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1.
殷素贞 《新课程导学(上)》2014,(10):17
初中英语教学大纲和新课程标准都把培养学生的学习能力放在重要位置。初中英语教材的Study skills恰是给学生总结可行有效的学习方法,而教学中容易被多数教师所忽视,认为可有可无。因此,笔者提出Study skills忽视不得。 相似文献
2.
Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills? 总被引：1，自引：0，他引：1
We investigate how much value college enrollment adds to students’ critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final year of college score about half of a standard deviation higher, with statistically significant higher scores on every individual component of the test. Sensitivity analyses indicate that results are robust to validity threats posed by selection bias. Students in private colleges exhibit significantly higher overall test score differences. Measures of college quality such as selectivity, rankings based on reputation, share of faculty with PhD, share of full-time faculty and expenditures per student, however, are not meaningfully associated with higher test score differences between last and first year students. 相似文献
3.
Jinger Pan Yan Kong Shuang Song Catherine McBride Hongyun Liu Hua Shu 《Reading and writing》2017,30(2):401-416
Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children’s family socioeconomic status (SES), children’s early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children’s early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children’s early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children’s early language skills are useful for predicting children’s subsequent reading achievement. 相似文献
4.
How does gender relate to social skills? Exploring differences in social skills mindsets,academics, and behaviors among high‐school freshmen students 
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下载免费PDF全文 Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th‐grade students (n = 323) in one high school in central Illinois, this study involves interaction analyses of student mindsets about their social skills and gender. Findings indicated that females who perceive social skills as more important had higher grade point averages (GPAs), higher attendance rates, and fewer disciplinary problems than their male counterparts. Conversely, females who perceive social skills as of lesser importance have lower GPAs, poorer attendance, and more disciplinary referrals than their male counterparts. Findings highlight pertinent gender differences in the relation between social skills mindsets and outcomes among high‐school freshmen students. 相似文献
5.
《校园英语(教研版)》2016,(33)
新牛津译林英语每一个单元都有一个版块——study skills,顾名思义study skills是"学习技能"之意,是双基的一个重要方面。如何利用这个版块,提高学生的学习技能,让study skills助力学生提高学习效率,值得我们探讨。 相似文献
6.
Britta Kalthoff Heike Theyssen Nico Schreiber 《International Journal of Science Education》2018,40(11):1305-1326
Experimental skills should be acquired by learners at school and university alike. To promote experimental skills, various approaches exist within a spectrum between implicit and explicit instruction. Regarding these instructional approaches, numerous findings are available which predominantly relate to pupils. It is an open question whether it is better to instruct experimental skills explicitly or implicitly in university courses. And if experimental skills are fostered explicitly, what about the content-related skills? Especially in teaching programmes with both experiment-related and content-related objectives, it is questionable whether content-related objectives are achieved to a lesser degree via explicit instruction of experimental skills. Both questions are addressed in this paper. We present an intervention study involving 144 students. All students carry out the same experiments. The intervention groups differ merely in the degree of explicit instruction. Learning gains in experimental and content-related skills are assessed in a pre-/post-test design. The results show that the type of instruction does not significantly influence the acquisition of experimental and content-related skills in this target group. But by trend, the expected differences in learning gains can be observed. This leads to new research perspectives and implications for teaching which are discussed. 相似文献
7.
Steven F. Raaijmakers Martine Baars Lydia Schaap Fred Paas Jeroen van Merriënboer Tamara van Gog 《Instructional Science》2018,46(2):273-290
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and task-selection, is effective for improving adolescents’ problem-solving posttest performance after self-regulated learning. In these examples, the models used a specific task-selection algorithm in which perceived mental effort and self-assessed performance scores were combined to determine the complexity and support level of the next task, selected from a task database. In the present study we aimed to replicate prior findings and to investigate whether transfer of task-selection skills would be facilitated even more by a more general, heuristic task-selection training than the task-specific algorithm. Transfer of task-selection skills was assessed by having students select a new task in another domain for a fictitious peer student. Results showed that both heuristic and algorithmic training of self-assessment and task-selection skills improved problem-solving posttest performance after a self-regulated learning phase, as well as transfer of task-selection skills. Heuristic training was not more effective for transfer than algorithmic training. These findings show that example-based self-assessment and task-selection training can be an effective and relatively easy to implement method for improving students’ self-regulated learning outcomes. Importantly, our data suggest that the effect on task-selection skills may transfer beyond the trained tasks, although future research should establish whether this also applies when trained students perform novel tasks themselves. 相似文献
8.
Gesa Schaadt Annika Werwach Hellmuth Obrig Angela D. Friederici Claudia Männel 《Child development》2023,94(3):e166-e180
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = −2.95) and 6 to 10 months (β = −.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition. 相似文献
9.
本文重点分析Integrated skills在教材中的重要地位,比较教学中被大家采用的教学法的优劣。在教学实践中作者勇于创新、另辟蹊径,让这部分内容在教法上推陈出新,从而真正发挥其作用,实现对学生进行全面听、说、读、写综合训练的目的。 相似文献
10.
The purpose of middle school English teaching is to improve the students' four skills of listening,speaking,reading and writing,with the base of necessary phonetics,large vocabulary and good grammar,but this is not the final purpose.The final purpose is to let students be able to use the language. 相似文献
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Christian Beighton 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):603-618
A new discourse is being deployed by the English learning and skills sector's new professional body, the Education and Training Foundation (ETF). This discourse repositions learning within a specific vision of corporate expectations. With a focus on deregulation in the sector and employer engagement, this repositioning deploys the terminology and mindset of a particular type of industrial process. This repositioning involves an important change, replacing a culture of micro-management with more decentralised techniques of control following changes at the national level of policy and beyond. Here, learning is analogous to the management of liquid, a move which is naturalised in texts which present education as an unavoidable and unassailable process or closed circuit of flow. Paul Virilio's work on the effects of speed is used to pinpoint ambivalence and incipient nihilism as central to this shift, critiquing the ETF's claims to represent the sector. 相似文献
13.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
14.
Digital skills are an important aspect of ensuring that all young people are digitally included. Yet, there tends to be an assumption in popular discourse that young people can simply learn these skills by themselves. While experience of technologies forms an important part of the learning process, other resources (i.e., access to technology and support networks) plus clear motivations are required. Through in-depth interviews with 20 young people who are digitally excluded, this paper highlights the kinds of digital skills these young people find problematic, and the reasons why they find developing these skills so challenging. We demonstrate how poor access to technology, limited support networks and their current situation prevent these young people from gaining the experiences they need to support the development of their digital skills; and how lack of experience and inadequate skills limit the extent to which they perceive the internet to be valuable in their lives. These individual experiences, shaped very much by the wider social structure of which they are part, show how young people cannot simply be left to learn digital skills by themselves and that intervention is required to try to address some of the digital inequalities apparent in younger generations. 相似文献
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Students’ individual learning is supposed to be based on cognitive and social processes. Therefore, students’ social skills are assumed to play an important role for school performance. This study set out to investigate the links between students’ peer relations skills and assertion skills and their grades for written performances and oral performances. In the middle of the school year, 94 ninth-grade students of a German secondary school reported on their peer relations skills and assertion skills. Additionally, at this point of measurement, students’ initial school performance in German and mathematics was measured by standardized academic achievement tests. In these two subjects, students’ grades in in-class tests and for oral participation were collected during the following 5 months. These grades were given by the students’ respective subject teachers. Path analysis revealed that students’ peer relations skills were positively associated with their grades in in-class tests, but they were not linked to their grades for oral participation. In contrast, students’ assertion skills were positively related to their grades for oral participation, whereas no correlation was found between students’ assertion skills and their grades in in-class tests. These results are discussed with respect to the role of peer relations skills and assertion skills for students’ academic learning and the fostering of these skills in the classroom. 相似文献
17.
Şükran Tok 《Metacognition and Learning》2013,8(2):193-212
This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders’ mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public elementary schools. The data have been collected by administering the “Math Achievement Test”, “Metacognition Inventory” and the “Math Anxiety Scale”. The “KWL strategy” was used in teaching mathematics to the study group whereas the control group was taught using the “traditional method”. The results of the study showed that employing the “KWL strategy” in 6th grade mathematics can be effective in increasing achievement and metacognition while it was no efficient than the traditional method regarding the reduction of anxiety. 相似文献
18.
The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge. 相似文献
19.
This study developed a gesture-based learning approach to build a virtual interactive learning environment for preschoolers by combining a gesture-based computing device and a game-based learning model. Using sequential analysis, this study investigated how this approach influenced children’s learning performance, motor skills, and motion behaviors. A quasi-experiment was conducted with 142 kindergarten-level-3 preschoolers. The results showed that the gesture-based learning approach improved the students’ learning performance and motor skills compared with the traditional activity-based learning approach. The main learning pattern showed that the preschoolers controlled their body motion behaviors and movements to learning cognitive knowledge, which achieving a flow state that improved preschoolers’ learning performance and motor skills. In addition, the main motion pattern showed that the preschoolers interacted with the game by coordinating their body movement with the projected human skeleton’s movement, which improved their motor skills. 相似文献
20.
Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This article assesses the failure in vocational skills formation as a political economy and a public policy problem. It challenges the determinism in the political economy literature, points to poor public policy-making, and outlines possible policy levers. 相似文献