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51.
采用单元教学法对高水平运动员进行文化课教学的探讨 总被引:2,自引:0,他引:2
针对高水平运动员在接受文化教育中所面临的“时间不够”的难题,着重从改革教学方法入手进行分析与研究,摸索出单元教学法是解决这一难题的有效途径。 相似文献
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James Thompson Don Houston Kathryn Dansie Timothy Rayner Timothy Pointon Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952
The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles. 相似文献
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In response to the increasing recognition of the need for sustainable food systems, research on students’ and educators’ knowledge of food systems and sustainability more broadly has grown but has generally focused on what people ‘fail’ to understand. Moving away from this deficit approach, the present study used semi-structured interviews to explore how 12 pre-service teachers (PSTs) in the US consider sustainability in terms of the trade-offs – or concurrent costs and benefits – associated with using different agricultural resources over short, medium, and long terms. Drawing upon the constructs of framing, metacognition, and complex causality, the study found that the majority of PSTs referred to indirect experiences of seeing or hearing about agricultural resources to demonstrate stable knowledge of short-term trade-offs and construct tentative knowledge about medium-term trade-offs. Few described long-term trade-offs. Most participants also acknowledged some gaps in their knowledge in discussing trade-offs across the different time scales. Findings suggest the importance of leveraging and building upon educators’ (and ultimately students’) prior experiences to build their understanding of complex trade-offs that underlie food systems. The study also illustrates the value of using the concept of trade-offs across time scales to explore people’s conceptions and understandings of sustainability. 相似文献
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Kathryn Elizabeth Linder 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):443-456
Through an application of Foucauldian theories of power and neoliberalism, this article employs an ascending analysis to identify an embedded neoliberal agenda within the documentary 2 Million Minutes. The author argues that this neoliberal agenda serves to support and maintain notions of international white supremacy as it assumes relationships between whiteness and success, American identity and privilege, and through its definition of the global economy as one in which all students can equally take part. By articulating how the film engages in techniques of biopower through a comparative portrayal of high school students from India, China, and the United States, the author argues that representations of education ‘realities’ should be examined and questioned in order to locate powerful and hidden hegemonies. 相似文献
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A survey to assess mentoring experiences and attitudes towards work of Pennsylvania academic librarians was conducted in September 2006 with questions concerning mentoring experiences, work experiences, and attitudes towards work. Results of the survey are analyzed for differences among those librarians responding, especially generational differences, and implications for professional associations when developing mentoring programs are discussed. 相似文献
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Kathryn M. Anderson-Levitt 《Asia Pacific Education Review》2014,15(3):347-354
Internationalization of educational publishing promises fresh perspectives and new solutions—but not if US-based editors, reviewers, and readers fail to recognize the significance of research conducted outside the USA. This essay explores the concept of “significance” in the context of peer review of journal articles, and explains why US-based reviewers easily miss the social importance and the intellectual interest of research conducted elsewhere. It points to several steps that can be taken to increase publication of the full global range of educational scholarship. 相似文献
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Kathryn Scantlebury 《Cultural Studies of Science Education》2014,9(2):263-273
In this article, I describe how Jane Butler Kahle’s intellectual curiosity, commitment to equity and her ability to use various research approaches, to establish research and networking groups comprised of scholars from diverse backgrounds, theoretical perspectives and geographic locations, to disseminate research outcomes and findings through scholarly publications, service on policy committees and mentoring of other scholars framed a career in science education that has impacted students, teachers, and researchers. Jane synergistically and tirelessly combined her research, teaching, and service to identify, challenge and reduce inequities in science education in the US and throughout the world because for her it was important that all students have access to quality science education. 相似文献