Learning Community视阈下地方师范院校教师资源整合

在对Learning Community介绍的基础上,分析了其在中国实现的可能性,在LearningCommunity视阈下,以创新的专门用途英语教学实现专业教师和外语教师的教师和教学资源整合为例,探讨地方师范院校教师资源整合。     

论学前儿童一体化教育的教学策略

开展学前儿童一体化教育的研究,将为特殊儿童的早期教育提供科学的依据。为深入研究一体化教育中的教学策略。解决正常儿童与特殊儿童在一体化状态下接受教育的实质问题,对学前儿童一体化教育提供四种策略,即学前儿童一体化教育的安置策略、目标策略、内容策略和组织形式及方法策略。学前儿童一体化教育是个比较新的研究领域,通过本文提出关于学前儿童一体化教育教学策略的基本框架。     

试论山西煤炭企业的信息化建设

2009年山西煤炭经历了巨大的变革,依照＂资源整合、关小上大、能力置换、联合改造、淘汰落后、优化结构＂的发展思路,实施煤炭资源整合重组,在很大程度上增强了煤炭企业的安全保障程度,提高了煤炭资源的利用率。但要从根本上解决煤炭行业在安全和资源利用方面存在的问题,还应该在企业管理方面逐步完善。     

终身教育视角下教师专业发展的立体模式研究

终身教育视角下的教师专业发展呈现出一种立体空间的模式,即以教师的自主教育能力的激发与培养为逻辑原点,以师范教育、学校教育及继续教育为三个主要方向维度来实现教师专业发展。其中,教师的专业反思能力作为教师自主教育的核心属性具体表现为师范教育中的理论构建性、学校教育中的实践智慧性、继续教育中的终身学习性。这三位一体的教师专业发展模式构成了教师教育一体化的理论模型。     

高校社团与城中村小学第二课堂的教育融合路径研究

高校社团是非常活跃的教育力量,是锻炼大学生社会实践能力的阵地。针对城中村小学生源结构多元、生源质量偏弱、专业教师缺乏等不足,高校社团应发挥自身积极优势,从提供师资、活动资源等方面参与并服务城中村小学第二课堂活动。     

In and out of the STEM pipeline – a longitudinal study of a misleading metaphor

ABSTRACT

The metaphor of the leaking pipeline is sometimes used to suggest that some students are lost for STEM as they advance through the educational system. This paper follows a cohort of upper-secondary school students with an interest in STEM from 18 months before their completion of upper-secondary until three years after their completion. Adopting a mixed-methods design, it follows the students' reflections and interests concerning their choice of higher education programme within and/or outside STEM. Only 22% of the students expressed the same interest during the whole period, and 56% changed between different groups of studies, e.g. between STEM and HEALTH. The students' trajectories showed that the leaking-pipeline metaphor is misleading because it suggests a linear and one-way movement, while there were students moving in as well as out of STEM trajectories. The students’ reflections showed identity issues at the level of ego identity, the personal identity and the social identity (Coté and Levine). Particular incidents in the students’ lives and in the outreach programme they were involved in sparked interests and reflections. These incidents should be considered as elements in a continuous reflection concerning who they are and where they would like to go rather than as critical moments.     

信息技术与实验课程整合的思考

本文论述了课程整合的内涵及信息技术与实验课程整合的重要性和优势,探索了构建信息技术与实验课程整合的教学模式。     

“以学生为中心”的理念在高中国际课程融合教学中的实践与思考

随着基础教育阶段国际化的不断深入,在坚持立足本土、兼容并包的课程融合实践中,研究提出了高中国际课程融合教学实践的三个支点和四个突出特点以及课程融合教学实践中采用的“差异化教学”“混合式学习”“多元化评价”三个策略。“以学生为中心”并不是要弱化教师的作用;要真正落实“眼中有人,心中有人”;“以学生为中心”是为了学生,而不是站在学生的立场上。     

Pre-K Music and the Emergent Reader: Promoting Literacy in a Music-Enhanced Environment

Emergent literacy may be nurtured in an early childhood environment that integrates literacy experiences with meaningful music activities in which young children develop skills necessary for success in both areas simultaneously. Early childhood educators can develop the knowledge and skills needed to bring music into the classroom as an engaging and stimulating element of literacy education.     

后散文的后景观

“后散文”就是这样一种姿态的散文,它不属于任何流派,也不带浓厚的技术痕迹。我们所看到的,既有内心的,也有文化的;既有主流的,也有边缘的。各种文化、思想和风格在“后散文丛书”中得到了充分展现。从中我们能读到这种市场之“后”的“非媒体散文”,它不时尚,不急躁,不过分自我,能包容对世界的不同看法。或许,正是这样的写作,才更有可能抵达写作的本来意义;让文字与思想、与命运、与灵魂真正融合。