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Literacy and the Oral Foundation of Education. 识字和口头教育的基础。
Pub Date : 1987-12-01 DOI: 10.17763/HAER.57.4.3561260401MP2MG4
K. Egan
Drawing upon scholarship in the classics and in anthropology, Kieran Egan traces the richness of oral forms of expression used in non-literate societies from ancient times to the present. In the absence of written records, these peoples have used a particular array of intellectual resources and strategies in order to make sense of their world and to preserve their cultural histories. All children, before they learn to read and write, also depend upon the spoken word for learning and communication; the author therefore suggests that a better understanding of orality may help us to gain a fuller sense of the cognitive tasks that children undertake during their transition from orality to literacy.
基兰·伊根借鉴了古典文学和人类学方面的学术成果,追溯了从古至今在无文字社会中使用的丰富的口头表达形式。在没有书面记录的情况下,这些民族使用了一系列特殊的智力资源和策略来理解他们的世界并保存他们的文化历史。所有的孩子在学会读写之前,都要依靠口头语言进行学习和交流;因此,作者建议,更好地理解口语可以帮助我们更全面地了解儿童在从口语到识字的过渡过程中所承担的认知任务。
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引用次数: 55
The Sciences and the Humanities. 科学和人文。
Pub Date : 1900-01-01 DOI: 10.1111/j.1949-8594.1957.tb07796.x
E. Mcmullin
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引用次数: 9
Flow and Education 心流与教育
Pub Date : 1900-01-01 DOI: 10.1007/978-94-017-9094-9_6
M. Csíkszentmihályi
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引用次数: 109
The Organization of Intellectual Work in School. 学校智力工作的组织。
Pub Date : 1900-01-01 DOI: 10.1037/e597432010-157
M. Montessori
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引用次数: 1
Peace and Education. 和平与教育。
Pub Date : 1900-01-01 DOI: 10.1037/e403032005-008
A. Joosten
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引用次数: 10
Education in Relation to the Imagination of the Little Child. 与儿童想象力有关的教育。
Pub Date : 1900-01-01 DOI: 10.1037/e597432010-140
M. Montessori
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引用次数: 2
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