【摘 要】
：
Multicultural education is an idea stating that all students,regardless of the groups to which they belong,such as those related to gender,ethnicity,race,culture,social class,religion,or exceptionalit
【机 构】
：
School of Education Science,Hubei University of Education,Wuhan,Hubei 430205
【出 处】
：
The Fifth Annual International Conferenceon Reciprocal Learn
论文部分内容阅读
Multicultural education is an idea stating that all students,regardless of the groups to which they belong,such as those related to gender,ethnicity,race,culture,social class,religion,or exceptionality,should experience educational equality in the schools.Some students,because of their particular characteristics,have a better chance to succeed in school as it is currently structured than have students from their groups.Multicultural education is also a reform movement designed to bring about a transformation of the school so that students from both genders and from diverse cultural and ethnic groups will have an equal chance to experience school success.Multicultural education views the school as a social system that consists of highly interrelated parts and variables.Therefore,in order to transform the school to bring about educational equality,all the major components of the school must be substantially changed.A focus on any one variable in the school,such as the formalized curriculum,will not implement multicultural education.Multicultural education is a continuing process,the major goal is to help students to develop the knowledge,attitudes,and skills.
其他文献
5E 教学模式是一种以学生活动为中心，注重学生对知识自我构建的教学模式，其良好的教学效果与目前我国新教育改革的理念是一致的。本研究利用5E 教学模式对“孟德尔的豌豆杂交实验(二)”和“基因在染色体上”的教学内容进行设计和课堂教学，有助于提高学生的理性思维和科学探究能力，同时为今后在教学工作中应用5E 教学模式提供参考依据。本研究在湖北省荆州中学高一年级选择两个普通班分别作为实验班和对照班，在实验班
In an era of globalization,more and more teacher candidates in China nowadays have experiences of oversea program learning,school visiting or teaching practice in foreign countries.This research choos
教学对话是师生课堂教学互动的基本形式,开展教学对话伦理研究有助于发挥教学对话的育人价值。本研究以安徽省F 校为研究对象,对该校课堂教学对话过程进行了视频拍摄与话语分析。研究发现,F 校师生的课堂教学对话存在着单向互动、否定性评价、封闭式提问等问题。研究认为,教学对话问题产生根源不在于师生话语权力的分配偏差,而在于师生教与学的责任缺位。为此,必须从权力伦理转向责任伦理,重构教学对话的伦理基础,倡导师
主题式教学在小学教育中蕴含以互动交往整合学习资源，以情境拓展深化学习过程，以问题探究培育高阶思维，从而达成学生深度学习的当代价值。部分小学教师受自身知识局限与外界因素制约，陷入了理解误区——仅注重于流程设计和方法选择，逐渐面临实践主体存在的单一化，教学主题选取的泛在化，教学内容组织的零散化等现实困境。鉴于此，学校及教师需要关照学生实际，重新审视主题式教学实践工作，有效统整实践过程的各个环节：尝试实
Assessing students productive performance is challenging in China because large class sizes inevitably leads to heavy workloads for teachers.To address this problem,a new method of assessment—teacher-
2017 年3 月31 日，日本文部省颁布了最新的“幼儿园、小学校和中学校学习指导要领”，这是日本在全球发展学生核心素养大背景下新一轮课程改革的纲领性文件。文件表明日本新一轮课程改以学生“资质与能力”的全面养成的为宗旨，课程内容强调“面向社会的课程”，教学与学习方式强调“主体性、互动式、深度”的主动学习，学习评价强调以目标为基准的多样化，支持学生成长上注重以学生为本，实施策略重视学校与地方的协同。
In Chinese education,there is a conflict between girls socialized gender norms and the values and pedagogies that are incorporated in the science curriculum.These are influenced at both the micro-and
日本基础教育阶段实行综合理科，各学段课程均由四大科学观念组成，每一科学观念由数个科学大概念构成。对科学大概念视角下，日本基础教育理科课程的课程结构、课程目标和课程内容进行剖析，发现日本基础教育理科课程注重科学大概念在课程结构中的架构作用、在课程目标中的系统作用及在课程内容中的统整作用，能够为我国基础教育理科课程改革提供有意义的参考。
My proposed research project is studying the effects of creative elements in classrooms,specifically focusing on three streams of creativity; drama,visual art,and music.Through observations,I want to