汉字教育与越南传统文化传承和现代语言建设

越南长期使用汉字使得汉文化成为越南传统文化的有机组成部分。在废除汉字的近100年来,越来越多越南人认识到汉字对本民族的历史和文化仍然起着非常重要的作用。从越南传统文化传承、语言建设等方面来看,汉字在现代越南社会中仍占据重要的位置和发挥巨大的作用,汉字教育对越南传统文化传承和现代语言建设具有非常重要的意义。     

Redesigning regular education support in The Netherlands

In The Netherlands new policy guidelines have resulted in grouping regular and special schools in school clusters, in redistributing the funding of special needs and in appointing a support coordinator in every school. Since the support coordinator, or interne begeleider, is a rather new phenomenon in most schools, data about their roles and tasks were not available. This study attempted to gather such data. The results indicate that support coordinators in The Netherlands are involved in making individual educational programmes, in supporting the class teacher and in coordinating special needs education in their school. The coordinators in this research state that the available time for these tasks is insufficient.     

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content,learning activities,and interpersonal perspectives

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more ‘context-based’ teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.