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11.
Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse. 相似文献
12.
Unlike emotions, which are short-lasting events accompanied by viscero-motor responses, vitality forms are continuous internal states that modulate the motor behaviors of individuals and are devoid of the autonomic modifications that characterize real emotions. Despite the importance of vitality forms in social life, only recently have neurophysiological studies been devoted to this issue. The first part of this review describes fMRI experiments, showing that the dorso-central insula is activated during the execution, the perception and the imagination of arm actions endowed with different vitality forms as well as during the hearing and the production of speech conveying vitality forms. In the second part, we address the means by which the dorso-central insula modulates the networks for controlling action execution and how the sensory and interoceptive information is conveyed to this insular sector. Finally, we present behavioral data showing the importance of vitality forms in social interactions. 相似文献
13.
Órla Ní Bhroin 《British Journal of Special Education》2013,40(3):114-123
In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion. 相似文献
14.
文章基于安徽省1990-2013年的经济增长数据以及工业“三废”的排放量等环境污染指标,建立了向量自回归(VAR)模型。利用脉冲响应分析以及方差分解技术分析方法来研究经济增长与环境污染之间动态作用机制。结果显示:安徽省经济增长主要依赖于产生工业废气和废水的企业;经济增长对环境污染的解释力较强,而环境污染对经济增长的解释力相对较弱;环境污染对经济增长的推动只能在短期起作用,这种发展模式是不可持续的,并且会形成破坏环境的恶性循环;保护环境、惩治污染与经济增长并非是零和博弈,而是可以相互促进的。 相似文献
15.
马燕云 《高等教育研究学报》2011,34(Z1):26-29
介绍了国内激光等离子体相互作用课程的教学情况、教材使用情况,国防科学技术大学理学院在该课程的教学中所进行的创新性教学模式探索实践和所取得的成效。最后总结了教学改革和人才培养的经验,对其它研究生课程建设具有一定的参考价值。 相似文献
16.
Eva Heinrich 《高等教育研究与发展》2015,34(5):899-913
Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in joining communities, this research looks at the existing contexts around academics, which it refers to as ‘teaching groups’. It is proposed that every academic involved in teaching belongs to at least one teaching group, formed by colleagues teaching in the same course, degree or subject and that teaching groups form relevant contexts for engagement with teaching. The research investigates how teaching groups compare to communities and finds that less than half of teaching groups named by participants have strong community characteristics, indicating large space for improvement in the remaining majority of groups. The suggestion is made that identifying teaching groups across an institution might provide a promising starting point for engaging a majority of academics and working with these academics towards increased interaction on teaching in open and trusting collegial atmospheres. 相似文献
17.
Ellen Rydell Altermatt 《Journal of Experimental Education》2015,83(2):218-235
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed. 相似文献
18.
Ravi C. Paul William Swart Aixiu Monica Zhang Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382
Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike. 相似文献
19.
黄海是台湾具有代表性的科幻小说作家,是台湾科幻小说的开拓者之一,也是在这一领域创作最勤、最为丰产的作家。黄海小说《银河迷航记》以银河探险为背景,包涵着作家对未来社会人类生活空间的思考,对人的本质与人性的思考,以及对人的生命状态的思考,体现了作家对人类未来的极大关注与热情想象。 相似文献
20.
Sepideh Fotovatian 《Globalisation, Societies & Education》2015,13(2):230-245
Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration. 相似文献