正在写教育类的提纲,有一篇可以参考,分享

everystepUID: 168194

我把目录和定义放下面,有兴趣的可参考
Understanding the Common Essential Learnings
A Handbook for Teachers
http://www.sasked.gov.sk.ca/docs/policy/cels/index.html
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Table of Contents
•        Acknowledgements
•        Preface
•        Chapter I: From Understanding to Action
•        Chapter II: Communication
•        Chapter III: Numeracy
•        Chapter IV: Critical and Creative Thinking:
•        Chapter V: Technological Literacy
•        Chapter VI: Personal and Social Values and Skills
•        Chapter VIl: Independent Learning
•        References
•        Appendix A     
Chapter I: From Understanding to Action
•        Purpose of the Handbook
•        Definition of the Individual Common essential Learnings
o        Communication
o        Numeracy
o        Critical and Creative Thinking
o        Technological Literacy
o        Personal and Social Values and Skills
•        Incorporating the Common Essential Learnings into Instruction: Scope and Limitations
•        Foundations for the Common Essential Learnings
o        Goals of education
o        Teaching-learning process
o        Teacher's role
•        Summary
Chapter II: Communication1
The goal of incorporating Communication into Saskatchewan's K-12 curricula is to promote students' learning in all school subjects through improving their language abilities within each subject. What is desired are students who can bring order and meaning to facts and experiences and communicate that understanding effectively to others.
•        Definition
•        Rationale
•        The Teacher's Role
o        Students' language needs
o        Preparing for reading, listening Or viewing
o        Extracting and organizing information from content
•        Summary
Definition
Communication as a Common Essential Learning focuses on the language demands of each school subject. The role of the teacher is central to improving students' understandings through the development of communication abilities in all subjects. Thus, Communication is described largely in terms of instructional strategies necessary to help students with this task. It does not require that all teachers become language arts teachers, nor does it replace teachers' responsibilities for teaching the content and processes of other school subjects.
As a C.E.L., Communication recognizes first, that the language requirements of all school subjects must be clarified, and second, that teachers must be supported as they assume responsibility for these requirements. The over-riding purpose of such clarification and support is to assist students in coming to a better understanding of all their school subjects.
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Chapter III: Numeracy1
The goal of incorporating Numeracy into Saskatchewan's K-12 curricula is to develop individuals who can cope confidently and competently with everyday situations demanding the use of mathematical concepts, as well as developing their ability to learn new concepts when necessary. What is desired are students who know how to compute, measure, estimate and interpret mathematical data, know when to apply these same skills and techniques, and understand why these particular processes apply. Further, Numeracy is intended to strengthen students' learning in all school subjects through providing them with grounded understanding of the quantitative aspects of each subject.
        Definition
        Rationale
•        Data analysis and interpretation
•        Calculation
•        Measurement
•        Summary
        The Teacher's Role
•        Problem solving
•        Calculation
•        Measurement
•        Space and shape
•        Data analysis and interpretation
        Summary
Definition
Numeracy can be described as the knowledge, skills and appreciations needed for students to understand and utilize mathematical ideas, techniques and applications. Numerate people demonstrate an "at-homeness" with numbers and are able to understand information that is presented quantitatively: in graphs, charts and tables; through reference to percentage increase or decrease; and in timelines. Numeracy involves students in integrating such skills as interpreting quantitative information, performing straightforward calculations mentally, estimating values that are known and unknown, and developing an intuitive knowledge of measurement units. See Figure 3.1 for an overview of some of the skills, abilities and processes which underly Numeracy. It should be noted that this visual representation is not meant to be comprehensive or prescriptive, but rather to be descriptive of this area. This framework can be- helpful in determining those aspects of Numeracy which can be incorporated into a particular subject area. Educators are encouraged to evaluate the usefulness of this framework in designing appropriate learning activities as they become more familiar with incorporating Numeracy into their teaching.
Students need not master all of the skills, abilities and processes represented in Figure 3.1 in order to be numerate. This depends on their individual ability and level of development.
Alternative processes and basic skills are needed for students with severe disabilities, as some students may not proceed beyond simple ordering, one-to-one correspondence or an elementary knowledge of numbers. Conversely, capable students should not be limited by the skills, abilities and processes represented in this figure.
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Chapter IV: Critical and Creative Thinking:1
The goal of incorporating critical and creative thinking processes into Saskatchewan's K-12 curricula is to develop individuals who value knowledge, learning and the creative process, who can and will think for themselves, yet recognize the limits of individual reflection and the need to contribute to and build upon mutual understandings of social situations. What is desired are students who have purposes for learning, know how and when to question, who recognize when more information is needed and the type of knowledge which is required, know how to find and organize information, and who can generate and evaluate a number of alternatives to human problems.
        Definition
        Rationale
        The Teacher's Role
•        Teachers as models
•        Developing a climate conducive to critical and creative reflection.
•        Types of Critical Questions
        Summary

Definition
Critical and Creative Thinking can be described as qualities of good thinking processes and as types of thinking. Creative thinking is generally considered to be involved with the creation or generation of ideas, processes, experiences or objects; critical thinking is concerned with their evaluation.
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Chapter V: Technological Literacy1
The goal of incorporating Technological Literacy into Saskatchewan's K-12 curricula is to develop individuals who understand how technology and society influence one another and who are able to use this knowledge in their every day decision making. What is desired are students who are able to analyze the technological influences on their lives and see themselves as having roles and responsibilities in shaping public policy related to technological change.
•        Definition
•        Rationale
o        Science
o        Technology
o        Technology and society
o        Democracy
o        Summary
•        The Teacher’s Role
o        A contemporary view of technology
o        Critical thinking and decision Making
o        Active involvement
•        Summary
Definition
Technological Literacy can be described as the intellectual processes, abilities and dispositions needed for students to understand the link between technology, themselves and society in general. Technological Literacy is concerned with developing students' awareness of how technology is related to the broader social system, and how technological systems cannot be fully separated from the political, cultural and economic frameworks which shape them. In order to achieve an informed, balanced and comprehensive analysis of the technological influences on their lives and then be able to act on the basis of their analysis, students require certain levels of knowledge, skills and abilities. These include:
•        understanding that technology includes hardware, know-how, cultural needs and desires, and economic and political decision making;
•        understanding how technology shapes and is shaped by society;
•        understanding that technological issues involve conflicting assumptions, interpretations and options;
•        having the necessary data collection and decision making skills to make intelligent choices;
•        having the ability and desire to take responsible action on social issues.
A Technologically literate person is someone who critically examines and questions technological progress and innovation. To be critical about technology means to have "the intellectual skills to analyze the pros and cons of any technological development, to examine its potential benefits, its potential costs, and to perceive the underlying political and social forces driving the development" (Fleming, 1987, p. 6). Decisions about the creation and use of new technology involve human, social and environmental issues which place constraints and limits on the solutions. Values also influence intellectual processes, since anything that involves choice also involves consideration of whose values are shaping a particular technological development. The capacity to make critical judgments involving technology increases the ability of students (as citizens) to use such knowledge to shape and influence their environment.
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Chapter VI: Personal and Social Values and Skills1
The goal of this Common Essential Learning is to assist in the development of compassionate and fair-minded persons who can make positive contributions to society as individuals and as members of groups. What is desired are individuals whose actions reflect an educated, rational and empathetic sense of social responsibility. In the classroom, this Common Essential Learning has two related aims: to support students in treating other persons with respect; and, to support students in coming to a better understanding of the personal, moral, social and cultural aspects of school learning.
•        Definition
•        Rationale
•        The Teacher's Role
o        Acting with respect for persons
o        Consistency
o        Contradiction
o        Balance
o        Fostering a supportive climate
•        Supporting Personal and Social Values and Skills Across the Curriculum
o        Moral reasoning
o        Examining curriculum content
o        Examining social issues in the classroom
•        Summary
Definition
Personal and Social Values and Skills is that complex of knowledge, values, attitudes and abilities which contribute to the development of a sound moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life. This C.E.L. is intended to contribute to an understanding of the rational basis for examining moral questions and the resolution of conflicts between individuals' needs and desires on the one hand, and their responsibilities to others and to the environment on the other. It involves the development of self knowledge and understanding of the feelings, experiences, needs, purposes and rights of oneself and others.
Other Common Essential Learning’s contribute to the achievement of this one, particularly Critical and Creative Thinking and Communication. While not all of our students will have the same mental or physical capabilities to reflect upon and communicate their understandings in this area, all students will benefit from a caring environment wherein teachers model respect for all persons.
A basic understanding in this area involves distinguishing between different types of values. For example, one can make a distinction between fundamental moral values and aesthetic, economic or other kinds of relative values. Values within these categories can be held either by individuals or by cultural, social or political groups. Although a democratic society does not establish absolute standards for aesthetic, economic or recreational values, certain fundamental moral values are considered necessary for all citizens to hold. Further, while many personal values might be relative to the needs and interests of the person, fundamental moral values such as truth, rationality and justice are not. The most basic moral value underlying development of this Common Essential Learning is that of respect for persons.2 By making a claim for fundamental moral values stemming from a respect for persons, a foundation is established which can be used to develop rational arguments about actions or issues of concern.
Moral values, which form one reference point for such reasoning, include values such as: truthfulness, compassion, fair-mindedness, justice, respect for the environment, respect for the rights and property of others, and respect for democratic processes (the rights of majorities and minorities).
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Chapter VIl: Independent Learning1
Independent Learning focuses on creation of the opportunities and experiences necessary for students to become capable, self-reliant, self-motivated and life-long learners. What is desired are students who value learning as an empowering activity of great personal and social worth. All of the other C.E.L.s contribute to the goal of developing independent learners.
•        Definition
•        Rationale
•        The Teacher's Role
o        Learning Environment
o        Relationship between teacher and student
o        Teaching and modelling skills
•        Summary
Definition
"Independent Learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs." (Kesten, 1987, p. 3)
In this process, independent learners develop the values, attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning. Independent learning is fostered by creating the opportunities and experiences which encourage student motivation, curiosity, self-confidence, self-reliance and positive self-concept; it is based on student understanding of their own interests and a valuing of learning for its own sake.
Independent learning is part of an ongoing, lifelong process of education that stimulates greater thoughtfulness and reflection and promotes the continuing growth of students' capabilities and powers. More than the rote learning of facts and skills, this approach to learning encourages students to make meaning for themselves, based on their understanding of why and how new knowledge is related to their own experiences, interests and needs.
Independent learning is a direction for the process of education, not an absolute standard; this process takes different forms for different students and it varies according to subject matter and students' interests and abilities in the subjects. Independent learning involves the teacher and learner in an interactive process that encourages students' intellectual development and their capacity for independent and reflective judgment.
Independent learning is fostered by a school environment which is sensitive, flexible, democratic and responsive to the needs of students. This encourages a strong sense of purpose and motivation on the part of students. Independent learning makes full use of the resources of the school and the community and fosters the development of independent learners in every grade and in every subject.

flyingwindUID: 189320

呵呵，的确不错啊！
内容丰富，文章还不长
感谢分享哈·

游泳的啄木鸟UID: 162386

谢谢