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101.
李海 《四川职业技术学院学报》2007,17(1):103-105
教学是师生双方平等的交往活动,对话是师生交往的开始,这种对话有其自身的特点,教学交往的意义就体现于师生之间的对话中. 相似文献
102.
Olga Bialostocka 《Globalisation, Societies & Education》2017,15(2):271-281
The paper explores approaches to cultural diversity and its relation to the concept of social cohesion in the context of a multicultural school community. It uses insights from an empirical research on multicultural education conducted in Namibia as context for a discussion on tools in educational practice that would support diversity while working towards a greater integration of a pluralistic society. Looking into the African concept of Ubuntu and the corresponding teachings of the philosophers of dialogue, this theoretical paper suggests dialogic learning as an approach to multiculturalism that can enhance tolerance among peoples and produce a society united through understanding. 相似文献
103.
朱贻渊 《首都师范大学学报(社会科学版)》2004,(4):103-107
一个时期以来 ,淡化传输、强化实践被视为改革语文教育的新思维。强化实践就一定要淡化传输吗 ?笔者认为 ,这种教育重心的平面调整存在着一个方法论误区 ,需要改变的不是知识传输本身 ,而是传输的方式方法。语言经验的传输过程包涵着一种被哲学解释学描述为“理解”、“对话”的内在结构 ,建构这一内在结构是语文教育解决传输与生成之悖论的关键。 相似文献
104.
何永成 《温州大学学报(社会科学版)》2008,21(1):23-28
弗雷尔和哈贝马斯都信奉“主体是对话发展的”这种批判理论,也都从元理论的角度阐释过理论与实践等问题。社会科学中有关认识论的纷争主要聚焦于两个极端:实证主义与反实证主义。而弗、哈两人的研究却游离于这两个极端,该类学术范式的变异立身于批判解释学的学科视阈。弗雷尔与哈贝马斯有关认识论的理论创见主要涵盖以下几个方面:对人类科学的认识;对批判逻辑这一转换过程的分析;基于对话与共识的真理理论;对交往理性与技术理性的比较。 相似文献
105.
小学高年级英语的每篇对话课文,都与实际生活息息相关,但是小学英语课时较少,不能同时在学习好每篇对话课文后再进行“口语交流”的练习。教师要充分利用课堂时间,巧妙运用各种情境模拟,把所学的英语知识活化在日常对话中,提高学生英语口语的交流。 相似文献
106.
《创世纪》是圣经文学中的重要文本,它所存在的语言矛盾主要是由早期叙事和晚期编辑两方面原因造成的。这二者也是形成《创世纪》文本叙事语言质朴凝练风格的重要因素。同时,由众多对话构成的叙事语言是《创世纪》叙事的典型风格。 相似文献
107.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
108.
贾立元 《湖南科技学院学报》2008,29(11)
该文试从两代人精神对话的角度重新审视儿童文学,尝试提出一种广义的“儿童文学”概念,认为作为文学活动的儿童文学是是成年人与儿童之间进行文化规训与“反女已训”的整合过程的一部分,而作为文学作品的儿童文学则是这种活动得以进行的话语场与其结果。 相似文献
109.
The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their engagement in professional dialogue, and its impact as a developmental opportunity. The findings underline the importance of the relational and social aspects and value of this type of professional learning. 相似文献
110.
社交媒体时代受众的主体性地位逐渐凸显,新闻真实性可以理解为一种“信任性真实”,即受众所相信的真实。依据德国社会学家卢曼的分类,并结合对25位新闻从业者的深度访谈,本文从“系统信任”和“人际信任”两个维度对新闻的“信任性真实”进行了分析。笔者发现,“可视化”以及“交朋友”策略是社交媒体时代形塑传受之间“人际信任”的重要路径,不过需要指出的是,“信任”是完整实现新闻真实性的重要环节,但是新闻真实并不依赖于受众的信任,事实真实仍然是衡量新闻真实性的终极性标准。 相似文献