2008年6月5日 星期四
2008年4月14日 星期一
Ethnography--principles in practice
Synopsis (Retrieved from : http://www.amazon.co.uk/Ethnography-Principles-Practice-Martyn-Hammersley/dp/0415086647)
Ethnography provides a systematic and coherent account of ethnographic principles and practice. Rejecting the over-simplified contrast between positivism' and 'naturalism', but also questioning more recent critiques of these positions, the authors argue that ethnography is best understood as a reflexive process. Above all, what this means is that we must recognise that social research is part of the world that it studies. From an outline of the principle of reflexivity in Chapter One, the authors go on to discuss and exemplify the main features of ethnographic work: * the selection and sampling of cases * the problems of access * observation and interviewing * recording and filing data * the process of data analysis and writing research reports There is also consideration of the ethical issues surrounding ethnographic research.
Throughout, the discussion draws on a wide range of illustrative material from classic and more recent studies in Britain, America and elsewhere.
p1_Marshall and Rossman(1989)list six forms of qualitative research, while in the field of education Jacob finds seven or eight distinct qualitative paradigms in the United States (Jacob 1987),and similar diversity is to be found in British work in that field (Atkinson et al. 1988).
Product details:
Authors: Hammersley, M., & Atkinson, P.
Paperback: 336 pages
Publisher: Routledge; 2Rev Ed edition (1994)
Language English
ISBN-10: 0415086647
ISBN-13: 978-0415086646
Product Dimensions: 21.4 x 13.2 x 2 cm
Ethnography provides a systematic and coherent account of ethnographic principles and practice. Rejecting the over-simplified contrast between positivism' and 'naturalism', but also questioning more recent critiques of these positions, the authors argue that ethnography is best understood as a reflexive process. Above all, what this means is that we must recognise that social research is part of the world that it studies. From an outline of the principle of reflexivity in Chapter One, the authors go on to discuss and exemplify the main features of ethnographic work: * the selection and sampling of cases * the problems of access * observation and interviewing * recording and filing data * the process of data analysis and writing research reports There is also consideration of the ethical issues surrounding ethnographic research.
Throughout, the discussion draws on a wide range of illustrative material from classic and more recent studies in Britain, America and elsewhere.
p1_Marshall and Rossman(1989)list six forms of qualitative research, while in the field of education Jacob finds seven or eight distinct qualitative paradigms in the United States (Jacob 1987),and similar diversity is to be found in British work in that field (Atkinson et al. 1988).
Product details:
Authors: Hammersley, M., & Atkinson, P.
Paperback: 336 pages
Publisher: Routledge; 2Rev Ed edition (1994)
Language English
ISBN-10: 0415086647
ISBN-13: 978-0415086646
Product Dimensions: 21.4 x 13.2 x 2 cm
2008年3月7日 星期五
Blended Learning
Retrieved from "http://en.wikipedia.org/wiki/Blended_learning"
=======================================================
Blended Learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction.
One of the earliest papers to use the term Blended Learning was published in 2002 by Bernard Randall, T Elangovan and Steven Lim detailing their experience with mobile phones as a learning aid.
Blended Learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course. (Heinze, A. and C. Procter (2004).
A good example of blended learning would be to give a well-structured introductory lesson in the classroom, and then to provide follow-up materials online. Guidance is suggested early in the process, to be faded as learners gain expertise (Kirschner, Clark and Sweller, 2006).
Blended learning often refers specifically to the provision or use of resources which combine e-learning (electronic) or m-learning (mobile) with other educational resources. Some would claim that key blended-learning arrangements can also involve e-mentoring or e-tutoring.
VLEs(Virtual Learning Environment) have been a major growth point in the ELT(English Language Teaching) industry over the last 5 years.
They are developed either as an externally-hosted platforms onto which content can be exported by a school or institution (examples being Moodle, 'Worldwide Web Course Tools, WebCT' or the 'Blackboard' VLE)
or as content-supplied, course-managed learning platforms (an example being 'Macmillan English Campus'). The key difference is that the latter is able to support course-building by the language school. This means that existing learning pathways are supported by games, activities, listening exercises and grammar reference units online.
Wikibooks:Blended Learning in K-12
=======================================================
Blended Learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction.
One of the earliest papers to use the term Blended Learning was published in 2002 by Bernard Randall, T Elangovan and Steven Lim detailing their experience with mobile phones as a learning aid.
Blended Learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course. (Heinze, A. and C. Procter (2004).
A good example of blended learning would be to give a well-structured introductory lesson in the classroom, and then to provide follow-up materials online. Guidance is suggested early in the process, to be faded as learners gain expertise (Kirschner, Clark and Sweller, 2006).
Blended learning often refers specifically to the provision or use of resources which combine e-learning (electronic) or m-learning (mobile) with other educational resources. Some would claim that key blended-learning arrangements can also involve e-mentoring or e-tutoring.
VLEs(Virtual Learning Environment) have been a major growth point in the ELT(English Language Teaching) industry over the last 5 years.
They are developed either as an externally-hosted platforms onto which content can be exported by a school or institution (examples being Moodle, 'Worldwide Web Course Tools, WebCT' or the 'Blackboard' VLE)
or as content-supplied, course-managed learning platforms (an example being 'Macmillan English Campus'). The key difference is that the latter is able to support course-building by the language school. This means that existing learning pathways are supported by games, activities, listening exercises and grammar reference units online.
Wikibooks:Blended Learning in K-12
2008年2月21日 星期四
Bullying_談校園暴力
Bullying
資料來源:
http://www.parentscentre.gov.uk/educationandlearning/schoollife/ifthingsgowrong/bullyingproblems/
Bullying can happen anywhere. This site offers advice
to parents who are concerned that their child may be
affected by bullying at school. Bullying is unacceptable
and parents, teachers and others working with children
all share responsibility for tackling it.
**************************************************************
Identifying the problem and dealing with it
One of the most difficult times in a child's school life
can be if they are bullied. Bullying can be defined as
deliberately hurtful behaviour, repeated over a period
of time, where it is difficult for those being bullied
to defend themselves. The three main types of bullying
are:
* physical (e.g. hitting, kicking, theft)
* verbal (e.g. name calling, racist remarks, being
called a chicken)
* indirect (e.g. spreading rumours, excluding someone
from social groups)
**************************************************************
Signs to watch out for
Parents and families are often the first to detect
symptoms of bullying, though sometimes school nurses
or doctors may first suspect that a child has been
bullied. Common symptoms include headaches, stomach
aches, anxiety and irritability. It can be helpful
to ask questions about progress and friends at school;
how break times and lunchtimes are spent; and whether
your child is facing problems or difficulties at school.
You should trust your instincts if your child is acting
out of character at home and contact the school
immediately.
**************************************************************
What you should do if your child is being bullied
It is required by law that your child's school has an
anti-bullying policy which sets out how it deals with
incidents of bullying. You have a right to know about
this policy which is as much for parents as for staff
and pupils.
If your child tells you they are experiencing bullying
at school, there are certain people you can speak with
in order to resolve the problem. Initially, you should
write to the head teacher and express your concerns.
Try to work and resolve the issue. If that does not help,
you could then write to the Chair of Governors, and then
to the local authority (LA). If the problem still remains
unresolved, the Department for Education and Skills can
investigate the allegations with the school.
**************************************************************
Help your child's school deal with bullying
Parents have an important role to play in helping schools
deal with bullying. What you can do to help is:
* whenever the anti-bullying policy at your child's
school is reviewed, think about contributing your
ideas to the consultation process.
* watch out for signs that your child is being bullied,
or bullying others.
* discourage your child from using bullying behaviour
at home or elsewhere.
If a child is being bullied, they can get free advice
and support by calling ChildLine on 0800 11 11, 24 hours
a day, seven days a week. Another useful site is
Bullying Online.(http://www.bullying.co.uk/)
**************************************************************
If your child is bullying
Often parents are not aware that their child is the one
involved in bullying. This can be embarrassing for you,
but it is important to remember not to become angry with
your child. Try to stop their bullying by:
* talking with your child. Let them know what they are
doing is unacceptable and making other children unhappy.
* discourage other family members from bullying behaviour,
or from using aggression or force to get what they want.
* show your child how they can join in with other children
without bullying.
* make an appointment to see your child's teacher or form
tutor and explain the problems your child is experiencing.
* discuss with the teacher how you and the school can stop
them bullying.
* regularly check with your child how things are going
at school.
* give your child lots of praise and encouragement when
they are cooperative or kind to other people.
Find out more information and advice on how you can deal with
bullying from the Department for Education and Skills'
anti-bullying website.(http://www.dfes.gov.uk/bullying/)
**************************************************************
資料來源:
http://www.parentscentre.gov.uk/educationandlearning/schoollife/ifthingsgowrong/bullyingproblems/
Bullying can happen anywhere. This site offers advice
to parents who are concerned that their child may be
affected by bullying at school. Bullying is unacceptable
and parents, teachers and others working with children
all share responsibility for tackling it.
**************************************************************
Identifying the problem and dealing with it
One of the most difficult times in a child's school life
can be if they are bullied. Bullying can be defined as
deliberately hurtful behaviour, repeated over a period
of time, where it is difficult for those being bullied
to defend themselves. The three main types of bullying
are:
* physical (e.g. hitting, kicking, theft)
* verbal (e.g. name calling, racist remarks, being
called a chicken)
* indirect (e.g. spreading rumours, excluding someone
from social groups)
**************************************************************
Signs to watch out for
Parents and families are often the first to detect
symptoms of bullying, though sometimes school nurses
or doctors may first suspect that a child has been
bullied. Common symptoms include headaches, stomach
aches, anxiety and irritability. It can be helpful
to ask questions about progress and friends at school;
how break times and lunchtimes are spent; and whether
your child is facing problems or difficulties at school.
You should trust your instincts if your child is acting
out of character at home and contact the school
immediately.
**************************************************************
What you should do if your child is being bullied
It is required by law that your child's school has an
anti-bullying policy which sets out how it deals with
incidents of bullying. You have a right to know about
this policy which is as much for parents as for staff
and pupils.
If your child tells you they are experiencing bullying
at school, there are certain people you can speak with
in order to resolve the problem. Initially, you should
write to the head teacher and express your concerns.
Try to work and resolve the issue. If that does not help,
you could then write to the Chair of Governors, and then
to the local authority (LA). If the problem still remains
unresolved, the Department for Education and Skills can
investigate the allegations with the school.
**************************************************************
Help your child's school deal with bullying
Parents have an important role to play in helping schools
deal with bullying. What you can do to help is:
* whenever the anti-bullying policy at your child's
school is reviewed, think about contributing your
ideas to the consultation process.
* watch out for signs that your child is being bullied,
or bullying others.
* discourage your child from using bullying behaviour
at home or elsewhere.
If a child is being bullied, they can get free advice
and support by calling ChildLine on 0800 11 11, 24 hours
a day, seven days a week. Another useful site is
Bullying Online.(http://www.bullying.co.uk/)
**************************************************************
If your child is bullying
Often parents are not aware that their child is the one
involved in bullying. This can be embarrassing for you,
but it is important to remember not to become angry with
your child. Try to stop their bullying by:
* talking with your child. Let them know what they are
doing is unacceptable and making other children unhappy.
* discourage other family members from bullying behaviour,
or from using aggression or force to get what they want.
* show your child how they can join in with other children
without bullying.
* make an appointment to see your child's teacher or form
tutor and explain the problems your child is experiencing.
* discuss with the teacher how you and the school can stop
them bullying.
* regularly check with your child how things are going
at school.
* give your child lots of praise and encouragement when
they are cooperative or kind to other people.
Find out more information and advice on how you can deal with
bullying from the Department for Education and Skills'
anti-bullying website.(http://www.dfes.gov.uk/bullying/)
**************************************************************
2008年2月4日 星期一
MMORPGs as a "Public Space"
MMORPGs as a "Public Space"
Retrieved from "http://www.digra.org:8080/Plone/dl/db/05164.45486.pdf" on 16/01/2008
The Similar Eye: Proxy Life and Public Space in the MMORPG
By:Julian Holland Oliver
171 Proceedings of Computer Games and Digital Cultures Conference,ed. Frans Mäyrä. Tampere: Tampere University Press, 2002.
(171)We must begin to think of the MMORPG as a public space. More importantly it provides tools for thinking how this rich platform for human interaction is actually produced.
(172)Game-play in an MMORPG is in this way constantly affirming, historicizing and complexifying inter-animations of the agent in a place, whose whole momentum is to be capable enough for the world.
(173)The exercising of these skills in turn affirms individual’s value within the context of the group.
(173)The players of an MMORPG are united in interest by way of similar predicament. This ‘world opposition’ in turn gives benevolence a utility; gamers in an MMORPG soon find themselves helping other gamers as a means of ensuring prolonged and successful game-play.
(173)But action, or the practices of people, has never been enough to produce
a public space.
(173-174) According to Gibson, cyberspace is about total immersion in the media itself, ultimately in order to take the agent away from all encounters with daily life: “a consensual hallucination ... the point at which media (flows) together and surrounds as ... the ultimate extension of the exclusion of daily life. With cyberspace ... you can literally wrap yourself in media and not have to see what is really going on around you” [19].
(174)Within the dominant configuration of productive opposition in MMORPG game worlds we find an interior zoned with other ‘dispositions’ of landscape. These can largely be broken down to the zones of city (settlement), quest, and wilderness. a)_Cities or settlements are where game-play begins, resources are most concentrated. b)_Wild is the realm of the game world nature / super-nature. c)_Quests are areas dedicated to objective driven game-play.
(175)When the character dies or resources run out they are forced to return to the city or settlement to gather items and recoup lost health.
(175)The wild of the world is unstable, unsafe, populated by storms, surprises and death...Cities and settlements therefore become safety zones, where players recoup equipment, find team members, and re-address failed efforts...At some point, co-habitation, regardless of moral alignment becomes an inevitable function of game-play; the city or settlement must be the first and final fold. This is how MMORPGs have, at their very core, a mechanism that produces and supports the formation of public-space.
(175)In her thesis, “Inhabiting the Virtual City,” Judith Donath asserts--There are parallels both between real-world cities and virtual environments as well as between real-world architect and virtual system designers. Both real-world and virtual cities are (or should be) vibrant gathering places of people, centers of commerce and entertainment. [8]
(176)
Retrieved from "http://www.digra.org:8080/Plone/dl/db/05164.45486.pdf" on 16/01/2008
The Similar Eye: Proxy Life and Public Space in the MMORPG
By:Julian Holland Oliver
171 Proceedings of Computer Games and Digital Cultures Conference,ed. Frans Mäyrä. Tampere: Tampere University Press, 2002.
(171)We must begin to think of the MMORPG as a public space. More importantly it provides tools for thinking how this rich platform for human interaction is actually produced.
(172)Game-play in an MMORPG is in this way constantly affirming, historicizing and complexifying inter-animations of the agent in a place, whose whole momentum is to be capable enough for the world.
(173)The exercising of these skills in turn affirms individual’s value within the context of the group.
(173)The players of an MMORPG are united in interest by way of similar predicament. This ‘world opposition’ in turn gives benevolence a utility; gamers in an MMORPG soon find themselves helping other gamers as a means of ensuring prolonged and successful game-play.
(173)But action, or the practices of people, has never been enough to produce
a public space.
(173-174) According to Gibson, cyberspace is about total immersion in the media itself, ultimately in order to take the agent away from all encounters with daily life: “a consensual hallucination ... the point at which media (flows) together and surrounds as ... the ultimate extension of the exclusion of daily life. With cyberspace ... you can literally wrap yourself in media and not have to see what is really going on around you” [19].
(174)Within the dominant configuration of productive opposition in MMORPG game worlds we find an interior zoned with other ‘dispositions’ of landscape. These can largely be broken down to the zones of city (settlement), quest, and wilderness. a)_Cities or settlements are where game-play begins, resources are most concentrated. b)_Wild is the realm of the game world nature / super-nature. c)_Quests are areas dedicated to objective driven game-play.
(175)When the character dies or resources run out they are forced to return to the city or settlement to gather items and recoup lost health.
(175)The wild of the world is unstable, unsafe, populated by storms, surprises and death...Cities and settlements therefore become safety zones, where players recoup equipment, find team members, and re-address failed efforts...At some point, co-habitation, regardless of moral alignment becomes an inevitable function of game-play; the city or settlement must be the first and final fold. This is how MMORPGs have, at their very core, a mechanism that produces and supports the formation of public-space.
(175)In her thesis, “Inhabiting the Virtual City,” Judith Donath asserts--There are parallels both between real-world cities and virtual environments as well as between real-world architect and virtual system designers. Both real-world and virtual cities are (or should be) vibrant gathering places of people, centers of commerce and entertainment. [8]
(176)
2008年2月3日 星期日
MMORPGs
MMORPGs_retrieved from http://en.wikipedia.org/wiki/MMORPG 15/01/2008
Massively multiplayer online role-playing game (MMORPG) is a genre of online computer role-playing games (CRPGs) in which a large number of players interact with one another in a virtual world.
As in all RPGs, players assume the role of a fictional character (most commonly in a fantasy world),[1] and take control over many of that character's actions.[2] MMORPGs are distinguished from single-player or small multi-player CRPGs by the number of players, and by the game's persistent world, usually hosted by the game's publisher, which continues to exist and evolve while the player is away from the game.
MMORPGs are very popular throughout the world, with combined global memberships in subscription and non-subscription games exceeding 15 million as of 2006.[3] Worldwide revenues for MMORPGs exceeded half a billion dollars in 2005,[4] and Western revenues exceeded one billion USD in 2006.[5]
Depending on the number of players and the system architecture, a MMORPG might actually be run on multiple separate servers, each representing an independent world, where players from one server cannot interact with those from another. In many MMORPGs the number of players in one world is often limited to around a few thousands, but a notable example of the opposite is EVE Online which accommodated around 200,000 players in the same world as of August 2007 and 41,690 users online in December 2007.[10]
Ultima Online, released in 1997, may be credited with first popularizing the genre,[11] though Nexus: The Kingdom of the Winds was primarily responsible for mainstream attention throughout Asia which was released in 1996, about a year earlier than Ultima Online. It was EverQuest that brought MMORPGs to the mainstream in the West.[11]
Sherry Turkle, a clinical psychologist, has conducted interviews with computer users including game-players. Turkle found that many people have expanded their emotional range by exploring the many different roles (including gender identities) that MMORPGs allow a person to explore.[13]
Many players report that the emotions they feel while playing an MMORPG are very strong, to the extent that 8.7% of male and 23.2% of female players in a statistical study have had an online wedding.[16]
Other researchers have found that the enjoyment of a game is directly related to the social organization of a game, ranging from brief encounters between players to highly organized play in structured groups.[17
Game publishers usually prohibit the exchange of real-world money for virtual goods. However, a number of products actively promote the idea of linking (and directly profiting from) an exchange. Some players of Second Life have generated revenues in excess of $100,000.[24] However, in the case of Entropia Universe, the virtual economy and the real-world economy are directly linked. This means that real money can be deposited for game money and vice versa. Real-world items have also been sold for game money in Entropia.
Some of the issues confronting online economies include:
* The use of "bots" or automated programs, that assist some players in accumulating in-game wealth to the disadvantage of other players.[25]
* The use of unsanctioned auction sites, which has led publishers to seek legal remedies to prevent their use based on intellectual-property claims.[26]
* The emergence of virtual crime, which can take the form of both fraud against the player or publisher of an online game, and even real-life acts of violence stemming from in-game transactions.[27]
Trends as of 2008
One of these developments is the raid group quest, or "raid",[36] which is an adventure designed for large groups of players (often twenty or more).!!paul!!
Another is the use of instance dungeons. These are game areas that are "copied" for individual groups, which keeps that group separated from the rest of the game world.
Increased amounts of "Player-created content" may be another trend.[37]
The use of licenses, common in other video game genres, has also appeared in MMORPGs.
The introduction of free trials, making titles into shareware, has also become more common, as developers expect that players will become "hooked" by their worlds and begin to pay for them.
Another trend that has shown great presence in MMORPGs is "player-driven" gameplay. Player-driven gameplay relies on the players themselves for events and wars, instead of having these things come from non-player characters (NPCs).
the average MMORPG development project requires enormous investments of time and money, and running the game can be a long-term commitment. As a result, non-corporate (or independent, or "indie") development of MMORPGs is less common compared with other genres.
The Multiverse Network is also creating a network and platform specifically for independent MMOG developers.[41] The Torque MMO Kit can be used to create massive multiplayer online roleplaying games and is intended for indie developers who can't afford or don't want to pay for expensive engines. [42]
Massively multiplayer online role-playing game (MMORPG) is a genre of online computer role-playing games (CRPGs) in which a large number of players interact with one another in a virtual world.
As in all RPGs, players assume the role of a fictional character (most commonly in a fantasy world),[1] and take control over many of that character's actions.[2] MMORPGs are distinguished from single-player or small multi-player CRPGs by the number of players, and by the game's persistent world, usually hosted by the game's publisher, which continues to exist and evolve while the player is away from the game.
MMORPGs are very popular throughout the world, with combined global memberships in subscription and non-subscription games exceeding 15 million as of 2006.[3] Worldwide revenues for MMORPGs exceeded half a billion dollars in 2005,[4] and Western revenues exceeded one billion USD in 2006.[5]
Depending on the number of players and the system architecture, a MMORPG might actually be run on multiple separate servers, each representing an independent world, where players from one server cannot interact with those from another. In many MMORPGs the number of players in one world is often limited to around a few thousands, but a notable example of the opposite is EVE Online which accommodated around 200,000 players in the same world as of August 2007 and 41,690 users online in December 2007.[10]
Ultima Online, released in 1997, may be credited with first popularizing the genre,[11] though Nexus: The Kingdom of the Winds was primarily responsible for mainstream attention throughout Asia which was released in 1996, about a year earlier than Ultima Online. It was EverQuest that brought MMORPGs to the mainstream in the West.[11]
Sherry Turkle, a clinical psychologist, has conducted interviews with computer users including game-players. Turkle found that many people have expanded their emotional range by exploring the many different roles (including gender identities) that MMORPGs allow a person to explore.[13]
Many players report that the emotions they feel while playing an MMORPG are very strong, to the extent that 8.7% of male and 23.2% of female players in a statistical study have had an online wedding.[16]
Other researchers have found that the enjoyment of a game is directly related to the social organization of a game, ranging from brief encounters between players to highly organized play in structured groups.[17
Game publishers usually prohibit the exchange of real-world money for virtual goods. However, a number of products actively promote the idea of linking (and directly profiting from) an exchange. Some players of Second Life have generated revenues in excess of $100,000.[24] However, in the case of Entropia Universe, the virtual economy and the real-world economy are directly linked. This means that real money can be deposited for game money and vice versa. Real-world items have also been sold for game money in Entropia.
Some of the issues confronting online economies include:
* The use of "bots" or automated programs, that assist some players in accumulating in-game wealth to the disadvantage of other players.[25]
* The use of unsanctioned auction sites, which has led publishers to seek legal remedies to prevent their use based on intellectual-property claims.[26]
* The emergence of virtual crime, which can take the form of both fraud against the player or publisher of an online game, and even real-life acts of violence stemming from in-game transactions.[27]
Trends as of 2008
One of these developments is the raid group quest, or "raid",[36] which is an adventure designed for large groups of players (often twenty or more).!!paul!!
Another is the use of instance dungeons. These are game areas that are "copied" for individual groups, which keeps that group separated from the rest of the game world.
Increased amounts of "Player-created content" may be another trend.[37]
The use of licenses, common in other video game genres, has also appeared in MMORPGs.
The introduction of free trials, making titles into shareware, has also become more common, as developers expect that players will become "hooked" by their worlds and begin to pay for them.
Another trend that has shown great presence in MMORPGs is "player-driven" gameplay. Player-driven gameplay relies on the players themselves for events and wars, instead of having these things come from non-player characters (NPCs).
the average MMORPG development project requires enormous investments of time and money, and running the game can be a long-term commitment. As a result, non-corporate (or independent, or "indie") development of MMORPGs is less common compared with other genres.
The Multiverse Network is also creating a network and platform specifically for independent MMOG developers.[41] The Torque MMO Kit can be used to create massive multiplayer online roleplaying games and is intended for indie developers who can't afford or don't want to pay for expensive engines. [42]
Changing Teachers, Changing Times--Andy Hargreaves 1994
Changing Teachers, Changing Times--Teachers' Work and Culture in the Postmodern Age
By Andy Hargreaves 1994, Cassell, UK
ix_Practice-orented research lead to a deeper understanding of educational practice and how to improve it.
ix_understand how teachers grow and develop.
4_Struggles of teachers:
__A_the pressure of postmodernity are felt.
__B_innovations multiply as change accelerates, creating senses of overload among teachers and head teachers.
__C_the collapse of moral certainties.
__D_the methods and strategies teachers use are constantly criticized as scientific certainties lose their credibility.
5_The substance of change:
__A_prepare the generation for the future.
__B_global competitiveness
__C_economic regeneration
__D_be expected to help rebuild national culture and identities
__E_multicultural migration
__F_resurrect traditional values and senses of moral certainty
__G_severe fiscal restraint
8_Current patterns of educational change is a powerful and dynamic struggle between two immense social forces: those of mondernity and postmodernity
__mondernity:
____rational scientific process
____overnature technology
____control and improve the human condition.
__postmodernity:
____fast, compressed, conplex, and uncertain.
____placing old ideological certainties in disrepute.
____smaller goods, on demands, information and images more than products.
____blurring of roles and boundaries. Flexible accumulation.
____the needs for empowerment and interpersonal relationship are increased; the security and continuance are decreased.
11_The involvement of teachers in educational change is vital to its success.
11_Do not ignore, misunderstand or override teachers own desires for change.
13_
48_
49_
50_
52_
59_
77_
82_
95_
96_
97_
99_
103_
107_
108_
109_
112_
120_
By Andy Hargreaves 1994, Cassell, UK
ix_Practice-orented research lead to a deeper understanding of educational practice and how to improve it.
ix_understand how teachers grow and develop.
4_Struggles of teachers:
__A_the pressure of postmodernity are felt.
__B_innovations multiply as change accelerates, creating senses of overload among teachers and head teachers.
__C_the collapse of moral certainties.
__D_the methods and strategies teachers use are constantly criticized as scientific certainties lose their credibility.
5_The substance of change:
__A_prepare the generation for the future.
__B_global competitiveness
__C_economic regeneration
__D_be expected to help rebuild national culture and identities
__E_multicultural migration
__F_resurrect traditional values and senses of moral certainty
__G_severe fiscal restraint
8_Current patterns of educational change is a powerful and dynamic struggle between two immense social forces: those of mondernity and postmodernity
__mondernity:
____rational scientific process
____overnature technology
____control and improve the human condition.
__postmodernity:
____fast, compressed, conplex, and uncertain.
____placing old ideological certainties in disrepute.
____smaller goods, on demands, information and images more than products.
____blurring of roles and boundaries. Flexible accumulation.
____the needs for empowerment and interpersonal relationship are increased; the security and continuance are decreased.
11_The involvement of teachers in educational change is vital to its success.
11_Do not ignore, misunderstand or override teachers own desires for change.
13_
48_
49_
50_
52_
59_
77_
82_
95_
96_
97_
99_
103_
107_
108_
109_
112_
120_
2007年11月10日 星期六
四年級96學年度上學期能力指標(成績單評量項目)
能聽出並分辨他人優美的詞語，並學習其表達技巧。
能說出一段話或一篇短文的要點。
會查辭典，並能利用辭典分辨字義。
能辨識基本文體的特色及寫作方式。
能了解分號、破折號的用法。
能做長度、容量、重量等單位的換算語計算。
認識三角形，並能用量角器正確測量各角的角度。
會做乘數、除數為二位數的直式計算，以解決生活中的問題。
能以平方公尺、平方公分為單位進行面積的實測與換算活動。
mso-hansi-font-family:"Times New Roman"'>能做日
能進行假分數、帶分數之轉換。
能指出地圖上家鄉的位置，並了解地圖的符號。
了解家鄉傳統節慶與民俗活動。
認識家鄉的自然環境與人文史蹟。
能與人合作，並能表達自我以及與人溝通。
能操作簡易的家庭工具及家電用品，並學會簡易家事。
能了解生活週遭的環境問題，覺知環境與個人身心健康的關係。
經由觀察結果了解月相的改變有規則性。
經由實際觀察、資料蒐集與報告，來了解水中生物的特性。
經由實驗能了解影響鹽溶解量的因素。
用電線、電池和燈泡做出兩種不同的連接方式，讓小燈泡發亮。
mso-hansi-font-family:"Times New Roman"'>藝文style='font-size:11.0pt;mso-fareast-font-family:標楷體'>
能以水彩技法運用混色表現創作。
能以紙雕技巧製作面具。
能以直笛吹奏
mso-hansi-font-family:"Times New Roman"'>到高音style='font-size:11.0pt;mso-fareast-font-family:標楷體'>Re
mso-hansi-font-family:"Times New Roman"'>等七個音的習奏曲。
能自然流暢的演唱各單元的歌曲。
能運用肢體動作展現創意，並養成欣賞演出的專注力。
2007年9月9日 星期日
無事不登三寶殿
哎啊! 這果真是我的風格
沒想到我的網誌都快生蜘蛛網了,
距離上回發言,將近一年啊!
曾經進來逛過的朋友,大概早已對我的網誌早就興趣缺缺了.
按我的個性,是不會因為這樣就力圖振作--天天掛網,好好maintain網誌的.
畢竟,人是為自己而活,不是為了"給別人看"而活.
簡單懺悔,就此打住.
緊接下來要稍微紀錄一下近況,才不失bolg的功能
暑期密集的進修,快把我炸成人乾了.
不過,被知識淹沒的感覺是既興奮愉悅又惶恐焦慮的
興奮的是坐擁世界級的圖書館,接觸橫跨五個世紀的收藏.
焦慮的是,我們與世界脫軌之如此嚴重.恨不能有更充裕的時間好好研究一番
雖然,我這次較以往更有目標系統的在學習,
但每回離開牛津的Bodleian,總如情人十八相送,萬般不情願.
現實責任仍催促著我在開學前一天返回台灣.
我打定了主意,要好好將整年份的課程及作業都規劃好,
唯有這樣,我才能放心的在課餘時間做些研究.
昨天的學校日對家長們報告了本學期的學習重點,會後也暢談到一點多.
我希望,這樣好的開始能帶來我1/2的成功.
近期目標:十月底前研讀學校管理方面的相關論著
所以,除週日下午外,是朋友的,
都別來約我喝下午茶或以好玩的旅行誘惑出遊
OK?
Bodleian_Library
沒想到我的網誌都快生蜘蛛網了,
距離上回發言,將近一年啊!
曾經進來逛過的朋友,大概早已對我的網誌早就興趣缺缺了.
按我的個性,是不會因為這樣就力圖振作--天天掛網,好好maintain網誌的.
畢竟,人是為自己而活,不是為了"給別人看"而活.
簡單懺悔,就此打住.
緊接下來要稍微紀錄一下近況,才不失bolg的功能
暑期密集的進修,快把我炸成人乾了.
不過,被知識淹沒的感覺是既興奮愉悅又惶恐焦慮的
興奮的是坐擁世界級的圖書館,接觸橫跨五個世紀的收藏.
焦慮的是,我們與世界脫軌之如此嚴重.恨不能有更充裕的時間好好研究一番
雖然,我這次較以往更有目標系統的在學習,
但每回離開牛津的Bodleian,總如情人十八相送,萬般不情願.
現實責任仍催促著我在開學前一天返回台灣.
我打定了主意,要好好將整年份的課程及作業都規劃好,
唯有這樣,我才能放心的在課餘時間做些研究.
昨天的學校日對家長們報告了本學期的學習重點,會後也暢談到一點多.
我希望,這樣好的開始能帶來我1/2的成功.
近期目標:十月底前研讀學校管理方面的相關論著
所以,除週日下午外,是朋友的,
都別來約我喝下午茶或以好玩的旅行誘惑出遊
OK?
Bodleian_Library
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