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 | 370.1 D287K, 2002 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | LB1025.3 .D38 2002 | 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
Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the process they show how and why people who care about education radically disagree with each other. This text includes questions, tasks, and further reading sections.
摘要
Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the process they show how and why people who care about education radically disagree with each other. This text includes questions, tasks, and further reading sections.
评论 (2)
Choice 评论
This volume for undergraduate teacher education students in English universities seeks to stimulate reflection about the aims of education, how and why we learn, who teaches and why, the relation among policy, practice, and principles, and whether education can achieve a better world. Each chapter begins with a statement by one author, followed by a critical response by another, and ends with questions, suggestions for further reading, and suggested practical activities. The concluding chapter does not attempt to provide answers or summarize the debates but offers instead short summaries of "great educators" so students can see that the debates are rooted in "weighty" thought. Some of the analyses are insightful, but at times a response seems to ignore the careful distinctions laid out, as if the writer is making an effort to be controversial. The authors suggest that the book might be useful not only in England but also in North America, but if they mean the US, the focus of much of the material on English education (particularly chapter 4, and "Brief History of Education in England" in the appendix) might make its use unlikely. ^BSumming Up: Optional. Upper-division undergraduates and graduate students. R. R. Sherman emeritus, University of Florida
Choice 评论
This volume for undergraduate teacher education students in English universities seeks to stimulate reflection about the aims of education, how and why we learn, who teaches and why, the relation among policy, practice, and principles, and whether education can achieve a better world. Each chapter begins with a statement by one author, followed by a critical response by another, and ends with questions, suggestions for further reading, and suggested practical activities. The concluding chapter does not attempt to provide answers or summarize the debates but offers instead short summaries of "great educators" so students can see that the debates are rooted in "weighty" thought. Some of the analyses are insightful, but at times a response seems to ignore the careful distinctions laid out, as if the writer is making an effort to be controversial. The authors suggest that the book might be useful not only in England but also in North America, but if they mean the US, the focus of much of the material on English education (particularly chapter 4, and "Brief History of Education in England" in the appendix) might make its use unlikely. ^BSumming Up: Optional. Upper-division undergraduates and graduate students. R. R. Sherman emeritus, University of Florida
目录
| 1 The aims of education |
| 2 How and why do we learn? |
| 3 Who teaches and why? |
| 4 Policy, practice and principles |
| 5 Education for a better world? |
| 6 Conclusion |
| Appendix: a brief history of education |
| 1 The aims of education |
| 2 How and why do we learn? |
| 3 Who teaches and why? |
| 4 Policy, practice and principles |
| 5 Education for a better world? |
| 6 Conclusion |
| Appendix: a brief history of education |