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摘要
摘要
This work provides a review of advances in the understanding of human development and of their implications for education theory and practice. Child-centred education has been a dominant theme throughout this century, but just what such child-centred education entails has shifted significantly with advances in our understanding of children and their development.
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Exploring systematically the mind-pedagogy connection, this collection starts with an examination of what is believed about human development, then challenges those beliefs. Both the biological and cultural origins of education are examined, as are the how and what of learning. This simple summary statement is not meant to mislead readers. Each of the chapters, 15-30 pages in length, is densely packed with information, often predicated on basic background knowledge of psychology and education. The underlying premise of these writers from 11 countries is that education both creates and is created by culture, a premise echoed in the presentation of human development and knowledge as fostering and being fostered by learning. The author and subject indexes will be much used, as will the lengthy reference lists accompanying each chapter. Although part of an innovative integrated whole, the chapters can also stand on their own as scholarly access points to the understanding of human nature and the mind's relation to the physical and social world of learning. This handbook will be most useful when chapter titles and authors appear in notes fields in academic library catalogs. A worthwhile addition to academic libraries; for upper-division undergraduates through faculty. L. L. Scarth Mount Mercy College
目录
Preface |
List of Contributors |
1 Introduction: Rethinking the Role of Psychology in EducationDavid R. Olson and Nancy Torrance |
Part I Setting the Stage: How Theories of Human Development Relate to Education |
Part A Psychological Foundations of Child-centered Pedagogy |
2 Folk Psychology and Folk PedagogyDavid R. Olson and Jerome S. Bruner |
3 The Age of Innocence Reconsidered: Preserving the Best of the Progressive Traditions in Psychology and EducationHoward Gardner and Bruce Torff and Thomas Hatch |
4 A Rereading of Dewey's Art as Experience: Pointers Toward a Theory of LearningMaxine Greene |
5 Changing Views of Knowledge and Their Impact on Educational Research and PracticeRobbie Case |
6 Rethinking the Historical Role of Psychology in Educational ReformBarbara Beatty |
Part B Pedagogical Perspectives on Human Development |
7 Rethinking the Concept of Learning Disabilities: The Demise of Aptitude/Achievement DiscrepancyKeith E. Stanovich and Paula J. Stanovich |
8 Rethinking Readiness for LearningRita Watson |
9 Language and Literacy Development: Discontinuities and DifferencesLowry Hemphill and Catherine Snow |
10 Accommodating Diversity in Early Literacy LearningMarie M. Clay |
11 Writing and Learning to WriteGunther Kress |
12 Rethinking the Role of Emotions in EducationKeith Oatley and Seema Nundy |
Part II Biological and Cultural Foundations of Pedagogy |
Part A The Very Possibility of Education |
13 Pedagogy and Imitation in Monkeys: Yes, No, or Maybe?Elisabetta Visalberghi and Dorothy M. Fragaszy |
14 Why Animals Lack Pedagogy and Some Cultures Have More of it Than OthersDavid Premack and Anne James Premack |
15 Humanly Possible: Education and the Scope of the MindMargaret Donaldson |
16 Acceptable Ignorance, Negotiable Disagreement: Alternative Views of LearningJacqueline J. Goodnow |
Part B Cultural Context of Human Development and Education |
17 Cultural Learning and Learning CultureAnn C. Kruger and Michael Tomasello |
18 Models of Teaching and Learning: Participation in a Community of LearnersBarbara Rogoff and Eugene Matusov and Cynthia White |
19 The Individual-Society Antimony Revisited: Productive Tensions in Theories of Human Development, Communication, and EducationJames V. Wertsch and William R. Penuel |
20 Some Educational Implications of Genre-based Mental Models: The Interpretative Cognition of Text UnderstandingCarol Fleisher Feldman and David A. Kalmar |
21 Habits of Mind for a Learning Society: Educating for Human DevelopmentDaniel Keating |
Part III Schooling Minds |
Part A The Language and Culture of Schooling |
22 Rethinking LearningCarl Bereiter and Marlene Scardamalia |
23 The Development of UnderstandingKieran Egan |
24 The Learner's Experience of LearningTerence Marton and Shirley Booth |
25 Understanding and Empowering the Child as a LearnerIngrid Pramling |
26 The Language of Mind: Its Role in Teaching and LearningJanet Wilde Astington and Janette Pelletier |
Part B Coping with Content |
27 Schooling and the Acquisition of Theoretical KnowledgeFrank C. Keil and Chana S. Silberstein |
28 From Folk Biology to Scientific BiologyScott Atran |
29 Cognitive and Cultural Factors in the Acquisition of Intuitive BiologyGiyoo Hatano and Kayoko Inagaki |
30 What Do 'Just Plain Folk' Know about Physics?Andrea A. Disessa |
31 Agreeing to Disagree: Developing Sociable Mathematical DiscourseMagdalene Lampert and Peggy Ritten House and Carol Crumbaugh |
32 Conceptualizing the Growth of Historical UnderstandingPeter Seixas |
Author Index |
Subject Index |