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1.
杨进南 《宁德师专学报(自然科学版)》2009,21(3):306-309
教育归根结底是人的教育,是发展“全人”,作为一个带有理性重彩的数学来说,也不能悖离育人的大方向．实际上,只有让学生体验到了数学的好玩,数学的魅力,触摸到数学真之外的“美、善”,学生才能倾心于数学,才会化作数学学习的不竭动力,才能演绎出“绿色环保”的人性课堂,教学的生机才得以焕发．基于以上认识,从七个方面做了探索与尝试． 相似文献
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A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
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Tajularipin Sulaiman Wei Hui Suan Saifuddin Kumar Abdullah 《美中教育评论》2009,6(10):67-75
Teachers are often urged to use a variety of modes of instruction to ensure that diverse student interests and abilities can be accomodated. Yet teachers can be limited in the instructional modes they can use because of insufficient background or knowledge about a specific instructional mode （Dawson, 2004）. Teaching approaches are various in purposes such as to trigger students＇ interest in science, to discover through inquiry approach, to build students understanding through constructivism approach or to introduce a concept through demontration approach. Every approach has the strength and weakness in its use. Although inquiry may not be the only way to teach science, many science educators believe that it may be the best way for students to learn science （Audet ＆ Jordan, 2005）. According to Woolfolk （2001）, constructivism is a mode of instruction that emphasizes the active role of the learner in building, understanding and making sense of information. Demonstrations by teacher can be used with students of all ages and across all subjects. The teacher is not only knowledgeable about the topic but also uses a variety of aids to ensure that students understand what is being demonstrated （Marsh, 2004）. By studying their teaching approaches and methods, the actual practices could be analysed and the effectiveness status of their effectiveness could be determined. Specifically, this study aimed to answer these questions in terms of three approaches namely inquiry, constructivism and demonstrations; how far is this approach effective in terms of teaching and learning, and what is the correlation between these three approaches. Data were collected from primary school science teachers （N=239） and the results shown that the teachers were agreeable with the three approaches, inquiry approach （mean=3.74, SD=0.27）, demonstration approach （mean=3.61, SD=0.27） and constructivism approach （mean=3.86, SD=0.30）. The results also showed that there are significant correlations among inquiry, demonstration and constructivism approach. This finding showed that primary school science teachers not depend only on one type of approach and apply variously in teaching science. There are also positive and significant correlation between that approaches used by primary school science teachers. 相似文献
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Tunde Owolabi Foluso Okebukola 《美中教育评论》2009,6(2):38-43,57
This study explored the effects of appropriate pedagogical skills （study groups and multiple intelligences） on students＇ efficiencies in reading skills. It employed a factorial design using three variables. A sample of 90 science students choosing from three intact classes were involved in the study. Data analyses were carried out using mean, standard deviation, analysis of covariance and multiple classification analysis. Findings revealed the significant difference in performance of the groups taught using study groups and multiple intelligences methods. 相似文献
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Eva Osterlind 《美中教育评论》2010,(2):16-27
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work （100 credits）. The preceding course Special Work （20 credits） was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students＇ development over time are explored. The results throw light on the relationship between different types of projects, grades and students＇ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students＇ difficulties turn out to be more of an educational challenge. 相似文献
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Mustafa Yavuz GOkhan Bas 《美中教育评论》2010,7(4):83-93
In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment. 相似文献
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Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
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朱荔潮 《宁德师专学报(自然科学版)》2009,21(1):95-98
在新课程标准实施的过程中,高中生物教学增加了许多生物学实验和研究性学习,要探究的内容增多了,而时间却总是太少.探讨采用多种不同的学习形式呈现教学内容,提高课堂教学效率和有效性.通过根据不同教学目的、教学内容选择正确教学方法;依据学生兴趣和生活经验设计教学活动;注重以学生为主体的学习方式;利用多种教学手段,包括多媒体教学手段,提高课堂容量等多方面提高课堂实效,使学生成为学习的主体,发展自己的个性,培养解决问题能力,提高高中生物课堂的有效性. 相似文献
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李德樵 《宁德师专学报(自然科学版)》2009,21(4):445-448
在调查中发现,青春期敦育（尤其是性知识教育）在家庭是若有若无的,在学校是蜻蜓点水的,在社会是杂乱无章的,这种现状,后果堪忧,为了青少年的健康成长,应加强青春期教育． 相似文献
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陈新晖 《宁德师专学报(自然科学版)》2009,21(4):443-444,448
生物学是一门实验科学,学生生物实验设计能力的培养和提高,有助于学生获取及巩固知识,激发学习兴趣．培养创新能力,提高科学素养．结合中学生物学教学实践,从研究经典实验、加强实验实践、鼓励创新、强化训练、交流点拨等方面．谈高中生生物学实验设计能力的培养． 相似文献
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新课程背景下学生问题意识的培养 总被引：1，自引：1，他引：0
魏爱玲 《宁德师专学报(自然科学版)》2010,22(3):333-336
问题意识的淡薄是制约学生创新思维发展的重要因素.论述了新课程背景下学生的问题意识及其重要性,制约学生问题意识的重要因素,研究和探索如何培养学生＂问题意识＂的方式和方法,并为培养学生＂问题意识＂的教学研究提出见解和实施策略. 相似文献
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Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents＇ forms of involvement in their children＇s education and teachers＇ forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the ＂school and family partnerships survey＂. Parents＇ and teachers＇ perceptions of students＇ general scholastic abilities were measured using a teacher-rating version of the ＂perceived competence scale for children＂. Linear regression analyses revealed that parents＇ perceptions did not predict their involvement, nor did teachers＇ perceptions predict their amount of communication as reported by parents. Although parents＇ and teachers＇ perceptions did not predict involvement in this study, perceptions of children＇s general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school. 相似文献
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Based on the history and situation of the current Sino-foreign cooperation in running school, some prominent differences on the college educations between China and developed countries are discussed. The paper aims to improve the level of Sino-foreign cooperation school running, and gives some methods to promote the education quality of Chinese colleges. 相似文献
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转变教学观念重视兴趣培养 总被引：1，自引：1，他引：0
郑爱民 《宁德师专学报(自然科学版)》2009,21(2):201-203
兴趣是学生学习化学的主动性和积极性的源泉．培养学生兴趣是化学教师的使命,也是提高化学教学质量的重要前提和关键．结合教学经验。探讨培养学生学习化学兴趣的方法和途径． 相似文献
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张永青 《宁德师专学报(自然科学版)》2010,22(4):442-444,448
布置并指导完成适当的课后作业是初中生物课教学过程的重要环节.课后作业过程是学生学习成长的历程,是理论联系实际,关注生活,关注生产和社会实际的重要途径;也是培养学生学习兴趣,发展创造性思维,学习科学探究方法,形成实践技能的重要形式.对贯彻新课程理念,树立新的作业观,努力提高初中生物课后作业设计的有效性,进行了有益的探索与实践,取得了良好的效果. 相似文献
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Sidonia Alenuma 《美中教育评论》2009,6(7):1-17,60
The objective of this paper is to explore the operation of magnet and professional development school （PDS） programs in a real life situation using an ethnographic study of Downtown Elementary School （DES-a pseudonym） that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as： What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES？ What can be learned from the experiences of the unique school-DES？ The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other＇s progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools＇ reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism. 相似文献