第十四辑：Curriculum Inquiry 43卷1期文章

1.Teaching To and Through Cultural Diversity

Author: Geneva Gay

Source: Curriculum Inquiry, 2013, 43(1): 48-70

Abstract:This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

中文题目：为了文化多样性并在多元文化背景下的教学

中文摘要：本研究探讨了一些文化回应教学的主要问题和性质。首先，本文解释了我们关于文化回应教学的观点，以及如何在研究中引入文化回应的概念，来告知读者它的含义。在提出普遍的观念框架后，我们对那些对于实施有重要作用的特定行为进行讨论。这些行为重构了教师对文化、伦理和民族多样性的态度和信念；克服了文化多样性在教师教育和课堂教学中的阻力；把文化和差异置于教学过程的中心；并且在文化回应教学和学校原有学科、技能之间建立教学联系。我自己的和其他学者的案例将贯穿于文中，并对文化回应教学的一般模式、主题和原则做出例证。

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2.Explorations Into Pedagogy Within Mathematics Classrooms: Insights From Contemporary Inquiries 

Author: Margaret Walshaw

Source: Curriculum Inquiry, 2013, 43(1): 71-94

Abstract:Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as relevant in the contemporary environment as it has been in the past. That question lies at the heart of this review. The review will first reflect briefly on past understandings of pedagogy within mathematics education. It will then discuss more recent work focused of pedagogy and pedagogical change that draws on poststructuralist thinking. In keeping with a poststructuralist sensibility, within these discussions the notion of teachers’ identity as key to pedagogical practice will be a central organizing principle.

中文题目：数学课堂教学法的探索：基于研究现状

中文摘要：任何教育讨论对数学课堂教学法都有浓厚的兴趣。从更大的范围来看，能够产出预期教育结果的教学实践是实现国家教育目标的主要途径。虽然情境不同，但关于数学教师如何构建他们的实践这一问题在当前的环境中是相似的，过去也如此。本研究以这个问题为核心进行综述。综述首先反映数学教学法的早期理解，然后将讨论针对教学法的新近研究以及基于后结构主义思考的教学法的转变。以后结构主义为视角，本研究把在教学实践中起到关键作用的教师身份作为讨论的核心概念。

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3.Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation 

Author: Deborah P. Britzman

Source: Curriculum Inquiry, 2013, 43(1):95-117

Abstract:With the question of what is between psychoanalysis and pedagogy, this essay presents a psychoanalytic frame for thinking about the study of uncertainty in teaching and learning from the vantage of the education of the author and her notion of “difficult knowledge.” I review my body of research through these dilemmas to picture a theory of learning curious about the fate of uncertainty and affected by the object of study namely, the human subject of education. Two problematics are explored: the theoretical impetus for representing a learning matrix through the vicissitudes of uncertainty, and second, commentary on an affected research. The essay suggests a research and writing style that returns to what could not be known from the immediacy of felt experience and that only later can be narrated as a story of the disparities, accidents, vacillations and fragmentary impressions that come to compose the problem that education as an emotional situation and as such difficult to know.

中文题目：在心理分析与教学论之间：继承与异化的情形

中文摘要：抱着心理分析与教学论之间是什么的疑问，本文以心理分析的框架来思考《教育的优势》的作者提出的教与学的不确定性以及她的“困难知识”概念。我将通过这些困境组织本研究，从而描绘关注不确定性并受研究对象影响的学习理论，即人类主体的教育。本研究围绕两大问题：能够从不确定中识别出学习模式的理论，以及对于一个受影响的研究的评论。本文将设计一个能够捕捉到通过感觉经验无法获得的信息的研究和写作模式，这些信息只有通过记叙为差异、事件、琐碎的故事才能够获得，而这些故事能够构成作为情节和困境而出现的教育问题。

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4.Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning 

Author: John Loughran

Source: Curriculum Inquiry, 2013, 43(1):118-141

Abstract:It is uncommon for an academic to be asked to review ideas developed in his own books (with a particular focus on Loughran, 2006, 2010; Loughran, Berry, & Mulhall, 2012). However, considering the focus of the journal, the editor was interested in pursuing the theme encapsulated in these works—the notion of pedagogy. As this review illustrates, pedagogy is a major construct in education that has been defined, interpreted and used in many ways in the educational literature. In much of the literature, pedagogy is portrayed as a synonym for teaching; something this article suggests is narrow and superficial. In this article, pedagogy is understood as being embedded in the relationship between teaching and learning. Therefore, how the teaching–learning relationship is understood, recognized and developed in the educational enterprise is important. Two examples of how the complexity of pedagogy plays out in practice become starkly evident when considering pedagogical content knowledge and a pedagogy of teacher education. As this article explains, through a deep and rich understanding of pedagogical content knowledge and a pedagogy of teacher education, our understanding of pedagogy is substantially enhanced. The article concludes that pedagogy needs to be conceptualized as rich, complex and sophisticated, and in so doing, highlights why it must be viewed as much more than a synonym for teaching.

中文题目：教学论：澄清复杂的教与学关系

中文摘要：综述在自己著作中形成的观点在学术研究中是罕见的。然而，考虑到本期刊的关注点，编者有兴趣探讨这些论文所讨论的主题——教学论的概念。正如本综述阐述的那样，教学论是教育文献中以多种方式界定、解释并使用的重要概念。在大多文献中，教学论被描述为教学的同义词，而本文认为这种界定是狭窄的、肤浅的。而本文把教学论理解为教与学关系的本质。因此，教学关系是如何被理解、意识并形成对于教育事业来说很重要。本文在讨论教学论背景知识和教师教育的教学论时，将以两个案例作为证据，说明教学论的复杂性如何在实践中表现出来。正如本文所解释的那样，只有通过对教学论背景知识和教师教育的教学论的深入而丰富的理解，我们对教学论的理解才能大大增强。本文认为，教学论需要得到丰富、复杂和精确的概念化，如此才能强调为什么教学论必须被解释为比教学的同义词更丰富的概念。