据了越来越重要的位置。在全球化的背景下,公民资格已经演绎成为一个多维度的概念,公民资格逐步从民族国家拓展到全球社会,从单一的宪政意义上的法律概念演变成为一个以法律、政治为核心的多维度概念;公民权责作为公民资格的核心逐步从单一强调公民责任发展成为强调公民权责的平衡。     

RETRACTED ARTICLE: Fabrication and Construction of Cable-Supported Ribbed-Beam Composite-Slab Structure

<正>The following article published online at 10 July 2017,DOI:10.1007/s12209-017-0075-9,has been retracted by agreement between the authors and the journal’s editors.The retraction is due to duplicate publication,fig.1,2,3,4,6,7,12,14,15,table 1,2,3,4,5,6 in the paper had already been published in Steel and Composite Structures,Vol 21,no 1.The online version of this article contains the full text     

Social Studies,Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice

The purpose of this article is to examine the nature of appropriate social studies education in the Kindergarten and Pre-Kindergarten years. The importance of social competence development as a basic foundation of the social studies in the early years of schooling is examined, with particular attention to the commonalities shared between goals and strategies for social competence and for civic ideals and practices. Knowledge of developmental direction in child development is described and illustrated as a tool for considering the importance of using close-to-home lessons built on children’s own experiences, prior to lessons about more distal concepts. Historical foundations of developmentally appropriate social studies are revisited, and their relevance is discussed, with regard to social studies education in the kindergartens and pre-kindergartens of today.     

RETRACTED ARTICLE: Synthesis of hydroxylated and methoxylated polybrominated diphenyl ethers

Hydroxylated/methoxylated polybrominated diphenyl ethers (OH/MeO-PBDEs) are not only detected as natural products, but also regarded as metabolites formed from polybrominated diphenyl ethers (PBDEs), which are widely used as flame-retardants in various materials. The aim of the present study was to synthesize authentic OH-PBDEs and MeO-PBDEs, as reference standards for environmental exploration. Twenty OH-PBDEs and their corresponding MeO-PBDEs containing three to six bromine atoms were synthesized via a trial of reactions including coupling, oxidation, bromination, methylation, etc. The products were characterized by GC-MS and 1H-NMR spectroscopy in the work. As results show, all compounds synthesized were up to 99% on purity and be reqarded as authentic standards for detecting the chemical pollutants in the emvironment.     

社会科课程标准中的探究观念

课程标准中的探究观念有宏观和微观两个层面。从宏观层面来看,修订后的社会科课程标准中,"探究"走进课程核心,横跨多维目标,而且不同学段探究的特色更加突出。从微观层面来看,分析内容标准中的行为动词以及教学建议,可以进一步揭示社会科课程标准中的探究观念。要真正落实好社会科课程标准中的探究观念,组织有效的探究教学,还需要注意探究的开放程度、探究的不同梯度和维度。     

社会科课程体系中的历史教育

历史知识及方法关乎人们认识自我和社会的深度,关乎公民教育的质量,以至凡涉及人的权利、义务、道德、态度、价值观等教育内容时,历史知识及方法就成了理解人、社会和人的精神世界的核心内容之一。我们之所以为人,除了历史成就的人文文化外,还因我们有推进自己的历史不断文明且更具智慧、更有道德、更为人道主义的愿望和能力。公民教育正是依靠这种愿望和能力养成有知识、有道德、负责任的公民。因此,与其说社会科教育需要包含历史教育——作为人的基本的知识素养,不如说公民教育要求社会科必备良好的历史教育——作为现代公民所必需的、与现代意识养成密切关联的一整套观念体系的核心部分。     

美国基础教育社会科课程对"全球教育"的关注及启示

随着全球化进程的加快,如何培育出具有全球视野的世界公民是当今多元文化社会对全球化的重大课题.作为基础教育应对的最佳方式是让学生从课程的学习中获得应对未来世界的挑战,成为具有全球视野的世界公民,体现世界公民素养的主旨追求.而社会科教育与全球教育具有紧密的关系,探讨美国基础教育社会科课程主题"全球关联"的设计方案,无疑对我国在基础教育课程过程中推动全球教育具有极大借鉴意义.     

The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through the ongoing interpersonal relations throughout the educational environment. The article identifies the challenges that movement in this direction would create but which the implicit curriculum standard mandates us to address.     

美国初等教育阶段的经济学教育——基于全美课标和主流教材的分析

在经济全球化和我国以经济建设为中心的基本国策背景下,从小开展经济学教育已得到人们的普遍认同.<期望卓越:社会科全国课程标准>和<经济学内容自愿性全国标准>两个全关课程标准规定了美国初级阶段经济学教育的相关内容.美国哈特·米福林版社会科教材中经济学内容的编排体现出注重学科性、学科整合性和注重技能培养的特点,对我国社会科的经济学教育有一定借鉴意义.     

幼儿园社会认知教育的重要性及其目标与内容

儿童的社会认知与亲社会行为的培养有助于促进幼儿个体的社会化,但当前幼儿园课程中的社会认知内容较为模糊,甚至相当匮乏.根据<幼儿园工作规程>与<幼儿园教育指导纲要(试行)>的要求,幼儿园开展社会认知教育应涉及个性品质、社会情感与社会行为等方面,并根据幼儿的年龄特征,建构目标与内容逐渐深化与全面的社会认知教育体系,以促进幼儿的社会化进程.     

社会冲突中的和平教育

和平有积极和平和消极和平之分.作为积极和平的代表型态,和平教育在化解冲突、构建永久性和平方面大有可为.和平教育从理念的提出到有组织地推行,再到和平教育的制度化.经历了一个较长的过程.从全球比较的视角看,当前和平教育的实施主要有宣传共享价值观、开设相关课程、推动群体间接触、组织和平实践活动等方式.     

基础教育课程改革中教师角色的转变

当前正在进行的基础教育课程改革要求教师的角色必须进行相应的转变。即由知识的传授者转向学习的参与者、促进者和指导者;由“教书匠”转向科研型、创新型教师;由单一型教师转向综合型教师;由传统教学方式转向现代教学方式;由面向全体学生的教学转为面向全体与面向个体学生相结合的教学。     

道德教育中教师的作用：教师们对早期学校生活的回忆

在道德教育中，教师可以起到直接的教育作用，但是，其隐性的教育作用才是学生永远记得的。研究教师们对早期学校生活的记忆，对于理解教师在道德教育中的作用，开发新的方法培养教师，使他们在道德教育中发挥积极作用，是一种有益的方式。     

浅析项目管理在开放教育课程管理中的运用-以统计学原理课程管理为例

通过在开放教育课程管理中,引入项目管理方法,积极探索一条适应开放大学发展的课程管理方法,提高课程教学与管理的水平,推进开放大学课程管理改革不断深入.