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201.
本体性游戏与幼儿元认知发展的研究 总被引:2,自引:0,他引:2
元认知在个体的发展中起着重要的作用。在不同的个体身上,元认知有成熟与次成熟之别,整体与局部之分。幼儿具有局部的次成熟的元认知。在本体性游戏的影响下,幼儿的元认知将获得较快的发展。 相似文献
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204.
从“观音”形态之流变看中国佛教美术世俗化、本土化的过程 总被引:1,自引:0,他引:1
王丹 《河北师范大学学报(哲学社会科学版)》2003,26(3):140-143
在中国佛教美术发展的历史进程中,经历了一个外来艺术本土化、宗教艺术世俗化的过程。这一过程,突出地反映在不同历史时期观音造像的形态变化之中,体现了中国佛教艺术走向世俗的必然趋势。 相似文献
205.
Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science
Benjamin C. Herman Allan Feldman Vanessa Vernaza-Hernandez 《International Journal of Science and Mathematics Education》2017,15(3):451-471
Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation. 相似文献
206.
Visual signals convey emotions and intentions between individuals. Darwin underlined that human facial expressions represent a shared heritage between our species and many other social mammals. Social play is a fertile field to examine the role and the potential communicative function of facial expressions. The relaxed open-mouth (or play face) is a context-specific playful expression, which is widespread in human and non-human mammals. Here, we focus on playful communication by applying Tinbergen’s four areas of inquiry: proximate causation, ontogeny, function, and evolution. First of all we explore mimicry by focusing on its neural substrates and factors of modulation within playful and non-playful context (proximate causation). Play face is one of the earliest facial expressions to appear and be mimicked in neonates. The motor resonance between infants and their caregivers is essential later in life when individuals begin to engage in increasingly complex social interactions, including play (ontogeny). The success of a playful session can be evaluated by its duration in time. Mirroring facial expressions prolongs the session by favoring individuals to fine-tune their own motor sequences accordingly (function). Finally, through a comparative approach we also demonstrate that the elements constituting play communication and mimicry are sensitive to the quality of interindividual relationships of a species, thus reflecting the nature of its social network and style (evolution). In conclusion, our goal is to integrate Tinbergen’s four areas of ethological inquiry to provide a broader framework regarding the importance of communication and mimicry in the play domain of humans and other social mammals. 相似文献
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The main purpose of this paper is to investigate the intellectual structure of the research on educational technology in science education (ETiSE) within the most recent years (2008–2013). Based on the criteria for educational technology research and the citation threshold for educational co-citation analysis, a total of 137 relevant ETiSE papers were identified from the International Journal of Science Education, the Journal of Research in Science Teaching, Science Education, and the Journal of Science Education and Technology. Then, a series of methodologies were performed to analyze all 137 source documents, including document co-citation analysis, social network analysis, and exploratory factor analysis. As a result, 454 co-citation ties were obtained and then graphically visualized with an undirected network, presenting a global structure of the current ETiSE research network. In addition, four major underlying intellectual subfields within the main component of the ETiSE network were extracted and named as: (1) technology-enhanced science inquiry, (2) simulation and visualization for understanding, (3) technology-enhanced chemistry learning, and (4) game-based science learning. The most influential co-citation pairs and cross-boundary phenomena were then analyzed and visualized in a co-citation network. This is the very first attempt to illuminate the core ideas underlying ETiSE research by integrating the co-citation method, factor analysis, and the networking visualization technique. The findings of this study provide a platform for scholarly discussion of the dissemination and research trends within the current ETiSE literature. 相似文献
209.
Konstantinos Stouraitis Despina Potari Jeppe Skott 《Educational Studies in Mathematics》2017,95(2):203-217
The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is οn the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging contradictions and we elaborate on the construct of dialectical opposition to understand the nature of these contradictions and their potential for teacher learning. We provide evidence that discussions about contradictions and their dialectical character in the two groups support teachers to engage differently in mathematics teaching and learning and carry potentials for shifts in the practices that evolve in their classrooms. Our study addresses empirically in the context of mathematics teaching the philosophical claim about the role of contradictions as a driving force for any dynamic system. 相似文献
210.
Jeroen Lavrijsen Ides Nicaise 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):257-280
An important issue in the design of secondary-level education is the balance between conveying general and occupation-specific (vocational) skills. On the one hand, vocationally oriented programmes, providing occupation-specific skills with immediate labour market relevance, have repeatedly been shown to secure safe pathways into employment. On the other hand, these programmes tend to put less emphasis on developing general knowledge, skills and competencies, including numeracy and literacy, which are foundational to lifelong learning. Hence, when the needs of the labour market change, employees who opted for a vocational track when they were at secondary school risk being less flexible in adapting to such changes later in their career. The authors of this article examine whether this results in a trade-off between short-term gains and long-term losses by considering differences in the labour market careers of vocationally and generally educated respondents in the 2012 Programme for the International Assessment of Adult Competencies (PIAAC). Their results suggest that early labour market benefits of vocational specialisation decrease over time; the authors relate this to its lower ability to equip secondary school students – future employees – with skills for lifelong learning. 相似文献