长期以来，“研究”（inquiry）成为北美许多教师教育计划追求的目标，它频繁出现在使命宣言、项目描述以及课程名称中。人们不但希望师范生在本科教育期间有研究的体验，还期待他们在毕业后的教学实践中关注“研究”。在北美教师教育项...长期以来，“研究”（inquiry）成为北美许多教师教育计划追求的目标，它频繁出现在使命宣言、项目描述以及课程名称中。人们不但希望师范生在本科教育期间有研究的体验，还期待他们在毕业后的教学实践中关注“研究”。在北美教师教育项目---英属哥伦比亚大学教育学本科学位---的情境范围内探讨“研究”这一概念，以 Tom 的“研究的三个维度”理论为框架，分析该教育项目中“研究”被纳入教育构想的程度以及“研究”在培养计划中所占的比重。众多经验教训中的几个重要启示是：“研究”这一概念正处于加速流变之中；把教师教育实践活动与教师教育研究隔离开来导致危机的产生；均衡“办学体制”（system of schooling）与“教育性目的”（educative agenda）二者间关系的努力遇到挑战；教师教育需要终身制教师的参与。展开更多
Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and wo...Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.展开更多
文摘长期以来，“研究”（inquiry）成为北美许多教师教育计划追求的目标，它频繁出现在使命宣言、项目描述以及课程名称中。人们不但希望师范生在本科教育期间有研究的体验，还期待他们在毕业后的教学实践中关注“研究”。在北美教师教育项目---英属哥伦比亚大学教育学本科学位---的情境范围内探讨“研究”这一概念，以 Tom 的“研究的三个维度”理论为框架，分析该教育项目中“研究”被纳入教育构想的程度以及“研究”在培养计划中所占的比重。众多经验教训中的几个重要启示是：“研究”这一概念正处于加速流变之中；把教师教育实践活动与教师教育研究隔离开来导致危机的产生；均衡“办学体制”（system of schooling）与“教育性目的”（educative agenda）二者间关系的努力遇到挑战；教师教育需要终身制教师的参与。
文摘Learning to read in English is not just about learning to decode words, but about learning to make sense of the world through the language. However, EFL reading instruction tends to focus on developing decoding and word knowledge in an isolated manner, neglecting learners’ sense making beyond the text. This text-based approach of reading instruction often leads to students’ low interest and engagement in English learning and low profi ciency in English achievement. Drawing on examples from current research and practices in K-12 schools in the U.S. and Canada, this paper introduces an engagement model of literacy instruction, INSPIRE, that focuses on involving students in reading and writing for meaningful purposes beyond learning to decode. This integrated model of literacy instruction capitalizes on students’ personal interests and lives of school, allows choices in materials, and follows students’ lead to promote learner agency for deeper learning and comprehension. When students are more engaged in learning the world through the words, they achieve better learning outcomes in both language skills and attitudes.
