The Early Literacy Support Programme (ELS) and the blend and clash of national educational policy ideologies in England

In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001 Department for Education and Skills 2001a Early Literacy Support Programme, materials to support teachers working in partnership with teaching assistants London DfES  [Google Scholar]a; 2001 Department for Education and Skills 2001b Early Literacy Support Programme, session materials for teaching assistants London DfES  [Google Scholar]b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old.     

信息时代大学生信息素养教育及其对策探究

信息素养教育是推进素质教育的重要途径,也是促进终生学习和构建学习化社会的重要手段。在概述信息素养与信息素养教育内涵演变的基础上,分析了当代大学生信息素养教育的现实需要,结合信息时代和社会发展背景,阐释了大学生信息素养教育的必要性和紧迫性,提出基于高等院校的大学生信息素养教育的对策和途径。     

“美国高等教育信息素养能力标准”及其启示

“信息素养”已成为教育中的一个热门话题。各个国家对此做出了积极的反应并制定了相应的标准,尤以信息技术发达的美国为代表。美国在制定中学生信息素养标准之后,续而又在2000年制定了美国高等教育信息素养能力标准。该文主要介绍“美国高等教育信息素养能力标准”并在此基础上展开了对我国目前高校计算机课程的理性思考和教学改革的建议。     

英国媒介素养教育特色分析与借鉴意义

伴随着社会现代化进程的不断加快,广播、电视、报刊、网络等媒体的影响力与日俱增,面对丰富多彩的媒介世界,如何正确解读媒介信息变得越来越重要。该文通过对英国媒介素养教育进行分析,结合我国国情简述其借鉴意义,以此为建设基于本土化的有中国特色的媒介素养理论体系及其实践提供参考。     

The device in the room: Technology’s role in third grade literacy instruction

Abstract

This yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for student technology use varied across settings and resulted in mixed levels of student engagement. Although technology has the potential to transform teaching and learning, it is most often used as a substitution for traditional instructional tools and to support students’ remembering and understanding rather than more complex tasks. Analysis suggests technology tools are not being strategically employed to support the development of 21st century learning skills.     

对中小学教师信息素养培养的再思考

信息素养是关于信息的综合能力系统。信息化社会,信息素养是每个成员必备的基本素质。中小学教师,作为教学前沿新课程的实施者,具备良好的信息素养有着重要的现实意义。针对目前中小学教师信息素养培养的误区,该文从系统的角度探讨了其培养和提高的具体策略。     

让故事伴小学生健康成长

好的故事能激励学生坚毅、快乐和勇敢,让学生创造性思维得到发展。本文分析了当前小学生成长过程现状及存在的问题,揭示了用故事对学生进行品德教育的重要性,论述了故事育人所采取的策略,将故事与各学科教学有机融合,营造讲故事、听故事、演故事、编故事的氛围,从而使学生在故事中受到启迪,获得成长。     

基于“学习设计”开发支持过程与活动的ICT教育应用模式

学习设计是教育技术领域最近最有意义的发展之一。它关注E-learning中的学习过程和活动,旨在描述各种各样的教学方法及过程,并能适应教学方法的不断更新。学习设计与教学设计存在着联系和区别,它通过教学设计进入教育实践应用中,为教师表达教学思想提供一个过程框架。它也可以帮助我们更好地理解信息技术在传统学校教育中的应用,为设计和开发支持过程与活动的ICT教育应用模式提供有效的途径。     

Home learning environment and development of child competencies from kindergarten until the end of elementary school

Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.     

教育均衡视域下中小学校长信息素养提升研究——以“三区三州”培训为例

“互联网+教育”是推动教育变革的有效手段之一,通过互联网可促进优质教育资源均衡发展,有利于实现区域基础教育的均衡发展,但这要求中小学校长要具备较高的信息素养和综合应用信息技术进行学校管理的能力。开展相关培训是提升中小学校长信息素养的一种有效方式,基于对“三区三州”中小学校长信息素养的调查分析,通过基于设计的研究活动,开展云南怒江州、四川凉山州中小学校长信息素养提升研究。遵循可适性、设计性、调节性和总结性原则,构建了中小校长信息素养提升模式整体架构,以期为今后的中小学校长信息素养提升培训提供参考,助力区域教育信息化均衡发展。