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Research into and Practice of Curriculum Reform of Mathematics Education in Normal Universities Based on the Mathematical New Curriculum Standards
HUANG Xiang,LI Kai-hui
Journal of Chongqing Normal University , 2009,
Abstract: Based on th new request of mathematics curriculum reform of the foundation education to the accomplishment of mathematics teachers in middle school, based on the present situation investigation and the analysis of colleges and universities mathematics education curriculum, and the innovation from a new high perspective point of view to the high mathematics education curriculum content, the paper has constructed a system of courses of mathematics education in normal universities, which adopt the reform of mathematics foundation education. The specific measures of mathematics teacher career development include:1)to change the separation between higher education and the foundation education;2)to optimize the curriculum system of mathematics and the applied mathematics of the specialized teachers;3)to renew professional education of curriculum content mathematics and applied mathematics; 4)to realize many kinds of teaching methods nimble to use; 5)to perfect the appraisal system of mathematics and applied mathematics professional education curriculum. And carry on the reform and the practice in course structure, content and curriculum teaching and so on, to realize closely the integration of mathematics education in normal universities and withthe new mathematics curriculum in the foundation education.
Transformational Issues of Grades 1-9 Curriculum Reform in Taiwan
Feng-Feng Chang,Li-Hua Chen,Kuo-Yang Yang
Journal of Textbook Research , 2010,
Abstract: The rationale of curriculum reform has to be transformed step by step into textbooks which can be understood by teachers. This study employed document-analysis to explore the transformational issues happening along with the development from the original ideas of curriculum, curriculum guideline to textbooks’ writing and review. The main findings were as follows,1.The Grades 1-9 Curriculum Reform consist of four major ideas, namely, curriculum integration, school-based curriculum, ability-based indicator and blank curriculum.2.The frequent changing of the Minister of Education has obstructed reform.3.The original ideas of curriculum reform have been successfully transformed, to some extent, into the Grades 1-9 Curriculum Guideline.4.The Ministry of Education should be more responsible in completing supplementary documents for the curriculum guideline. 5.The committee members for the curriculum guideline should work with subject experts and classroom teachers to find a balance between ideas and practice.6.It is paramount that we face up to the fact that textbooks published by different companies are tending to be more similar; and thus the textbook policies need to be slightly adjusted.
Roma, Curriculum, and Textbooks: The Case of Greece  [PDF]
Dimitris T. Zachos
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.810112
Abstract: The aim of this paper is to search out the educational problems that students of Roma origin confront, especially those coming from institutional arrangements and laws. Toward this end, we undertook a content analysis of all of the text-books currently used in Greek primary education. Our research showed that, despite their improvement, the “new” textbooks continue to treat Greeks as the center of interest in education. The weak presence of Roma in textbooks renders the imperative need for a curriculum which explores issues of social inequality and injustice; a curriculum which will set forth the problems, activities, and accomplishments of all portions of the population, independent of class, ethnic or national origin, sex, sexual orientation or special needs.
Standards-Based Reform of Mathematics Education
Howley. A.,Larson, W.,Andrianaivo, S.,Rhodes, M.
Journal of Research in Rural Education , 2007,
Abstract: Researchers interviewed rural high school principals in order to learn about reform of mathematics education in their schools. Twenty principals from three rural regions of Ohio participated. A member of the research team conducted a semi-structured interview with each principal. Analysis of interview data suggested that schools were undertaking reform of mathematics education in response to state accountability standards and tests. Principals understood the reforms in a cursory way, recognizing that the reform agenda focused in a general sense on math for understanding, technology, and real world applications of mathematics. Their responses indicated that the reforms adopted at their schools neither fully embraced the reform agenda nor completely ignored it. Instead, the reforms tended to entail incremental changes involving curriculum alignment, minor modifications of curriculum content, and provision of individualized instruction.
Communicating curriculum reform to students: Advice in hindsight.....
Michelle M McLean
BMC Medical Education , 2003, DOI: 10.1186/1472-6920-3-4
Abstract: A survey of Years 1–5 students of the last intake into the traditional curriculum was undertaken a few months prior to the implementation of the new programme.Students were generally well informed about the impending change, having heard about it from fellow students and staff. The more senior the students, the less the perceived impact of the reform. Although most of what students had heard was correct, some, however, had misconceptions that were generally extreme views (e.g. all self-directed learning; no Anatomy) about the new programme. Others expressed valid concerns (e.g. underpreparedness of students from disadvantaged schools; overcrowding in hospitals).Advice offered to institutions considering curriculum reform include using various methods to inform internal and external affected parties, ensuring that the student representative body and staff is well informed, reiterating the need for the change, confirming that the new programme meets recognised standards and that the students most affected are reassured about their future studies.Change is an inevitable part of society. While there will always be those welcoming it, viewing change as progressive and probably long overdue, there will be the opponents, who believe that there is nothing wrong with the old system. Curriculum restructuring and reform is no exception, with faculty staff and students either embracing or resisting the need to change. Reform often involves adopting a new philosophy. Those entrenched in the old system may find it difficult to adapt, particularly if their power and authority is challenged [1,2]. Students are probably no different from staff in the manner in which they accept the change. As the products of the restructuring process, however, they are directly affected by the reform, as they need to be 'marketable' in society, and in the case of medical training, they need to be educated to deliver an effective health care service. Implementing successful curriculum reform thus inv
Norms and Standards in Foreign Language Textbooks  [PDF]
Barbara Kry?an-Stanojevi?
LAHOR : ?asopis za Hrvatski kao Materinski, Drugi i Strani Jezik , 2011,
Abstract: Given that everyday language changes at a very rapid pace, foreign language textbooks quite expectedly cannot follow all the recent trends. The rapid pace of change also exacerbates the assessment of each particular innovation, making it difficult to choose which ones should be included in a textbook and which should be left out. Moreover, should we agree with the trend of using recent newspaper and other media texts in university textbooks? We keep criticizing the language of the media as unreliable and incorrect - is it not hypocritical to use it in textbooks for language learning purposes? This paper is an attempt to answer these and similar questions, basing our conclusions on the example of the most recent Polish and Croatian language textbooks.
中国学校体育教材内容体系的创新思路研究——基于国外CPE课程及教材的思考与启示
Research on Innovative Ideas of the Textbook Contents System of School Physical Education in China: Based on the Thought and Enlightenment of Foreign CPE Curriculum and Textbooks
 [PDF]

阳艺武,王琳,黄彩虹,黄文胜
- , 2017, DOI: 10.19582/j.cnki.11-3785/g8.2017.03.012
Abstract: 摘要:基于学校体育可持续发展国际化视角,运用文献资料、实地考察、对比分析等研究方法,以当前美国及西方学校体育广受关注的CPE课程理念为依据,在解读CPE课程发展现实和剖析教材内容体系的基础上,探讨CPE课程对中国学校体育教材改革可能带来的影响与启示。结果表明:CPE课程的核心理念是通过发展知识、技能和态度来改变学生健康行为,实现了从只关注技术教学的一维面向向关注技术、知识和动机的多维面向转变。教材主要特点体现在强调与健康相关的知识内容传授;突破传统活动模式的组织形式;构建多学科知识的理论基础;融入体育教育的最新研究成果;实现大中小学相互衔接的教材内容体系等方面。实践研究认为,CPE课程发展理念能为我国学校体育教材建设在课程理念创新、教材体系重构、理论基础探求、教材层次衔接、教学模式改革等方面提供发展思路和有益借鉴。
Abstract: Based on international perspective of school physical education sustainable development, this paper analyzed the development reality of CEP curriculum that is widely paid attention by the United States and other western countries’ school physical education, analyzed its teaching contents system, and explored its influence and enlightenment on school physical education in China, by the methods of literature review, investigation, and comparative analysis. Conclusions: The core idea of CPE curriculum is to change students’ health behavior via the development of knowledge, skills, and attitudes, which achieved the change from only focusing on teaching technology to focusing on technology, knowledge, and motivation. The main characteristics of CPE textbooks embodied in the instruction contents emphasize health related knowledge. It breaks the traditional mode of activity organization form, constructs the theoretical foundation of multidisciplinary knowledge, integrates the latest research results of physical education, and combines colleges, primary and secondary schools teaching contents systems. This study suggested that CPE ideal of curriculum development can provide development ideas and reference for China school physical education in the aspects of curriculum ideas innovation, teaching contents system reconstruction, theory foundation exploration, teaching level cohesion, and teaching mode reform
Technical education in light of the curriculum reform in Poland
Lib Waldemar
Technológia vzdelávania , 2010,
Abstract: The article presents the most important reasons for introducing the curriculum reform within the education system in Poland after several years since the general reform of the entire education system of 1999, when there was also adopted the reform of the core curriculum. There was characterised the new core curriculum as well as the position of technical education in the overall teaching process in Poland.
60 years of science curriculum reform in China  [cached]
Baoshan YANG
Asia-Pacific Forum on Science Learning and Teaching , 2009,
Abstract: In Mainland China, the science curriculum has gone 60 years of development. This paper illustrates how to objectively evaluate the reform and development over the last half century as using the characteristics of nature of curriculum reform to examine the science curriculum reform. This will render not only a historical significance but a practical implication.
READING COMPREHENSION IN PRIMARY SCHOOL: TEXTBOOKS, CURRICULUM, AND ASSESSMENT
LUíSA ARAúJO,CéLIA FOLGADO,MARGARIDA POCINHO
L1 Educational Studies in Language and Literature , 2009,
Abstract: This study describes the reading comprehension processes present in the most widely soldtextbooks at the fourth grade level in Portugal and discusses how they compare to international assessmentsof reading literacy. We adopted the Progress of International Reading Literacy Study framework tocategorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval ofexplicitly stated information to the detriment of higher level comprehension skills. Portuguese fourthgrade textbooks rarely challenge students to make connections between their knowledge and the ideas inthe texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what studentsare asked to do in the Progress of International Reading Literacy Study, conducted every five years since2001, and it may help explain the poor results Portuguese students have in national assessment and inPISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal andsuggestions are made as to how we can improve reading literacy achievement.
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