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外文摘要
引文資料
題名:
Introducing Circle Time in a Chinese Middle School: A Response to the Current Needs of Education in China?
書刊名:
亞洲輔導學報
作者:
吳伶
/
Lang, Peter
作者(外文):
Wu, Ling
出版日期:
2011
卷期:
18:1/2
頁次:
頁95-124
主題關鍵詞:
情感教育
;
圍圈活動時間
;
教學法
;
素質教育
;
個人及群性發展
;
Affective education
;
Circle time
;
Pedagogy
;
Suzhi jiaoyu
;
Quality education
;
Personal and social development
原始連結:
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相關次數:
被引用次數:期刊(
1
) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:0
點閱:6
本文介紹了在中國內地一所中學所進行的一次實驗性教育研究及研究結果的啟示。研究嘗試把「圍圈活動時間」(circle time)這一西方教學方法融入亞洲的學校教育當中。本文敘述了圍圈活動時間對情感教育的貢獻及其教學法本質,並從歷史和文化角度探討了研究的背景及其重要性。接着,文章描述了研究的各個層面及其結果。據研究結果所示,雖然圍圈活動時間對增加學生自尊心的效果不大,但卻能提高實驗組學生的學科成績。研究以多種方法收集數據,結果顯示,參與實驗的學生及對圍圈活動時間有興趣的老師都有十分正面的反應。研究結果至少有三個重要啟示:(1)西方的經驗學習法可以有效轉移到亞洲的教育實踐當中;(2)從實驗學生的積極回響,可見此教學法對中國內地的其他學生都有潛在價值;(3)當前的中國教育實踐未能回應年青人情感教育的需求。最後,本文分析了研究的局限,並建議未來的研究方向。
以文找文
This article is concerned with a research undertaken in a middle school on the Chinese mainland and the implications of its findings. The research involved the introduction of an experiential pedagogy usually described as circle time. The article describes the contribution of circle time to affective education and its pedagogical nature. The historical and broader cultural context in which the research was undertaken and the significance of these are discussed. Aspects of the research and its findings are then presented. Though the impact of the intervention (i.e., circle time) on students’ self-esteem was limited, it appeared to have some positive effects on their academic achievement. Data was collected using a range of methods. Both the students involved in the circle time and the teachers showing an interest responded positively. There were at least three important implications from the research: (a) an experiential approach developed in a Western context could be effectively transposed to an Eastern one; (b) based on the positive response from the students, it could have potential value for other students on the Chinese mainland; (c) young people have an affective need to which education in China is currently failing to respond. Finally, the limitations of the research are highlighted and the directions for future research are suggested.
以文找文
期刊論文
1.
Qi, W.、Tang, H.(2004)。The social and cultural background of contemporary moral education in China。Journal of Moral Education,33(4),465-480。
2.
Zhu, X.、Liu, C.(2004)。Teacher training for moral education in China。Journal of Moral Education,33(4),481-494。
3.
Canney, C.、Byrne, A.(2006)。Evaluating Circle Time as a support to social skills development--Reflections on a journey in school-based research。British Journal of Special Education,33(1),19-24。
4.
Ca, Q.(2001)。How can the soul of quality education be grasped?。Social Sciences in Hubei,11,52-53。
5.
Chen, X.(2004)。Social changes and the revival of liberal education in China since the 1990s。Asia Pacific Education Review,5(1),1-13。
6.
Dello-lacovo, B.(2009)。Curriculum reform and "Quality Education" in China: An overview。International Journal of Educational Development,29(3),241-249。
7.
Gon, Z.(2001)。A brief discussion on a few misunderstanding of quality education being implemented in our country。Social Science Journal of Shenyang Agricultural University,4,292-295。
8.
Kelly, B.(1999)。"Circle Time": A systems approach to emotional and behavioural difficulties。Educational Psychology in Practice,15(1),40-44。
9.
Lee, A. C. M.(2004)。Changes and challenges for moral education in Taiwan。Journal of Moral Education,33(4),575-595。
10.
Puurula, A.、Neill, S.、Vasileiou, L.、Husbands, C.、Lang, P.、Katz, Y. J.、Vriens, L.(2001)。Teacher and student attitudes to affective education: A European collaborative research project。Compare,31(2),165-186。
11.
Ta, C.(1999)。Political belief and moral education。Research on Education Tsinghua University,1,18-31+108。
12.
Wang, G.(2002)。The research of teachers' professional pressure in elementary and middle schools in China。Education Exploration,12,43-45。
13.
Yan, S.(2004)。From moral relativism to core values: Psychological considerations about the reorientation of school moral education。Educational Research,1,32-37。
14.
Zhan, W.、Ning, W.(2004)。The moral education curriculum for junior high schools in 21st century China。Journal of Moral Education,33(4),511-532。
15.
Zha, J.(2003)。The instructive value of humanistic learning theory for quality-oriented education。Journal of Jining Teachers College,24(4),58-61。
16.
Fuller, B.、Clarke, P.(1994)。Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules, and pedagogy。Review of Educational Research,64(1),119-157。
圖書
1.
Nolan, Peter(2004)。Transforming China: Globalization, Transition and Development。London, England:Anthem Press。
2.
Zh, Y.(2004)。Nascence and resplendence: Chinese archaic educational ideology。Beijing, China:People's Education Press。
3.
Li, B.(1997)。A reconsideration of quality education。Beijing:Science Education Publishing。
4.
Liu, K.(2004)。Globalization and cultural trends in China。Honolulu, HI:University of Hawai'i Press。
5.
Mu, Y. C.(2007)。China education yearbook 2007。Beijing:People's Education Press。
6.
Weatherhead, Y.(2008)。Creative circle time lessons for the early years。London, England:Sage。
7.
Hu, Angang(2007)。Economic and social transformation in China: Challenges and opportunities。Routledge。
8.
Bloom, Benjamin S.(1982)。Human characteristics and school learning。New York, NY:McGraw-Hill。
其他
1.
Che, Z.(2001)。Injecting the sense of equality into quality education,http://www.edu.cn/20010827/209053.shtml。
2.
Li, Y.(2001)。A brief discussion of examination-oriented education and quality education,http://www.edu.cn/20010823/207816.shtml。
3.
Li, B.(2000)。Comprehensively enforcing quality education by learning the main theme of Comrade Jiang Zemin's speech,http://www.edu.cn/20010827/208920.shtml。
4.
Ministry of Education, China(1999)。Decisions of the Central People's Government on deepening educational reform and comprehensively promoting quality education,http://www.edu.cn/zong_he_870/20100719/t20100719_497966.shtml。
圖書論文
1.
Best, R.(1998)。The development of affective education in England。Affective education: A comparative view。London, England:Cassell。
2.
Goldstein, S. M.(1996)。China in transition: The political foundations of incremental reform。China's transitional economy。Oxford, England:New York, NY:Oxford University Press。
3.
Gysbers, N. C.(1994)。Developmental counselling and guidance programmes in the schools: Developments in the USA。Caring for children: International perspectives on pastoral care and PSE。London, England:Cassell。
4.
Katz, Y.、Romi, S.、Qui, X.(2005)。Affective education: The nature and characteristics of teachers' and students' attitudes towards schools in China and Israel。Theory and practice in affective education: Essays in honour of Arja Puurula。Helsinki, Finland:University of Helsinki。
5.
Lang, P.(1994)。Trying, but could do better: A review of pastoral care in England and elsewhere。Caring for children: International perspectives on pastoral care and PSE。London, England:Cassell。
6.
Lang, P.(1995)。International perspectives on pastoral care (affective education)。Pastoral care and personal-social education: Entitlement and provision。London, England:Cassell。
7.
Lang, P.(1998)。Towards an understanding of affective education in a European context。Affective education: A comparative view。London, England:Cassell。
8.
Lang, P.(2006)。Policy, mission and mind: Some issues in international comparisons of affective education。The affective dimension of education: European perspectives。Lisbon, Portugal:Fundação para a Ciência e a Tecnologia。
9.
Lee, W. O.(1997)。Changing ideopolitical emphases in moral education in China: An analysis of the CCP central committee documents。Education and political transition: Perspectives and dimensions in East Asia。Hong Kong:Comparative Education Research Centre, University of Hong Kong。
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