PBL教学法在过渡金属元素实验教学中的应用

PBL教学是以问题为基础的模式,在实验教学中对培养学生自主创新能力方面具有优势。本文以过渡金属元素化学实验教学为例,举例说明设计和开展PBL教学的过程,并就实施结果对学生进行调研,结果显示,在过渡金属元素化学实验教学中实施PBL教学模式有助于激发学生对实验的兴趣,有助于培养学生自主创新能力。     

Reference by Your Side: Redesigning the Library Help Desk

ABSTRACT

This bibliographic essay examines recent (1994–2006) research into the evaluation of reference effectiveness. Different methods for evaluating traditional in-person reference services are compared and contrasted from an unobtrusive or obtrusive methodology perspective, including those that use the “Willingness to Return” factor and the Wisconsin-Ohio Reference Evaluation Program (WOREP). A review of emerging trends is provided as well as recommendations for future research.     

Secularisation and the Securitisation of the Sacred a Response to Lewin’s Framing of the Gearon–Jackson Debate

In this article, I make a response to Lewin’s insightful and judicious contribution to the Gearon–Jackson debate. I address the central and important arguments made by Lewin in relation to three aspects of my theoretical orientations on religion in education: (1) what Lewin rightly identifies as my ‘propositional’ interpretation of religion; (2) the politicisation of religion as secularisation; and (3) the securitisation of religion in education as a ‘securitisation of the sacred’. I argue some theoretical framing for this is necessary and that an engagement with the (propositional) realities more helpful than their denial, and that precisely because religion is propositional it can be so used or directed to political and security purposes. In sum, to ensure there is no sense of equivocation in my response I greatly welcome Levin’s intervention, but defend my propositional interpretation of religion and defend too my conceptualisation of the politicisation and securitisation of religion in education. Prompted by Jackson’s critique and Lewin’s subsequent intervention, this response is offered then as a bridge to facilitate further theorisation of the politicisation and securitisation of religion in education as an aspect of secularisation.     

Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices

Abstract

The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected.     

Patterns of and influences on elementary school attendance in early Victorian industrial Monmouthshire 1839–1865

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive.     

The interest of Bavarian primary school pupils in geographical topics and methods – selected results of an empirical survey

Interest is a central learning prerequisite for teaching. The article deals with a survey among 1600 primary school pupils in forms 2, 3 and 4 (ages 7–10) in the German federal state of Bavaria who were interviewed on their interest in geographical topics and working methods. They were given a questionnaire including 40 items to indicate their individual interest on a five-point Likert scale. The results show that the subscale ‘natural disaster' generates the highest interest, followed by ‘phenomena of geoscience' and ‘people and peoples'. The interest in all three subscales decreases with increasing age. Furthermore, several gender-specific differences occur. Among the working methods, experimenting, films and computers hold the first three places whilst again showing significant differences concerning age group as well as gender.     

Learning through South–South development: Cuban-African partnerships in sport and physical education

Since the 1990s, Cuba has offered scholarships to students from low-resource countries to attend the Escuela Internacional de Educación Física y Deporte (EIEFD) for a six-year degree in sport, physical education, and coaching. Drawing on the experiences of EIEFD graduates from four Southern African countries (Zambia, South Africa, Mozambique, and Lesotho) the authors discuss the meanings that this South–South cooperation through education holds for international students and for the self-sufficiency of sport and physical-education systems within partner countries. The authors also show that upon returning home, many EIEFD graduates are left to negotiate insular job markets and inconsistent domestic commitments to public sport and physical education. The implications for South–South development through international education, and the place of sport and physical education therein, are discussed.     

Reconsidering school politics: educational controversies in Sweden

School politics in Sweden has recently moved in a conservative direction, emphasising the importance of conventional school subjects, stronger teacher authority and more discipline in the classroom. At the same time, consensus on the utility of such measures is lacking in the school debate. The conservative approach is often criticised as misleading and behind the times in relation to contemporary knowledge demands. This article examines and discusses the relevance of this critique. The main argument is that the conservative approach has a better matching with a previous phase in the history of Swedish school politics and that conventional schooling is difficult to combine with two of the major goals of schooling today – the diffusion of democracy and multipurpose skills. From this perspective, the political notion of schooling seems decoupled from the broader domain of public demands on education. To alleviate this problem school politics should draw less on the pedagogical ideas of essentialism and more on the historical legacy of progressivism in the Swedish education system.     

Cross-sector collaboration in upper secondary school vocational education: experiences from two industrial towns in Sweden and Norway

This study explores industry–education collaboration on vocational education and training (VET) in upper secondary schools in Sweden and Norway, with particular attention to the initiatives, organisation and operational management, and aspects of robustness and lock-in effects. The case studies include two upper secondary schools situated in manufacturing based towns, which are similar in size and industrial structure, and have the dual system of education. Pupils come from these towns and other places in the surrounding region. The research design is based on a mixed-method approach, including interviews and other sources of information from schools and industry. This covered organisational and operational levels, corporate motives and arrangements, industrial composition, labour market conditions, and other regional and national characteristics. The results demonstrated how shared goals of improving the reputation and quality of VET and meeting industries’ needs for skills formed in two distinct organisational models. These findings raise concerns about the robustness of these collaborations, since how changes occur in companies’ economic situations may affect their ability and motivation to participate in VET training. The authors conclude that the arrangements have had success but may create a lock-in-situation regarding the companies’ ability to restructure and develop new skills for new sectors.