课堂教学研究及其方法简介

课堂教学研究是教师反思及改进自身教学的有效方法之一。本文探讨了课堂教学研究的四个传统方法 ,并逐一作了评论。文中还列出了英语教师开展课堂教学研究的几个常规步骤 ,以资参考。     

Toward an understanding of EFL teacher culture: an ethnographic study in China

Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture as well as its underlying influencing factors. The research findings show that the participants formed a positive work culture which evolved in tensions. Professionally, the participants’ aspirations and commitments toward teaching were in tension with limited resources; institutionally, a democratic relationship was in tension with an authoritative leadership; emotionally, the teachers’ emotional wellbeing was in tension with contextual constraints. The participants’ co-constructed culture played a positive role in promoting their collaborative learning and continuing development, which in turn contributed to their teacher culture.     

民族志决策树理论在信息系统领域的应用与展望

[目的/意义]民族志决策树理论提供了解释群体的实际决策和选择行为的有效理论和方法论。对民族志决策树理论及其在信息系统领域的应用研究进行梳理,有助于未来研究者正确把握并有效发挥其研究潜力。[方法/过程]采用文献调研法,对国内外信息系统领域应用民族志决策树理论的文献进行述评,总结研究取得的成果、存在的问题、改进的方法以及未来值得关注的研究方向。[结果/结论]信息系统领域对民族志决策树理论的应用主要集中在特定群体的行为研究和用户流失因素研究两方面。应用实践中存在"模型创建阶段缺乏充分的民族志研究循环"、"得到的决策树模型略显单薄"、"模型检验阶段缺乏有效的二次检验"、"对决策动机分析不足导致模型缺乏解释力"等问题。因此,信息系统领域的未来研究,一方面需要改进民族志决策树的建模与检验方法,"合理利用访谈技巧,提高决策标准的启发效率","在分层树状模型的基础上,拓展模型结构和维度","利用定量分析方法进行模型检验,减少主观臆测性","结合民族志描述和认知理论,提高模型解释力"。另一方面,有必要在广度上丰富民族志决策树理论的应用实践,深度上挖掘决策标准和约束条件背后的研究问题,拓展民族志决策树理论在信息系统研究中的应用领域。     

Living in an era of comparisons: comparative research on policy,curriculum and teaching

ABSTRACT

The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of ‘new’ and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A ‘comparative curriculum research’ inspired by theories and methods from comparative education might be helpful in this endeavour.     

MUSCLES, MORALS AND MIND: CRAFT APPRENTICESHIP AND THE FORMATION OF PERSON

ABSTRACT:  The paper considers apprenticeship as a model of education that both teaches technical skills and provides the grounding for personal formation. The research presented is based on long-term anthropological fieldwork with minaret builders in Yemen, mud masons in Mali and fine-woodwork trainees in London. These case studies of on-site learning and practice support an expanded notion of knowledge that exceeds propositional thinking and language and centrally includes the body and skilled performance. Crafts – like sport, dance and other skilled physical activities – are largely communicated, understood and negotiated between practitioners without words, and learning is achieved through observation, mimesis and repeated exercise. The need for an interdisciplinary study of communication and understanding from the body is therefore underlined, and the paper suggests a way forward drawing on linguistic theory and recent neurological findings. It is argued that the validation and promotion of skilled practice as 'intelligent' is necessary for raising the status and credibility of apprentice-style learning within our Western systems of education.     

Changing Play – writing,researching and learning in an early years arts project

ABSTRACT

‘Changing Play’ is an ongoing project initiated by education curators from the Serpentine, a prestigious London art gallery, working with the Portman children’s centre nursery. Viewed by curators as a collaboration between artist, children’s centre staff and parents, and the gallery, Changing Play combines art and action research, and expands the boundaries of the gallery. In the words of one of the education curators, ‘the project is about social change’. It is not for the gallery curators to develop proposals but to ‘co-develop work’. Ethnographic evidence employing narrative, visual arts informed analysis is being used by the gallery to report to funders, inform iterative planning and inform future directions. The paper focuses on methodological questions on ways in which ethnographers might meet artistic projects both during and after being in the ‘field’. It takes the form of a ‘loose parts’ montage which reflects the ways in which the art project was conducted.     

民族志方法与传播研究

民族志作为一种研究方法，被导人传播研究领域后，对传播学做出了巨大贡献，传播学甚至由此而产生一个新分支——民族志传播学。同时，传播研究也在质化研究的方向上迈进了一大步。在传播研究中，民族志方法在人际传播和大众传播两个领域均有应用。与实证主义研究方法相比，民族志方法具有自身的认识论立场和方法论取向。     

Third world woman meets third world man in Athens,Georgia OR manhunt,womanhunt

This article represents an attempt to reconcile discussions of aspects of educational research with recent developments in complexity science. It is argued that current characterizations of and distinctions among research methodologies in education are potentially counterproductive, in large part because they tend to be defined against or in terms of principles and methods that have been rendered problematic within the sciences. To develop this point, the authors draw on several contemporary discourses: poststructuralist methods are used to foreground the Euclidean (plane) geometric roots of much of the vocabulary of educational research; fractal geometry is taken as a source of images and analogies to support alternative conceptions of knowledge, learning and teaching; informed by poststructuralist and fractal geometric notions, the authors turn to complexity science and argue that it is fitted to and offers important elaborations of current discussions of educational research methodologies. In the process, they suggest that it may be time to abandon some of the prominent distinctions used to describe educational research, including ‘quantitative versus qualitative’ and ‘sciences versus humanities’.