可借阅:*
图书馆 | 资料类型 | 排架号 | 子计数 | 书架位置 | 状态 | 图书预约 |
---|---|---|---|---|---|---|
正在检索... Science | Book | 375.00973 AP648C | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
链接这些题名
已订购
摘要
摘要
"Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison."--Gerald Graff, University of Chicago
评论 (1)
Choice 评论
Applebee offers a visionary approach to curriculum. All too often, schools use the technique of memorization-recitation as the principal method of learning. Applebee contends that this method produces knowledge out of context, which emphasizes learning the characteristics of knowledge rather than participation in the discourse. His concept of "knowledge-in-action" builds on the progressive philosophy of John Dewey. Applebee defines knowledge-in-action as "knowledge that matters to individuals and to society that is learned through participation in living traditions of knowing and doing." He explains terms such as "living traditions," "knowing and doing," "conversation," and "culturally significant domains" to help readers better understand knowledge-in-action. According to Applebee, knowledge-in-action fits into larger traditions and results from participation in curriculum as conversation by knowing and doing. His book provides a framework for thinking about curricular issues and emphasizes multiculturalism in a pluralistic world. Knowledge-in-action is rooted in interpretation of the past and expectations for the future. Applebee makes a significant contribution toward understanding how curriculum should be approached. Highly recommended for upper-division undergraduates, graduates, and faculty. C. M. Bradley Northeastern Illinois University
目录
Acknowledgments |
1 Introduction: The Role of Tradition |
2 The Individual and Tradition |
3 Deadly Traditions |
4 Curriculum as Conversation |
5 Characteristics of Effective Curricula |
6 Structuring Curricular Conversations |
7 Recent Curriculum Proposals as Domains for Conversation |
8 Toward a Pedagogy of Knowledge-in-Action |
9 Reconciling Conflicting Traditions |
References |
Index |