学科探究教学的基本特质

学科探究教学的基本特质有：交互主体性、合作创造性、情境性、开放性、体验性和生成性等。交互主体性是指教师和学生都是主体,二者是交互主体的关系;合作创造性是指教师与学生共同合作进行探究学科,从而创造新知;情境性是指由外界、事物和师生关系等因素构成的具体课堂教学情境;开放性具有多维的、非线性的、动态的、灵活性、多样性和发展性等特点;体验性是师生内在的历时性的知、情、意、行的亲历、体认和验证;生成性是现时动态地、螺旋式、渐进地创造、产生的超出师生预设之外的新教育经验和师生个性。     

高等职业院校教师实践技能提升的思考与探索

文章首先阐述了高等职业院校教师实践技能提升的重要性,然后在分析当前高等职业院校教师在实践技能方面存在问题的基础上,提出了加强高等职业院校教师实践技能提升的路径选择。     

《随园诗话》的辩证诗学

《随园诗话》是一部充满辩证思想的诗歌理论批评著作,它在标举真情、个性、诗才等性灵说的同时,亦关注学问、仿古、人巧等一系列诗学问题,并表达了深刻的见解,集中体现了袁枚辩证的诗学思想。     

Assessing pupils’ skills: implications for research in education

The subject of this article is the structure and evolution of skills developed by pupils at primary level. Starting from an analysis of the panel data provided by the French Ministry of Education, the main object of this paper is an original measurement of skills using structural models. The findings of this research raise two complementary issues. The first issue concerns the cross‐curricular nature of skills suggesting a logic of disciplinary interdependence. The acquisition of a skill may be strongly correlated to the acquisition of other skills belonging to the same subject area or to other subject areas. The notion of a set of skills is used to account for the connections between the different aspects of acquired skills. The second issue concerns the evolution of skills over time. Here the aim will be to identify the kinds of skills that are the most predictive of subsequent educational success. This issue is highly relevant for educational policy‐making. It is hoped that the results presented in this paper will improve one’s understanding of the ways in which schools might provide pupils with the best chances of success in the earliest stages of their educational career.     

From stories of staying to stories of leaving: a US beginning teacher’s experience

This narrative inquiry traces a beginning teacher’s unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: ‘stories to live by’ and ‘stories to leave by.’ How these identity-related phenomena surface and play out in an entry-level teacher’s experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers’ knowing. The interwoven nature of educators’ lives also forms a major theme. In the final analysis, the beginning teacher’s ‘stories to live by’ are no longer able to sustain her in her urban teaching milieu. Shifting occurs and ‘stories to leave by’ prevail.     

A narrative inquiry into schooling in China: three images of the principalship

This narrative inquiry exploring contemporary Chinese schooling involved three researchers who worked collaboratively as a team. Each researcher resonated with a different image of the principalship embedded in the storied account proffered by Xu Xiaozhang 校长, leader of Hexie Elementary School in Tianjin, China. (1) Principal as the lead teacher; (2) principal as an agent of a harmonious learning community; and (3) principal as a teacher-maker were the images Principal Xu held and expressed. In the interpretive analysis, Xu Xiaozhang’s images of principal were nested one within the other in ways that brought Deweyan pragmatism and Confucian thought fruitfully together. The subtle nuances of the images provide an upclose view of schooling on one elementary campus in China that is of international interest and value.     

Emotional arousal of beginning physics teachers during extended experimental investigations

Teachers often have difficulty implementing inquiry‐based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions/outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, J. H. (2007). Human emotions: A sociological theory. London, England: Routledge). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:137–161, 2013     

Co-Producing Children's Sociality in Parent–Teacher Conferences

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children.