• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Curriculum Studies >Conceptual understandings as transition points: making sense of a complex social world
【24h】

Conceptual understandings as transition points: making sense of a complex social world

机译：概念理解作为过渡点：理解复杂的社会世界

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Teaching for conceptual understanding has been heralded as an effective approach within many curriculum frameworks internationally in an age of rapid and constant change around what counts as ‘knowledge’. Drawing from research and experience within the social studies curriculum, this paper reflects on some of the largely unstated and unexplored aspects of adopting concept‐based approaches to curriculum. The paper explores the historical and contemporary status and development of conceptual understandings that has led to teaching (at least within New Zealand social studies) that still remains largely focused on facts and topics. The nature of learning within the social sciences highlights a society which is not static and factual, but instead, complex and diverse. This paper presents a number of reasons why teaching conceptual understandings as inert facts or ‘end points’ fails to prepare learners to understand and engage in a complex and rapidly changing social world. Instead, conceptual understandings must be understood as changeable, contextual, and contested. The paper considers how conceptual fluidity might be accommodated in teacher planning, arguing that conceptual understandings may more usefully be regarded as transition points in learning, rather than irrefutable destinations.View full textDownload full textKeywordsconcept teaching, teacher education curriculum, knowledge base for learning, social studies, teaching methodsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00220270903494287
机译：在一个迅速而持续变化的时代，即所谓的“知识”时代，国际上许多课程框架都将概念理解教学作为一种有效的方法。从社会研究课程中的研究和经验中汲取经验，本文对采用基于概念的课程方法在很大程度上未阐明和尚未探索的方面进行了反思。本文探讨了概念理解的历史和当代地位以及发展的原因，这种理解导致了教学（至少在新西兰社会研究中如此）仍然主要集中在事实和主题上。社会科学中学习的本质凸显了一个社会，它不是一成不变的事实，而是一个复杂多样的社会。本文提出了许多原因，说明将概念性理解作为惰性事实或“终点”进行教学无法使学习者理解和参与复杂而迅速变化的社会世界。取而代之的是，必须将概念性理解理解为可变的，上下文的和有争议的。本文考虑了如何在教师计划中适应概念的流动性，认为概念的理解可能更有用地被视为学习的过渡点，而不是无可辩驳的目的地。查看全文下载全文关键词概念教学，教师教育课程，学习知识库，社会研究，教学方法相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布日期：“ ra-4dff56cd6bb1830b” };添加到候选列表链接永久链接http://dx.doi.org/10.1080/00220270903494287

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号