共查询到20条相似文献，搜索用时 15 毫秒
1.
Dario Banegas Anahí Pavese Aurelia Velázquez Sandra María Vélez 《Educational Action Research》2013,21(2):185-201
In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices. 相似文献
2.
Catherine D. Bruce Tara Flynn Shelley Stagg-Peterson 《Educational Action Research》2013,21(4):433-452
The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers’ federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six university researchers and 61 teacher researchers. As teacher researchers collected their topic-specific data, university researchers worked in parallel on case studies at the 14 sites in an attempt to gain insights into the types and value of collaboration in collaborative action research. University researchers gathered 20–30 points of data for each case-study site (including teacher researcher final reports as well as journal entries, focus group interviews, field notes, video footage and questionnaires). Through comprehensive cross-case analysis, researchers were able to examine common traits as well as relationships between the nature of the teams, the nature of the projects and their relative success, to highlight conditions that led to robust collaborations. Through pattern matching, hypothesised events were compared with observations to test the claim that a triad of relationships between the team, the team lead and the researchers functioned as a positive collaborative force that propelled teacher team success in a generative ethos, even when faced with substantial challenges. 相似文献
3.
Stephen Darwin 《Educational Action Research》2013,21(2):215-229
Cultural–historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont’ev and Engeström, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains ongoing methodological ambiguity around its use in qualitative research and therefore questions regarding its effectiveness in fulfilling its intrinsic interventionist aspiration. Meta‐level research suggests that the primary methodology theorised for CHAT – Engeström’s development work research that is based on a highly localised developmental ethnography – is not in widespread application in CHAT‐based research. Instead, the majority of research employs an eclectic array of qualitative and quantitative methodologies and uses CHAT more as a heuristic device rather than engaging its more authentic interventionist motive. Given this, it is perhaps surprising there has been limited conceptualising around the prospective relationship between CHAT and action research, which remains largely under‐developed. This paper argues that action research may offer CHAT a legitimate and viable complementary interventionist methodology to investigate the increasingly complex environments of social activity, particularly given escalating expectations of more democratic and participatory modes of research engagement and social learning. 相似文献
4.
罗砺锋 《佳木斯教育学院学报》2012,(5):360-360
行动研究作为外语教师教学的一个特别手段,对外语教学方法的革新有着不一般的作用。本文在简述了其理论基础后,重点分析了行动研究的实施过程。其研究结果既可以加大教师的教学意识,也可以解决一般的教学研究无法涉及的问题。 相似文献
5.
This article traces the origins and development of an action research Master's in Education programme, which was introduced in the Faculty of Education at the University of the Western Cape, South Africa in the mid-1980s. The programme began during a time of political and social repression, when the apartheid government was very much in control, and was explicitly located within an emancipatory approach to education. The article discusses the vision of emancipatory education that underpinned the programme, linking this to the political situation of domination and resistance in the educational sector. The origins of People's Education are described, as well as various initiatives in action research which were closely linked to the People's Education movement of the time. The article concludes by discussing some of the new challenges for action research and emancipatory education in the post-apartheid era. 相似文献
6.
Fred-Ole Sandt 《School Leadership & Management》2013,33(4):355-373
This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers’ professional growth at The University High School. The research component played a significant part as previous attempts to change the culture at the school were unsuccessful and investigating the forces that prevent collaboration in the day-to-day workings of the school became necessary. Our investigation reveals that whilst a peer observation programme has great potential to stimulate cooperation amongst teachers, the ingrained power relations in schools turn its intended professional growth outcomes on its head. Only if the school's leadership employs strategies to counter entrenched disciplinary structures in schools, can peer observation lead to more collaboration between staff members and stimulate professional learning. 相似文献
7.
宋秀云 《张家口职业技术学院学报》2007,20(2):35-36
教师教学行动研究是由教师发起,并最终要使教师自己的教学发生变化的一种反思型的研究活动,其目的是提高教师对课堂教学的认识,以便改进教学.本文就教学行动研究的基本概念,特征,过程及其在教学设计研究中的主要内容进行了论述与分析. 相似文献
8.
研究型大学的本科教学建设问题——以中国科学技术大学为例 总被引：1，自引：0，他引：1
研究型大学的本科教学应该如何建设?本文通过对国外研究型大学概念和特征的分析,结合我国研究型大学建立和发展的过程,以中国科学技术大学为例,具体分析了在研究型大学建设中本科教学的定位及具体改革措施,并对一些问题进行了思考、提出了建议。 相似文献
9.
This paper describes Keli (Exemplary Lesson Development), a new model of in-service teacher education in China, implemented within a broader program of Xingdong Jiaoyu (Action Education), which has been implemented since 2003. This paper sets out how to implement the innovative Keli model. Finally, the implications for the practical community, including teachers and researchers, are examined. 相似文献
10.
针对普通高校实践教学尤其是实验教学中存在的问题,提出建立教学绿色通道、实现无障碍教学的设想;通过打破专业间的壁垒实现资源共享;并以机械类课程为例,在本科教学与研究生教学协同发展的基础上,将学生按照水平高低、能力大小分出不同层次进行指导,以最大限度挖掘学生的潜力,对培养学生的自主学习意识和探索能力将起到很好的引导作用。 相似文献
11.
由于越来越多的高职院校跨校区办学,教研难以开展,基于网络的协同教研是解决这一困境的关键。本研究从教研团队的组建出发,构建了适于跨校区高职院校的网络协同教研模型,并对常见的网络协同教研形式进行了探讨。 相似文献
12.
美国研究型大学服务性学习的基本模式 总被引：1，自引：0，他引：1
在20世纪80年代兴起的高等教育改革运动中，美国高等学校把培养创新人才确立为大学教育的培养目标。为了实现这一培养目标，美国大学十分重视服务性学习在培养创新人才的过程中的意义和作用，并采取多种模式，开展服务性学习活动，如一次性和短期服务性学习、连续的课外服务性学习、课程中的服务性学习、集中的服务性学习等。 相似文献
13.
教研型高校本科生科研能力培养探究——基于安徽大学的调查 总被引：1，自引：0，他引：1
科研能力是大学生综合素质的重要组成部分,培养和提高大学生的科研能力是大学教学过程中的基本任务,也是提高大学教育质量的重要手段。然而,基于实证调研的结果表明,教研型高校本科生科研能力培养遭遇到来自于学生、教师、管理者、社会需求以及教育体制等多方面的阻滞。因此,教研型高校要培养本科生科研能力,必须从认识更新、教师自身能力提升以及工作管理机制等多方面入手,构建适合教研型高校发展要求的培养模式。 相似文献
14.
15.
苏明 《扬州大学学报(高教研究版)》2021,(1)
学术界在关于研究型大学是“以教学为中心”还是“以科研为中心”的长期争论中,逐渐形成了“教学和科研并重”的趋同判断,但办学实践中却一直存在“重科研而轻教学”的现象。由于本科教育的科研参与量少,重科研而轻教学直接导致了研究型大学本科教育边缘化。但本科教育边缘化并不是研究型大学的病症,而是研究型大学教育资源配置的正常表现,是研究型大学演化的结果。要提高本科教育质量,研究型大学本科教育改革的重心应该从传统的“评教模式”转变为“评学模式”,教师增压导向的本科教育改革并不利于研究型大学的良性发展。 相似文献
16.
论本科生科研与教学之融合——美国加州大学伯克利分校本科生科研措施之启示 总被引：1，自引：0，他引：1
文章比较与借鉴美国加州大学伯克利分校本科生科研措施,论述了目前我国高等学校本科生科研的现状,提出了促进我国高等学校本科生教学与科研的方法. 相似文献
17.
基于设计的合作性行动研究是以问题为起点,以设计为主线,研究者、实践者与管理者等共同参与,带动技术创新、实践应用与理论反思多位一体迭代循环提升的有效研究模式。应用这一研究范式开展的基于学生发展的校本研究实验表明,基于学生发展的校本研究能够有效整合大学区域教科研部门和中小学校的力量,同时,大学研究者、区域教科研工作者和实验学校教师三方面力量形成的教育研究共同体,发挥各自的优势,共同落实专向主体、关注差异、以人为本的教育理念,能够进一步完善和创新学校已有的校本研究,有助于共同促进学校和师生的共同发展。 相似文献
18.
戚音 《宁波职业技术学院学报》2008,12(1):70-73
构建学习型文化是高职院校可持续发展的必由之路,而以解决实际问题为目的的教育行动研究是构建学习型文化最有效的方式。通过教育行动研究使教师“学会学习”,培养合作学习能力,养成反思性思维习惯,提高专业化程度。 相似文献
19.
张培 《天津师范大学学报(社会科学版)》2012,(1):48-51
行动研究作为质化研究的一种方法,具有专业发展性、循环性、反思性和批判性等特征。行动研究对于语言教学研究的重要价值在于,帮助了解真实课堂并从中发现有效学习与教学的方式;帮助认识和领悟语言教育教学中可量化物之外的其他重要内容;帮助发现和理解特定背景之下教师的行为、言语、感知及其内在联系。行动研究使语言教学研究真正成为一种实践的、真实的、具有影响力的、充满活力的研究。 相似文献
20.
行动研究是基础教育课程与教学研究的一种基本方式,其研究旨趣是:跨越理论与实践的鸿沟,优化教学实践的品质,促进教师的专业成长。当下教学行动研究存在的主要问题为:研究问题定位模糊,研究计划欠科学,研究实施不规范,行动研究缺乏相关理论的支撑,研究难以持续发展。应对行动研究问题的策略有:合理界定教学行动研究的问题域,遵循行动研究的基本规范,加强理论与实践的联系,相关组织和人员为教师的行动研究的持续发展提供支撑。 相似文献