The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts...The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.展开更多
If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, collea...If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, colleagues can make discussion about strategies proposed including pilot background, context led, screen hygiene conditions and others. We use Cognitive Linguistic Theories to introduce idealized cognitive model and its theoretical basis and the intensified impact on student musical imagination.展开更多
The scientificalization1 of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century,the result of which was unexpectedly dissatisfactor...The scientificalization1 of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century,the result of which was unexpectedly dissatisfactory,because researchers misunderstood the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement.If researchers reflect dialectically on the classic codes of experiment,and aim at reconstructing the viewpoint of experiment in education in the dimensions of ideas and pattern,they would guide the research on education by an“ideal type”,decently intervene the“logic of practice”with the“logic of theory”,so that the theorists and practitioners in education can finally coexist and co-develop.展开更多
文摘The present paper examines an EFL/ESL teacher＇s potential in generating and developing his/her own knowledge base and theories of teaching and learning independent of the knowledge base manufactured by the ＂experts＂ in those fields. It also makes an effort to pave the way for them to go beyond the edge and advance towards an innovation that deviates from simple, certain, controlled and established ways of teaching and conducting researches towards complex, uncertain and less-controlled ones. It scrutinizes how instead of simply testing, ＂idealizing and reifying＂ the traditional, already established literature, an EFL/ESL teacher takes it as a point of departure in order to develop their own framework based on their practical experiences. The readymade professional theories and pedagogies are mostly generalizations--sometimes overgeneralizations---of the patrons of certain ideology to privilege a certain political or cultural group to place it over others. This usually sets barrier to an individual teacher＇s professional development since they are often set back from ＂theorizing what they practice and practice what they theorize＂ denying his/her idiosyncratic knowledge base that is convincingly capable of helping him/her grow professionally. It also leads to denying the teachers＇ and learners＇ socio-politico-cultural faiths that mould up a person as a whole. However, this paper also recognizes the traditional knowledge base as the ground for individual teachers to leap offand advance towards innovation.
文摘If there is no imagination, there is no music appreciation. It should create imaginary world for students in the music classroom teaching practice, and it should foster the students＇ musical imagination. Thus, colleagues can make discussion about strategies proposed including pilot background, context led, screen hygiene conditions and others. We use Cognitive Linguistic Theories to introduce idealized cognitive model and its theoretical basis and the intensified impact on student musical imagination.
文摘The scientificalization1 of educational research methods was always the most predominant in the two tides of educational experiment in China in the twentieth century,the result of which was unexpectedly dissatisfactory,because researchers misunderstood the connotation of scientificalization in such a degree that resulted in the worship for methods and thought of replacement.If researchers reflect dialectically on the classic codes of experiment,and aim at reconstructing the viewpoint of experiment in education in the dimensions of ideas and pattern,they would guide the research on education by an“ideal type”,decently intervene the“logic of practice”with the“logic of theory”,so that the theorists and practitioners in education can finally coexist and co-develop.
