为了理解的教/学——哈佛教育研究生院WIDE World项目研究

WIDE World是HGSE开发的创新的职业发展项目,核心思想是"为了理解的教与学",强调理解在学习中的重要作用。文章介绍了WIDE World项目的起源,通过案例介绍了其三类运作模式,分析了其特点,并结合我国的实际情况,提出了相应的操作建议。作为一个成功且成熟的教师职业培训项目,其核心思想、运作模式都对我们的教师培训有着借鉴意义。     

对行政自由裁量权的认识

行政自由裁量权是现代行政权力的重要组成部分,对其进行深入的研究无论在理论上还是实践中都有重要的意义。现对行政自由裁量权的合理确认做了历史的考察,比较了中外有关学者的定义,得出其具有的三个特点。并从行政自由裁量权被滥用的表现和危害两个方面进行阐述。     

Seeing,grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education

ABSTRACT

Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.     

国际理解教育发展的研究

国际理解教育是指世界各国在国际社会组织的倡导下,以“国际理解”为理念而开展的教育活动。它是在交织着冲突、发展、困惑、忧虑和希望的社会背景下产生的,经历了20世纪40年代的倡导、50年代的初步实施、60年代的进一步推进、70年代中期的转折及八九十年代的发展几个阶段。联合国教科文组织的50年历程记载着国际理解教育在国际社会上的曲折变化,同时也预示着国际理解教育在新千年的重要发展动向。     

科学传播领域三大国际会议的研究及其启示

科学传播这一研究领域受到了越来越多的关注,尤其是近年来,科学传播领域的三个重要的国际会议——公众科技传播会议(Public Communication of Science and Technology,简称PCST),科学传播会议(Science Communication Conference,简称SCC)和科学传播学会议(Science of Science Communication,简称SSC),吸引了世界各国对科学传播议题感兴趣的研究者们展开多元探讨,共同谋划科学传播的未来。本文试图就这三大会议的主旨与议题进行分析,探寻国际科学传播研究关注点的发展及其趋势,并提出对于中国科学传播研究及发展可能的启示。     

论面向理解的学习与教学设计——设计研究视角下的中国本土实证探析

对人类理解的探究,在人类思想的发展史上从未中断过。而随着心理学以及教育学的深入发展,该主题于20世纪中后期逐渐成为一个引人关注的研究课题。从20世纪90年代开始,表征观与实作观成为了分析学习活动中理解内涵的两种对峙思想。从学习科学的视野出发,将这两种思想整合起来,以实证方法探究学习活动中更加细微的理解特征以及相应的教学设计策略,成为了本研究的主要方向。     

Elementary school children’s understanding of science: The implementation of an extracurricular science intervention

The promotion of students’ achievement and competence in the so-called STEM disciplines is one cornerstone of current educational research and practice. In particular, as early as elementary school, the fostering of an adequate understanding of science is a normative goal of science education. It facilitates students’ science learning and enables them to understand the nature and development of scientific knowledge. Based on the relevance of the promotion of young children’s understanding of science, a corresponding science intervention was recently developed and successfully evaluated in a first study under highly controlled conditions. The goal of the present study was to investigate the effectiveness of this intervention when implemented in practice. One hundred seventeen third- and fourth-grade students and 10 trained course instructors participated in this study. We applied a randomized block design with waitlist control groups and repeated measures. The results revealed that children assigned to the intervention compared with children assigned to the waitlist control group showed better inquiry-related methodological competencies (a better understanding of the scientific inquiry cycle and experimentation strategies) and a higher need for cognition. The findings point to the successful implementation of the intervention and are compared with the results of the first study.     

Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model

This paper reports the findings of an exploratory study concerning the development of higher-order conceptual understanding of Teaching Games for Understanding (TGfU) among physical education pre-service teachers. The development of such understandings has been seen as problematic among pre-service teachers (Randall, 2003 Randall, L. 2003. Preservice teachers' understanding of teaching games for understanding approach to content delivery. Avante, 9(1): 49–61.  [Google Scholar]). An analysis of the responses given in a high- stakes examination of 165 pre-service physical education teachers was used to investigate varying levels of understanding in TGfU pedagogy. This paper reports specific examples of student responses in a written high-stakes examination and justifies how a two-cycle structure of the observed learning outcome (SOLO) model can discriminate between the demonstrations of surface and deep conceptual understandings.     

Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction

As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding promoted in various curriculum documents and required for the development of proportional reasoning in later years.     

Empathy in history. Understanding a past institution (ordeal) in children and young adults when description and rationale are provided

A total of 150 students, from 8 to 25 years, were interviewed about ordeal¹ in the Middle Ages, after reading a shorter and simplified version of a text used in previous research on this topic (e.g., [Lee, P. J., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, Jr., S. Foster, & E. Yaeger (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Lanham: Rowman and Littleffeld]). Unlike previous studies, at all ages nearly all students understood that ordeal involved the intervention of God, and was related to religious beliefs different from the present. With age, there was an increase in the number of students also referring to the backwardness of the Middle Ages, or stating that at least some Medieval peoples did not expect ordeal to be decisive about the guilt or innocence of an accused, using it instead to find a culprit in any case, or as a punishment or deterrent.