Pupils' perspectives on the lived pedagogy of the classroom

This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom.     

Classroom conditions to secure enjoyment and achievement: the pupils' voice. Listening to the voice of Every child matters

This paper argues that pupil voice and the active engagement of pupils in shaping their own educational experience are integral to the success of the ‘Enjoy and Achieve’ strand of the Every child matters: Change for children programme. Through accessing the voice of Key Stage 2 pupils, insight was gained into what pupils believe to be the ideal ‘classroom conditions’ which enable them to enjoy and achieve at school. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool. The data was collected from 180 pupils, from Years 3–6 (aged 7–11) in a UK Junior school. The findings identify eight ‘classroom conditions’ which pupils see as being critical for them to be able to enjoy and achieve at school. Two of these ‘classroom conditions’ do not appear to be supported by previous research.     

Prioritising student voice: ‘Tween’ children's perspectives on school success

This paper presents the findings of a study of the perspectives of Australian, English and New Zealand ‘tweens’ in response to one question, ‘what makes people muck up at school?’ Arguing for the increased prioritisation of children's voices in educational planning and provision, this paper provides, in children's own words, their perspectives on school success and classroom dynamics.     

Pedagogy in practice: the pedagogy of a learning setting as students experience it

This paper opens a theoretical discussion regarding the pedagogy of a learning setting as students experience it. Students’ experience of learning deserves particular attention because it may differ from the pedagogy that is designed and campaigned for by the school, or even from the one that is ‘experienced’ by the teacher in the same situation. In order to open up such a discussion, we introduce the term ‘pedagogy in practice’ (PiP). This new term describes the pedagogy that actually acts on students’ thought and affects; it relates to the interaction between the school’s pedagogy and students’ experience of it. In this paper, we define the concept of PiP and examine its implications and differentiation from related pedagogic concepts. By doing so, we question educators’ and policy makers’ ability to understand, evaluate, make sense of, and eventually improve pedagogies or curricula in general without looking at PiP in particular.     

被动语态的功能分析与语法教学

运用系统功能语法理论.对节选的一篇<新概念>教材中的被动语态进行功能分析,认为语篇分析有利于优化语法教学.     

古文献施受名谓语体词间之"于"考

古文献施受句谓语体词间之“于”的性能,语法学者大都视“于”为被动式之标志。笔者考察古文献则发现,在传世典籍中,被动句虽常有“于”而亦或无“于”,主动句虽常无“于”而亦或有“于”。甚或对举的选择问句。有“于”者为主动态,无“于”者为被动态;并列的“于”字结构,其一为被动态,另一为主动态。由此看来,“于”之出现于施受句谓语体词间,并非决然为被动语态之体现者。     

浅议民族声乐的训练方法

民族声乐演唱者的培养和训练,必须从声音、吐字、感情、韵味、表现、修养、形象七个方面着手。每个环节都是重要的,只有达到七个方面的统一,才能形成民族声乐艺术的风格,才能继承和发扬我国的民族声乐艺术。     

论声乐教学中歌曲演唱的艺术处理

在声乐教学中,不但要进行声音技术同的训练,而且还要进行歌曲演唱的艺术处理,两者互为因果,互为表里。歌曲演唱的艺术处理,应该遵循声情并茂,对比统一,同中求异三个基本原则,这三个原则相互依赖,统一不可。     

中学生人际交往障碍及对策

中学生人际交往障碍表现为情绪不稳定、焦虑、紧张、交往恐惧、孤独感、缺乏安全感、冷漠、依赖心重、信任感缺乏、傲慢等方面的特点。其中尤以焦虑、紧张、孤独感、信任感缺乏等表现为多。调查发现 ,人际认知偏差 ,不良情绪及不良个性心理品质是引起中学生人际交往障碍的主要原因。针对原因 ,我们从正确认识自我、学会控制不良情绪、加强个性修养、掌握交往技巧等四方面提出了改善中学生人际交往的对策     

图书馆系统的无序现象及其有效控制

应用系统科学理论,提出系统中的有序和无序基本概念,分析影响图书馆系统功能的种种无序现象,并根据系统论的观点,提出图书馆系统无序现象的有效控制措施。