探索中职戏剧教学改革新路径，让艺术之光洒满课堂

结合当前教改的方向与艺术学校学生的学情,本人对戏剧教学进行创新性的探索,以达到戏剧教学实践与艺术专业发展互为促进,学生的欣赏审美水平得到提高,为将来从事文艺事业提供更多养分的目的。本人选取戏剧作为特色课型进行教学研究,是因为它涵盖的内容丰富,古今中外的经典戏剧作品如大海珍珠,粒粒璀璨,容易引起艺术专业学生的兴趣与共鸣;又因为戏剧在中职语文课程中占有重要地位,知识要点很多,掌握好这些基础知识并大量阅读剧本、观摩戏剧,对提高学生的文化素质、培养他们的人文情怀大有裨益,可以让他们更加热爱生命、勇于承担社会责任。通过戏剧的教学,教师创造性地呈现生动、精彩的教学设计,带领学生融入情感体验、表演欣赏、二度创作等环节,使整个课堂洋溢着浓厚的艺术氛围。文化与专业有效结合,语文教学为职业发展服务,充分体现中职教学的特点。     

“导学探究式”教学模式在“CorelDRAW矢量图设计与制作”教学中的应用

在中职“CorelDRAW 矢量图设计与制作”实训课教学中,笔者运用“导学探究式”教学模式,提前设计优质“导学案”资源,合理构建创设情境,提出任务;明确学法,过程指导;互助探究,实践任务;教师辅导,难点点拨;交流评价,总结归纳五个环节。在该课程教学中,笔者大胆地尝试应用该教学模式,在教师的组织引导下,学生充分利用“导学案”进行探究性学习,取得了较好的教学效果。     

探究性教学在中职数学中的应用--谈直线与平面垂直的判定

从“直线与平面垂直的判定”这课实例出发,优化知识的形成过程,创设趣味性、探索性的问题情境,经历一系列的数学发现、数学探究、数学创造的过程,让学生亲身体验数学探究的激情与愉悦,进而培养他们理解问题、解决问题的能力。     

谈谈高中历史教学中加强生活化教学应注意的问题

随着教育改革的深入,教育的生活化和实践化逐渐成为教育改革的一个重要方向。为了更好地对高中的历史教学进行改革,本文提出了高中教学生活化的改革目标,并从生活化的概念和意义入手,针对当前高中历史教学中存在的问题,对高中历史教学的目标、内容、方式、手段等方面进行改革,以更好地推动高中历史教学的发展和革新。     

Body,Caring and Power in Teacher–Pupil Relationships: Encounters in former pupils' memories

This narrative inquiry aims to look at teacher–pupil relationships through teacher memories. When 49 university students of education were asked to write their memories of teachers, they told about their teachers in relation to pupils. The data were analysed thematically and, based on that, re‐read through the concepts of body, caring and power in order to answer the question of how these can be understood as elements of the teacher–pupil relationship. We will also discuss the potential for encounter in teacher–pupil relationships, since we noticed that students especially seemed to recall encounters and non‐encounters in the relationship. By listening to former pupils, it is possible to elicit significant memories of what, from their point of view, is in the core of being a teacher. The meaning of recalling one's own teachers in teacher education is also emphasised.     

Joseph Schwab,curriculum, curriculum studies and educational reform

The ‘Practical 1’ paper combines Schwab’s abiding concern, for the nature and quality of educational experience with another abiding concern, for how we think about what we do. The Practical 1 is the first of a set of four ‘practical’ essays. These in turn are the product of his thinking about college education and his ideas on the principles of scientific inquiry applied to education in the Practical 1. What Schwab said about education was considered provocative at its time. What Schwab was doing has continuing value. He would, no doubt, say different things in the current educational environment but what he was doing as he said them would remain close to the original.     

Flights from the field and the plight of teacher education: a personal perspective

The sociology of the curriculum has been placed at the centre of a narrative of how social and cultural reproduction is effected through the symbolic power of the school. An influential body of critique maintains that the forms of the curriculum are characterized by an ‘arbitrary’ that effectively confines access to knowledge to those students who possess the code required for its acquisition. The insights of this critique, particularly as represented by Bourdieu and Bernstein, are invaluable. A realist ontology demands, however, that the necessary elements of education, including respect for reality, knowledge, and truth, should be an integral part of the school curriculum. It is concluded that the possibility of reconciling the arbitrary with the necessary should be grasped.     

Seeing as strangers: teachers’ investigations of lived curriculum

This paper explores the metaphor of the ‘teacher as stranger’ as a guide for curriculum inquiry. It describes investigations conducted by educators in an introductory curriculum studies course and illustrates the themes revealed in students’ lived‐curriculum journals. In particular, it examines several journals to document how perceptions of curriculum changed over time, and to analyse the extent to which these teachers began to see as ‘strangers’ by developing critical consciousness and changing their identities as curriculum workers. Finally, it considers strengths and weaknesses of curriculum inquiry guided by the concept ‘teacher as stranger’ as a component of professional development.     

Teacher students’ dilemmas when teaching science through inquiry

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.

Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?

Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.

Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’

Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.     

Further iterations on using the Problem-analysis Framework

A core component of applied educational and child psychology practice is the skilfulness with which practitioners are able to rigorously structure and conceptualise complex real world human problems. This is done in such a way that when they (with others) jointly work on them, there is an increased likelihood of positive outcomes being achieved for clients. The Problem-analysis Framework as discussed in this paper offers one way of working with such complexity which is grounded in a sound knowledge based in applied psychology. This paper provides further clarity on using the framework within applied practice. The authors were all trained in and use the Problem-analysis Framework and now work in many different types of applied settings within Australia, Iceland, New Zealand, Singapore and the United Kingdom. This paper illuminates important aspects of the problem-analysis approach itself for those currently learning it, as well as providing an aide-mémoire to those using it and those who want to develop their skills in this area.