论自主、合作、探究学习

新课程提倡自主、合作、探究学习。自主学习的内涵包括主动性、独立性、自控性,在实践中应处理好教师主导性和学生主体性的关系;合作学习的内涵包括交往性、互动性,在实践中应处理好合作与学习、竞争、独立的关系,教师和学生的关系;探究学习的内涵包括问题性、过程性、开放性,在实践中应处理好"形"和"神"的关系。不能把自主、合作、探究学习形式化、绝对化,要学会全面辩证地看待自主、合作、探究学习。     

Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools

Research in Science Education - This study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the...     

Assessment in special schools: national early assessment procedures and pupils attending special schools in England

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.     

‘Tours of Imperialism’: Cricket and Cultural Transfer in South Africa, 1880–1910

Abstract

Few can deny the significance of sport in today’s South Africa. The sporting structures upon which this is based were first introduced to the country by the British in the late nineteenth century. In line with policies of cultural imperialism, sports such as cricket were promoted at this time as part of a wider political agenda that encouraged the adoption of an ‘English’ way of life in the region. Sports tours, most notably cricket, were a fundamental part of this cultural transfer between the ‘Mother Country’ and her colonies in Southern Africa. To underpin the study of transnational linkages and transfer in African sports, this paper will offer an historical overview of how ‘British-styled’ sport arrived in South Africa and how the early cricket tours between England and South Africa were constructed to promote distinct political and cultural connections. This paper will explore the early development of cricket in South Africa and investigate its symbiotic link to British imperialism and colonialism via the first tours and sporting exchanges that took place. The origins of the game in South Africa will be examined as well as its development up to 1910 (the date of Union in South Africa) as the site of a constructed transnational 'brotherhood' between Britain and its most coveted African colonies.     

Managing physical education lessons: an interactional approach

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.     

Community School Leadership Development in Papua New Guinea: perspectives for change

Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development.     

WIDENING AND INCREASING POST-16 MATHEMATICS PARTICIPATION: PATHWAYS, PEDAGOGIES AND POLITICS

This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based higher education courses and work places.