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R. ST CLAIR 《International Journal of Lifelong Education》2013,32(1):81-94
Understanding the influences upon curriculum formation is an ongoing challenge for adult educators. This discussion describes one approach to curriculum analysis—the aspirational myth—based on the notion that instructors and learners co‐construct an idealized identity representing the end point of learning. The aspirational myth is described with reference to an empirical case study of a training programme, and implications for teaching and research discussed. 相似文献
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