• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >Textile Students’ Basic Knowledge and Skills - Interpretation, Understanding and Assessment of a Practical-Aesthetic Discipline in Norwegian teacher education. A case study
【2h】

Textile Students’ Basic Knowledge and Skills - Interpretation, Understanding and Assessment of a Practical-Aesthetic Discipline in Norwegian teacher education. A case study

机译：纺织学生的基本知识和技能-挪威语教师教育中对实践审美学科的解释，理解和评估。案例研究

页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This article reports a case study research of a textile module at the year-long module based course inarts and handicrafts at the Teacher Education at Nesna University College. The textile modules mainfocus is to give the students practical aesthetic experience as well as basic knowledge and skills oftextiles and their qualities. The module has been regularly assessed by teachers and students, revisedand developed, and offered for several years. Assessments show that students appreciate the moduleand its focus on basic knowledge and skills in textile. However, as an arts and handicrafts teacher atthe college level, I’ve observed that students basic skills are underdeveloped, and some haveunrealistic insight, demands and expectations about how much knowledge and experience a thirty fivehour course in textiles will give. Some students with little or no textile experience have problems withinterpreting and understanding the written task and also “getting started”. Detailed explanationsconcerning the content seem to confuse rather than enlighten, and students’ fear of failing gives me asa teacher several thoughts about cause and effect. In this case study a qualitative survey of a textilemodule’s schedule, student’s questions and desiresfor explanations, their written tasks, products andassessments are being used to enlighten and understand the problem. The results show that a detailedexplanation of a practical aesthetic assignment does not contribute to increased understanding withsome students, whereas a confrontation of the practical process will
机译：本文报道了一个在奈斯纳大学学院的教师教育学院的为期一年的基于模块的课程inarts和手工艺品的纺织模块的案例研究。纺织品模块的主要重点是为学生提供实用的审美经验以及纺织品的基本知识和技能及其素质。该模块由教师和学生定期评估，修订和开发，并提供了数年。评估显示，学生欣赏该模块，并关注纺织基础知识和技能。但是，作为大学的手工艺品老师，我观察到学生的基本技能尚不完善，并且有些人对纺织品的三十五小时课程将提供多少知识和经验有不切实际的见解，要求和期望。一些几乎没有或没有纺织经验的学生在解释和理解书面任务以及“入门”方面存在问题。关于内容的详细说明似乎使人迷惑而不是启迪，而且学生对失败的恐惧使我作为一名老师对因果有几点想法。在这种情况下，对纺织品模块的时间表，学生的问题和解释的要求，他们的书面任务，产品和评估的定性调查将被用于启发和理解问题。结果表明，对实用美学作业的详细解释不会有助于增进对某些学生的理解，而对实用过程的对抗会

著录项

  • 作者

    Gårdvik Mette;

  • 作者单位
  • 年度 2014
  • 总页数
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类

相似文献

  • 外文文献
  • 中文文献
  • 专利

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