Bibliographies thématiques / Art Study and teaching

Littérature scientifique sur le sujet « Art Study and teaching »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 mars 2023

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Articles de revues sur le sujet "Art Study and teaching":

Cao, Wenya. « Analysis of "Internet + Art Teaching" Classroom Teaching ». BCP Education & ; Psychology 4 (31 mai 2022) : 309–13. http://dx.doi.org/10.54691/bcpep.v4i.865.

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The Internet + teaching in the dual-teacher model provides good educational resources for Gansu and poor remote areas in the west. This study analyzes the Internet+ art remote teaching classroom teaching by taking the example of the handicraft class "Origami Cherry Blossoms" created by the teaching team members, and analyzes a complete art teaching classroom from the interplay between the near-end and far-end teachers before, during and after the class. The study finds that although there are certain problems in the current stage of Internet+ art teaching, the role it plays in making up for the shortage of teachers and solving the problem of educational balance cannot be underestimated.

Berger, Jeffrey S., Negin Daneshpayeh, Marian Sherman, Nancy Gaba, Jennifer Keller, Leon Perel, Benjamin Blatt et Larrie Greenberg. « Anesthesiology Residents-as-Teachers Program : A Pilot Study ». Journal of Graduate Medical Education 4, n^o 4 (1 décembre 2012) : 525–28. http://dx.doi.org/10.4300/jgme-d-11-00300.1.

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Abstract Background The role of residents as teachers has grown over time. Programs have been established within various specialties to formally develop these skills. Anesthesiology residents are frequently asked to provide supervision for novice learners and have numerous opportunities for teaching skills and clinical decision making. Yet, there are no educational programs described in the literature to train anesthesiology residents to teach novice learners. Objective To explore whether a resident-as-teacher program would increase anesthesiology residents' self-reported teaching skills. Methods An 8-session interactive Anesthesiology Residents-as-Teachers (ART) Program was developed to emphasize 6 key teaching skills. During a 2-year period, 14 anesthesiology residents attended the ART program. The primary outcome measure was resident self-assessment of their teaching skills across 14 teaching domains, before and 6 months after the ART program. Residents also evaluated the workshops for quality with a 9-item, postworkshop survey. Paired t testing was used for analysis. Results Resident self-assessment led to a mean increase in teaching skills of 1.04 in a 5-point Likert scale (P < .001). Residents reported the greatest improvement in writing/using teaching objectives (+1.29, P < .001), teaching at the bedside (+1.57, P = .002), and leading case discussions (+1.64, P = .001). Residents rated the workshops 4.2 out of 5 (3.9–4.7). Conclusions Residents rated their teaching skills as significantly improved in 13 of 14 teaching domains after participation in the ART program. The educational program required few resources and was rated highly by residents.

Yao, Xiao Gang, et Shu Han Song. « Study on Practice Learning Environment for Environmental Art Engineering Design ». Applied Mechanics and Materials 484-485 (janvier 2014) : 687–90. http://dx.doi.org/10.4028/www.scientific.net/amm.484-485.687.

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The training of the personnel in environmental art engineering design will be complete ultimately relying on the innovative course system of this program, and also the training model and teaching system have to meet the needs of modern social development, science and technology development, and employment market. However, environmental art design program based on science and technology features very strong practicality. In this paper, through analyzing the characteristics of environmental art design program and combining the concept of modern design education, a feasible model of practice teaching and the operation methods of professional project teaching oriented at studio are proposed, for the purpose of creating a practice environment in which design art personnel with subject characteristics can be trained.

DiCindio, Carissa, et Briley Rasmussen. « Teaching museum education without the museum : A case study of collaborative virtual teaching in the age of COVID-19 ». Visual Inquiry 10, n^o 3 (1 décembre 2021) : 303–12. http://dx.doi.org/10.1386/vi_00057_1.

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Teaching virtually during the COVID-19 pandemic presented myriad challenges for teachers and students around the globe. For art museum educators, the pandemic also forced consideration of questions about the core activities of art museums, the value of museum experiences and why we come together to look at and discuss art together in these public spaces. The physical spaces of museums and direct encounters with objects that were once regarded as essentials of museum education, were now inaccessible or had limited access due to pandemic restrictions. This article presents a collaborative project between two art museum education courses and two universities developed during the pandemic as a way to explore some of these questions, design methods of engaging audiences with art and ideas from respective university collections and build new collegial relationships.

Liu, Quan, Haiyan Chen et M. James C. Crabbe. « Interactive Study of Multimedia and Virtual Technology in Art Education ». International Journal of Emerging Technologies in Learning (iJET) 16, n^o 01 (12 janvier 2021) : 80. http://dx.doi.org/10.3991/ijet.v16i01.18227.

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Art education an important part of aesthetic education. It is indispensable for the comprehensive and healthy development of human beings. The basic task is to cultivate creative ability, human aesthetics, and apprec iation. Art education is conducive to improving the humanistic cultivation of young students, enhancing the spiritual realm of human beings, and cultivating the creative ability of young people. It has irreplaceable social, cultural, and an-thropological significance for promoting the comprehensive and healthy de-velopment of people. The development of multimedia information technolo-gy provides a new teaching method for art education and teaching in a con-temporary setting. This teaching method can guide students to optimize or change the methods and concepts of traditional art creation and aesthetic value. However, traditional art education multimedia technology has poor teaching effects due to limited teaching conditions. This requires the use of multimedia technology and other technologies for interactive fusion. There-fore, this paper proposes an interactive fusion model of multimedia and vir-tual technology, which is verified by the model. It was found that this inte-grated education method could not only simulate the real environment and expand the cognitive scope of students, but also could promote students' learning motivation as well as situational and authentic learning experiences.

Habsary, Dwiyana, Agung Kurniawan, Indra Bulan et Afrizal Yudha Setiawan. « LEARNING METHOD IN ART-CULTURE : A MULTIPLE METHOD IN TEACHING(DIVERSITY AND STYLE IN TEACHING ART) ». International Journal of Advanced Research 10, n^o 11 (30 novembre 2022) : 318–22. http://dx.doi.org/10.21474/ijar01/15673.

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The following study analysis the diversity and style in teaching art-culture subject in school at Bandar Lampung city, Lampung province- Indonesia. Art-culture provided three subject field, there are dance, fine art, and music. These subject need special method in learning. 2py Right, IJAR, 201pakble used single method in learning process.The result there are some method learning at this process. There were demonstration, drill, cooperative, etc. These subject were imposible used single method in learning process.

Oh, Boyoung. « Meaning of Relational Art Education and Teaching Guide Plan Study ». Journal of Basic Design & ; Art 21, n^o 4 (31 août 2020) : 195–207. http://dx.doi.org/10.47294/ksbda.21.4.15.

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Xie, Zheng. « Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network ». Symmetry 12, n^o 4 (23 avril 2020) : 671. http://dx.doi.org/10.3390/sym12040671.

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Symmetries play a vital role in multimedia-aided art teaching activities. The relevant teaching systems designed with a social network, including the optimized teaching methods, are on the basis of symmetry principles. In order to study art teaching, from the perspective of the teaching organization form, combined with the survey method, multimedia-aided art classroom teaching was explained in detail. Based on the symmetrical thinking in art teaching, the multimedia-aided teaching mode of art classroom was discussed. The reasons for the misunderstanding of multimedia-aided art teaching were analyzed, and the core factors affecting the use of multimedia art teaching were found. In art teaching, more real pictures were shown aided by multimedia; students could experience the beauty of symmetrical things in real life and were guided to find the artistic characteristics of these kinds of graphics, analyze them, and summarize them. The results showed that this method enriched the art multimedia teaching theory and improved the efficiency of art teaching. The blind use of multimedia technology by teachers in art classroom teaching was avoided. Therefore, the method can develop individualized teaching, develop students’ potential, and cultivate innovative consciousness and practical ability.

Unrath, Kathleen A., et Carrie Y. Nordlund. « Postcard Moments : Significant Moments in Teaching ». Visual Arts Research 35, n^o 1 (1 juillet 2009) : 91–105. http://dx.doi.org/10.2307/20715490.

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Abstract This qualitative study explores the nature of preservice art teachers’ concepts of what it means to be a teacher. Using a multisemester reflective art and writing project entitled Postcard Moments, preservice art teachers, students in an art education program at a Midwestern university, were asked to creatively document revelations and transformations during their course of study in preparation for becoming teachers of art. Through analysis of students’ Postcard Moments, the researchers gained insight into how their preservice art teachers made connections between experiences, significant moments, and their emerging teacher identity.

Peers, Chris. « Tracing an Approach to Art Teaching : A Historical Study of an Art Education Documentary Film ». Studies in Art Education 43, n^o 3 (2002) : 264. http://dx.doi.org/10.2307/1321089.

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Thèses sur le sujet "Art Study and teaching":

Allen-Masacek, Marjorie Kirsten. « Teaching ARTifacts : Teaching art with a cultural lens ». CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Pentland, Kathleen Ann. « Similarities and differences in perceptions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28998.

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The purpose of this study was to discover similarities and differences in opinions held by secondary art teachers, secondary art students and animators on the role and character of animation in art education. The problem was to determine whether the relative neglect of animation as a part of the art curriculum has come about because the techniques and concepts associated with it are seen as difficult and/or unnecessary to implement by teachers; or whether students are unfamiliar and uninterested in animation as a field of study; or whether animation, in the opinion of professional animators, is not a suitable subject for study. The study was conducted with five secondary art teachers, nine secondary art students and three professional animators. Informants responded verbally to questions posed by the researcher. These responses were documented on a tape recorder and later transcribed for analysis. Responses from the informants generated data relating to five areas of animation: 1) defining animation, 2) potent images, 3) popular culture, 4) careers and 5) backgrounds. The study showed that although animation is a part of students1 popular culture and students are interested in it, teachers are not currently teaching it. Technical difficulties prevent them from doing so, despite the fact that they acknowledge animation as an important art form. The other findings in this study are that both teachers and students are often not consciously aware that they are watching animation; and that there are many misconceptions and prejudices associated with the medium. Implications for art education are discussed.
Education, Faculty of
Graduate

Jensen, Jordan. « A Comparative Case Study : Investigation of a Certified Elementary Art Specialist Teaching Elementary Art vs. a Non-Art Certified Teacher Teaching Elementary Art ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2861.

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Most colleges and universities offer a general course in elementary art education to provide instruction to the elementary generalist to enable that student to later provide art instruction to students at the elementary level. This course is commonly referred to as the two-credit course in elementary art education throughout this thesis. This thesis is a case study investigation of a certified elementary art specialist and a non-art certified teacher teaching elementary art in the Subject School District in Utah. It asks and gathers data on three main questions. How is art education valuable for elementary students? What is a quality elementary art curriculum? How does an elementary art specialist change the learning experience of elementary art students? Under these three main questions the following questions are also considered: Where do teachers obtain their curricula? What research exists that describes differences between art specialists and non-art specialists teaching elementary art? What were the qualities within each art room? What types of art projects are being taught in these two different classrooms?Further, a survey was constructed to seek answers about the attitudes towards art education in the Subject School District in relation to the three questions under consideration. To ensure the maximum in statistical accuracy, the survey was sent to every elementary school in this district including all elementary administrators. The survey contained 49 statements on attitudes towards elementary art education. There were 129 elementary educators and administrators out of 2,300 from Subject School District that responded. The data from the survey was analyzed to determine where these attitudes lie and the thoughts on the importance of art education at the elementary level. The results of this survey show the typical elementary educator in Subject School District feel the arts are indeed an important part of the elementary curriculum. However, the majority do not feel fully prepared to teach a quality elementary art curriculum and feel elementary art should be taught by art specialists.

Ibrahim, Md Nasir. « The development of value awareness through art education ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0022/MQ50524.pdf.

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Fleming, Margaret Jean 1954. « DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL ». Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.

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The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)

Ammar, Khalifa Sharef Salem. « PROPOSED GUIDELINES FOR THE IMPROVEMENT OF THE ART AND ART TEACHER EDUCATION PROGRAMS AT AL-FATEH UNIVERSITY IN LIBYA ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/298784.

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Visual arts education provides the knowledge, skills and attitudes necessary for students to become more responsive and responsible citizens who are aware of the interaction among the visual, aesthetic, economic and social aspects of their culture. A well-prepared visual arts educator is an essential contribution to the quality of student learning in this area of education. The purpose of this study was to suggest a series of guidelines and recommendations for the improvement of the art and art teacher education at Al-Fateh University in Al-Jamahiriya (Libya). Development of these guidelines and recommendations was based on the following steps: (1) Review and examination of developments and trends in Al-Jamahiriya's formal education system. These included secondary education, teacher preparation, and visual art education. (2) Examination of the present art education program at Al-Fateh University and its role in preparing qualified visual art teachers for Al-Jamahiriya's secondary schools. (3) Comparative study of selected factors pertaining to art education teacher preparation at Al-Fateh University and four exemplary American universities. (4) Library research regarding current thought and practices in the areas of visual art education and teacher preparation. A questionnaire was also developed and sent to the art education department at Al-Fateh University to help obtain descriptive data concerning the teacher education program. A panel of experts at the University of Arizona had identified four exemplary American university art education programs. These programs were examined as part of this study. Recommendations are made regarding selected improvements in the art and art teacher preparation programs at Al-Fateh University.

House, Nancy Ellen. « Teaching art history to adult students : A teaching model and pilot study / ». The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Zheng, Jie Jane, et 鄭潔. « The Shanghai Art College, 1913-1937 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37969833.

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Villeneuve, Pat. « Contending art education paradigms and professionalization ». Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.

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In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education Association, the field's professional affiliation, each tried to advance a definition of art education practice. Rather than focusing on the contentious paradigms, this dissertation considers the Getty Center's activities on behalf of DBAE as an instance of professional challenge. Working from the sociological literature on professions and using a time series of selected Getty and NAEA documents published between 1985 and 1989, this study examines the dialectic between the Getty and the art education field and NAEA as each tries to garner sufficient legitimacy to establish its prescribed form of art education practice. The dissertation offers a new perspective for the art education field and refines professionalization literature by describing the process of professional challenge.

Eschedor, Jennifer Hope. « The Memory Collage Project : Art education with older adults ». Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291731.

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The Memory Collage Project was an art experience for older adults that used the natural process of life review to inspire imagery to create a visual collage. Eighteen older adults, ages 62-94, were asked to reminisce about an experience they wanted to share with others in both a visual medium and a tape-recorded story. Using copies of their own photographs, Life magazines from the 50's and 60's, maps and other materials, memory collages were created in a one-hour session. The culminating event was an art exhibition that featured the storytelling of four of the participants. Participants were interviewed about their experience, which provided data for quantitative analysis. I also obtained data from observations of videotape footage that recorded my instruction and interactions, as well as the group dynamics throughout the production and at the closing exhibition. These data were coded to develop qualitative responses to my research questions. I examined the value of the lesson plan, specific teaching strategies and how I would adjust my current elementary teaching pedagogy to encourage participation from older adults. Curriculum has not been developed for older adults in the field of Art Education. Life expectancies are increasing, so there is a greater demand for educational opportunities in our later years. This thesis describes a studio project utilizing the process of life review and examines effective instruction and teaching strategies for an older population.

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Livres sur le sujet "Art Study and teaching":

Hobbs, Jack A. Teaching children art. Upper Saddle River, N.J : Prentice Hall, 1997.

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Szekely, George E. The art of teaching art. 2^e éd. Boston, MA : Pearson/Education, 2006.

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Szekely, George E. The art of teaching art. Needham Heights, MA : Simon & Schuster, 1998.

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Wilson, Brent. Teaching drawing from art. Worcester, Mass : Davis Publications, 1987.

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Michael, Fleming. The art of drama teaching. London : D. Fulton Publishers, 1997.

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Gentle, Keith. Children and art teaching. London : Routledge, 1988.

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Gentle, Keith. Children and art teaching. London : Croom Helm, 1985.

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Key, Paul. Teaching primary art and design. Exeter, UK : Learning Matters, 2009.

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Key, Paul. Teaching primary art and design. Exeter, UK : Learning Matters, 2009.

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Jorgensen, Estelle Ruth. The art of teaching music. Bloomington : Indiana University Press, 2008.

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Chapitres de livres sur le sujet "Art Study and teaching":

Jun, Liu. « The Study on Product Art Design Decoration Style ». Dans Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 561–67. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_74.

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Su, Chen. « The Study on Digital Art Based on Science and Technology ». Dans Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 577–81. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_76.

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Olfos, Raimundo, Masami Isoda et Soledad Estrella. « Multiplication of Whole Numbers in the Curriculum : Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile ». Dans Teaching Multiplication with Lesson Study, 25–35. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.

Olfos, Raimundo, et Masami Isoda. « Teaching the Multiplication Table and Its Properties for Learning How to Learn ». Dans Teaching Multiplication with Lesson Study, 133–54. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

Mendes, Fátima, Joana Brocardo et Hélia Oliveira. « Building Opportunities for Learning Multiplication ». Dans Teaching Multiplication with Lesson Study, 241–64. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_10.

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AbstractThis chapter seeks to illustrate a comprehension-based learning approach focused on multiplication. We use episodes to show the potential of a teaching design of multiplication focused on the development of mental calculation based on tasks with appropriate contexts and calculations anchored in the use of benchmark numbers and operation properties, with examples to explain the ideas that are introduced. They are based on a collaborative work experience between a third-grade primary teacher and a researcher (the first author of this chapter). Using these specific examples, we discuss mathematical ideas and didactic options that can guide the actions of teachers when teaching multiplication. Finally, we discuss some points of convergence between the approach introduced here and the lesson study approach.

Isoda, Masami, et Raimundo Olfos. « Problematics for Conceptualization of Multiplication ». Dans Teaching Multiplication with Lesson Study, 37–64. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.

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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.

Isoda, Masami, et Raimundo Olfos. « Introduction of Multiplication and Its Extension : How Does Japanese Introduce and Extend ? » Dans Teaching Multiplication with Lesson Study, 65–101. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

Isoda, Masami, et Raimundo Olfos. « Introduction : Japanese Theories and Overview of the Chapters in This Book ». Dans Teaching Multiplication with Lesson Study, 1–21. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_1.

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AbstractThis introductory chapter explains the origin of this book and provides overviews of every chapter in Parts I and II of the book. Part I of the book is aimed at explaining what multiplication and lesson study are in relation to the Japanese approach. It provides an overview of Japanese theories on mathematics education for developing students who learn mathematics by and for themselves and provides necessary ideas to understand the Japanese approach and lesson study. Part II consists of contributions from leading researchers in Ibero-America. Through their contributions, this book provides various perspectives based on different theories of mathematics education which provide the opportunity to reconsider the teaching of multiplication and theories.

Olfos, Raimundo, et Masami Isoda. « Japanese Lesson Study for Introduction of Multiplication ». Dans Teaching Multiplication with Lesson Study, 103–31. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

Yang, Ning, Xin Sun et Shiwei Jin. « A Study on Classroom Teaching Practice of Art Education Based on Learning Feedback System ». Dans The 2021 International Conference on Machine Learning and Big Data Analytics for IoT Security and Privacy, 386–94. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89508-2_49.

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Actes de conférences sur le sujet "Art Study and teaching":

Zhang, Li. « Feasibility Study on the Fusion of Traditional Art Teaching and New Media Art Teaching ». Dans 2016 International Conference on Economy, Management and Education Technology. Paris, France : Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.194.

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Hu Jia. « A study on interactive teaching methodology in design art ». Dans 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543717.

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« Study on Practical Teaching of Costume Art Design Major ». Dans 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71133.

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Hu, Jiagiven_name. « A Study on Interactive Teaching Methodology in Design Art ». Dans 2013 Conference on Education Technology and Management Science. Paris, France : Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.229.

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He, Lihua. « Study on Sketch Teaching of Computer Art Design Major ». Dans 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France : Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.179.

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Yan, Chen. « Case Study of Assignment Teaching Combined with Psychological Education ». Dans 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France : Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.098.

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« The Study on Art Appreciation Teaching from the Perspective of Multiculturalism ». Dans 2018 International Conference on Economics, Politics and Business Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepbm.2018.15.

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CHEN, WEI. « IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING ». Dans 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.

FENG, XIAO-YI, JIN-YE PENG, XIAO-YUE JIANG et ZHAO-QIANG XIA. « EXPLORATION AND PRACTICE OF IMPROVING SCIENTIFIC RESEARCH ABILITY IN POSTGRADUATE COURSE TEACHING—A CASE STUDY OF CONTENT BASED VISUAL INFORMATION RETRIEVAL ». Dans 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35715.

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Postgraduate course teaching is the key part of postgraduate training, and it is very appropriate and necessary to explore the research-based teaching mode and strengthen the cultivation of students' scientific research ability and scientific spirit in the course teaching. This paper introduces the exploration and implements of research-based teaching mode in the teaching of postgraduate professional courses, including the teaching reform measures from the aspects of teaching ideas, content arrangement design and teaching method.

Virgiawan, Moris, Nunuk Suryani et Leo Sutimin. « A Comparative Study on Teaching Writing Through 3D Virtual Reality Video and 2D Video as Teaching Media ». Dans Proceedings of the 1st Conference of Visual Art, Design, and Social Humanities by Faculty of Art and Design, CONVASH 2019, 2 November 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-11-2019.2294865.

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Rapports d'organisations sur le sujet "Art Study and teaching":

Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.

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Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.

Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.

Panchenko, Liubov, et Andrii Khomiak. Education Statistics : Looking for Case-Study for Modeling. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.

Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk et Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

Oleksiuk, Vasyl P., et Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

Kramarenko, Tetiana H., Olha S. Pylypenko et Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.

Alifia, Ulfah, Rezanti Putri Pramana et Shintia Revina. A Policy Lens on Becoming a Teacher : A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), mai 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.

Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn et Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], juillet 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.

Bland, Jennifer A., Steven W. Wojcikiewicz, Linda Darling-Hammond et Wesley Wei. Strengthening Pathways Into the Teaching Profession in Texas : Challenges and Opportunities. Learning Policy Institute, février 2023. http://dx.doi.org/10.54300/957.902.

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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.

KLIMENKO, I. M., et O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.