The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK

There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11–14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future.     

论社会工作教师实践教学能力的培养

社会工作教师的实践教学能力很大程度上决定了学生实践能力培养的水平。以往有关社会工作实践教学的研究主要集中在如何构建实践教学体系、实习教学模式以及实验教学模式等方面,这些是培养学生实践能力的"硬条件"。但与此同时,在学生实践能力培养的环节中,教师的实践教学能力是不可忽视的"软因素"。社会工作实践教学主要包括实验教学和实习教师两大方面。当前,社会工作教师在实验教学和实习教学的设计能力、指导能力、反思能力等方面都存在诸多不足。社会工作教师实践教学能力的培养是一项系统工程,保障制度建设是关键,个体能力建设是基础,教学团队建设是辅助,实践基地建设是平台。     

对人类学研究中田野工作和参与观察法的理解与思考

参与观察法是田野调查的最基本方法,而田野调查是人类学研究和民族学研究的重要内容和途径.可以说,脱离了田野工作的人类学和民族学研究是没有个别访谈或缺少实地田野资料作为支撑的“安乐椅”式的理论研究,而没有参与观察法在田野调查中的运用,田野调查也不能成为人类学和民族学研究中的重要内容.这三者之间存在着相互作用,互为依托的密切关系.     

村落传统体育文化的传承与发展——基于茂名市鳌头镇传统武术的田野调查与思考

运用田野调查法、文献资料法,对茂名市茂南区鳌头镇的官地、飞马、北淦村的传统武术开展情况进行调查。结论：鳌头镇传统武术与茂名其他地方的传统武术一样有着悠久的历史、良好的群众基础、较高的运动技术水平;鳌头镇传统武术以洪拳流传最为广泛,其他功夫也各有所传;传播形式以村中武馆师傅带徒弟的形式为主;利用节假日、各种庆典开展武术展演、比赛活动。文章对发展鳌头镇传统武术提出了加强保护力度,制定并实施对传统武术的非物质文化遗产项目的申报、命名、表彰,传承人认定工作等建议。     

大视野与小地域的互相关照——新野猴戏的起源及历史

本文将历史文献中对猴戏的记载与新野猴戏田野调查所得相对照,根据汉代、明清、民国三个时期历史文本与民间文本的契合,大致确定新野猴戏的起源与基本历史发展脉络。     

建设毕业实习基地的实践及其引发的思考

章通过总结实习基地建设中所碰到的有关问题，主要讨论了实习基地建设的必要性、建设实地基地过程中的选点和布点问题、具体的实施过程、实习基地的巩固以及几个在今后的教学科研中必须予以解决的问题。     

高等师范院校师范生 教育实习评价的问题与策略

教育实习评价体系的建立对于审视我国教师教育实践课程评价的改革和发展问题具有 重要意义。当前高师院校教育实习评价面临的主要问题包括评价目标模糊、评价内容缺乏实践感、 评价标准不具体、评价过程缺少客观性、评价结果信度低、评价方案设计缺乏经验总结和理论指导 等。对此,可采取明晰教育评价实习的目标、发展师范生在教育实习评价中的主体意识和能力、建立 证据取向的应对策略评价设计思路、大学与中小学结为评价实践共同体、加大教育实习评价管理的 研究力度等措施。     

社会工作专业实习教学的阶段模式

本文重点讨论我院社工专业实习教学的设计原则、实施过程,并介绍了我专业在实习教学本土化的一 个尝试--阶段模式的特点和操作方法。     

Effects of fieldwork experience on empowering prospective foreign language teachers

Teacher educators may have different views on what constitutes knowledge base for teacher education. Most of them, however, would agree that field experiences are indispensable for shaping and maintaining high-quality teachers. Unlike teacher training courses in the UK and US, fieldwork components are not always an option in Taiwan. This study, therefore, investigated the effects of a language teacher training course that integrated fieldwork components with traditional lectures. Both quantitative and qualitative data were collected from 13 participants. Results indicate that field-based components help prospective foreign language teachers to become reflective of their weaknesses and strengths and enhance their teacher efficacy.     

“从知其然到知其所以然”的深描与阐释——论江帆持续性追踪研究故事讲述者的启示意义

“谭振山的民间故事”作为惟一的个人项目被列入《第一批国家非物质文化遗产名录》,从80年代中期开始的全国民间文学普查工作开始到申请国家非物质文化遗产,民俗学者江帆持续性追踪研究故事讲述者达18年之久。持续性追踪研究为民俗学的田野调查工作提供了研究者的介入能促使讲述者对民间叙事价值的认识升华、调查互动中促使研究者反思田野调查伦理道德、如何充分挖掘故事讲述与故事讲述者背后的文化涵义等一系列的启示。