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雷海燕 《蒙自师范高等专科学校学报》2001,3(5):58-60
历史知识的重要与青少年历史知识的贫乏令人汗颜，启人深思，究其所以，原因甚多。如何把历史教育的功利性与趣味性结合起来，如何使学生毕业后保留持续学习历史的兴趣，是当前中学历史教师需要深思和探讨的问题。笔者以为，当从转变教育现念、改革教法、激发学生兴趣、增强教师自身素养入手。 相似文献
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素质教育要求教师在教学中积极探索,努力拓展教学思路,引导学生主动学习知识．促使学生在学习过程中想得新、想得巧,从而将学生引入创新学习的境界。为此,如何对学生进行信息技术教育,如何培养他们的信息素养,是信息技术教师应该思考的问题。 相似文献
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<正>在语文课程标准改革不断深入的过程中，如何发展学生核心素养成为教师的中心课题。以初中语文教育为例，教师必须从根本上转变传统教育观念，杜绝出现“灌输式”教学的现象，以“深度学习”为最终指向优化教学模式，其间重视多元化问题的设置和综合性活动的组织，让学生在好奇心与求知欲的驱动下进入学习状态，从而开阔思维、自主表达、积极实践，最终真正理解所学知识内涵、丰富知识储备，自然得到核心素养的发展。 相似文献
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素质教育要求教师在教学中积极探索,努力拓展教学思路,引导学生主动学习知识,促使学生在学习过程中想得新、想得巧,从而将学生引入创新学习的境界。为此,如何对学生进行信息技术教育,如何培养他们的信息素养,是信息技术教师应该思考的问题。一、串好主线,留有悬念 相似文献
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深度学习是培养学生核心素养的重要途径，而指向深度学习的物理智慧教育更是培养物理核心素养的有效渠道.高中物理是一门难度较高的学科，学生想要学好物理知识，则需要具备相应的知识、能力和素养，教师可以借助信息技术、网络资源构建智慧教育课堂，提高物理学习效率.本文简述深度学习背景下构建高中物理智慧教育课堂的必要性，并多角度提出实践措施，旨在促使学生保持物理学习激情，提高自身综合素养. 相似文献
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人工智能的快速发展，赋予教育新的机遇，不仅能帮助学生探明学习困境，使学习体验直观化和学习评估科学化，同时可以为教师提供精准教学指导，优化教学质量，还能满足不同学习需求、提供全新教学体验并实现个性化教育。与此同时也带来一系列问题：教师的作用边缘化、增加学生技术依赖性、致使教育冷漠和机械化、缺乏人文关怀以及教育资源和服务的不公平分配。因此提出未来教师需要具备的七大素养，包括学科知识素养、正确的教育价值观和伦理道德观、数字素养、敏锐的变通意识和创新思维、个性化的教育方案和课程设计能力、多元化的跨学科知识素养以及人际交往和情感管理能力，以期赋能教师未来专业发展。 相似文献
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曾子格 《中学政治教学参考》2023,(15):38-40
核心素养培育使教育真正回归立德树人的正确轨道。初中道德与法治学科核心素养培育涉及三个关键问题,即培育学科核心素养需要什么样的学科知识、学生需要什么样的学习活动、教师应该怎样教学。这需要教师把握学科知识的来源、本质、结构与价值,并将各形态的具体知识与核心素养对应起来,基于社会生活和学生生活创设真实问题情境,使学生在问题情境中自主建构学习。教师再以有层次性、挑战性的问题链统领教学活动全过程。由此,清晰、系统把握知识、学习与教学三者的关系,从而真正将知识、问题、情境融为一体。学生在解决问题过程中得以系统掌握知识、提升能力、促进学习迁移,进而达成学科核心素养目标。 相似文献
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<正>随着数字化时代的到来,信息技术不仅改变了人们的生活方式,也为数学教育提供了新的途径和手段,已成为推动教育创新、提升教学效果的强大工具。有效整合信息技术与教育教学,能够极大地激发学生的学习兴趣,增强学习体验,拓宽知识应用范围,助力学生的个性发展。因此,教师需科学利用信息技术推进数学教学创新,确保学生在知识学习的基础上,掌握较强的问题解决技巧。本文探讨了如何通过信息技术,在初中数学教学中有效培养学生的核心素养,分析了培养学生核心素养的重要性,以及教学实践中存在的问题,并提出了相应的解决策略,旨在帮助教师将信息技术作为辅助手段,全面提升学生的数学核心素养和终身学习能力。 相似文献
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教师对学生的影响是多方面的,既有知识技能方面的传输,也有人格方面的培养。教师的职业道德素质的高低很大程度会影响学生的发展。因此,如何提高教师的职业道德素养成为大家十分关心的问题。本文试从增强教育责任感和使命感、树立为学生的终身发展奠基的观念和树立终身学习的观念三方面来探讨提高教师职业道德素养的途径和方法。 相似文献
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郭永军 《中国教育技术装备》2010,(16):5-7
从＂为什么要让初中生阅读儿童文学＂和＂哪些儿童文学是最需初中生阅读的＂两大问题入手,侧重从理论上分析儿童文学与初中生的密切关系;再从＂教师如何进行阅读指导＂和＂学生怎样获取阅读成果＂两大方面展开,侧重从实践上列举供人参考的操作方式。 相似文献
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This study investigates how middle school students make hypothetical purchasing, consuming, and voting decisions about environmental and science-related issues – a key component of environmental literacy. Fifty-three female students were given a packet containing multiple excerpts of information from conflicting positions from stakeholders and interviewed about how they would make decisions about environmental and science-related issues. We first investigated whether and how information presented as evidence influenced students’ accounts that may impact their decision-making (i.e. to make or change decisions). We then investigated how evidence type affected students’ decision-making. Findings indicated that most students did not change their stance after reading additional contrasting information presented as evidence. Implications for science teaching and learning are discussed. 相似文献
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高职院校果树育种学教学改革初探 总被引：1，自引：0，他引：1
针对高职院校果树育种学这门课程的现状及存在的问题，从教学实习安排和考试考核办法两方面就如何让学生理论联系实际，提高学生的动手能力等问题进行了初步探讨。 相似文献
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Chun-Yen Tsai 《International Journal of Science Education》2019,41(9):1139-1158
This study investigates how affective dispositions influencing students’ moral judgments can both shape their response to individual enjoyment from learning ethics (IE-LE) and predict their individual enjoyment from learning socio-scientific issues (IE-LSSI). Tenth-grade participants from southern Taiwan (n?=?770) responded to survey items that support four subscales: science classroom, news media, IE-LE and IE-LSSI. Structural equation modelling analyses of these subscales found them to be empirically separable, structurally reliable and valid for investigating how students’ affective and self-related cognitive responses can predict their self-evaluated state of IE-LE and IE-LSSI. Viewed from the impact contribution of science classroom and news media, learning enjoyment plays a pivotal role in igniting and sustaining students’ personal attention when discussing IE-LE and IE-LSSI in the classroom. The implication of this study is that by encouraging students to think ethically about issues of science and allowing them to investigate SSI-related issues from a variety of news media sources within the classroom context, teachers can provide opportunity for students to explore science issues that may be well connected to their personal enjoyment of ethics and sense of freedom to learn within a science-related classroom environment. 相似文献
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徐公仁 《山东商业职业技术学院学报》2009,9(1):52-54
大学的质量最终决定于教师,学校要坚持“育人以学生为本,办学以教师为本”。在考虑如何教育、培养学生成才之前,我们更应该认真思考,如何培养教师,如何培养能够完成树人大计所需的高质量的教师。本文从战略管理角度探讨了高职院校师资管理的要求、师资团队的构建等问题。 相似文献
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《Teaching and Teacher Education》2005,21(7):863-873
Australia, like the United States (US) and the United Kingdom (UK), continues to experience a mismatch between the cultural backgrounds and socio-economic class of teachers and those of the students they work with. This article reports on a study that explored how a group of Australian teacher-education students understand their own ethnic and socio-economic class identities and how they work with students of ethnic and class backgrounds different from their own. Analysis of data from interviews and focus groups with the student-teachers is presented to highlight how they make sense of difference and how they take up the challenges of teaching for diversity. The paper raises issues and concerns regarding how diversity and difference might be addressed in teacher education. 相似文献
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《Journal of Further & Higher Education》2012,36(2):253-270
Progression from a foundation degree to an honours degree has become an increasingly popular pathway through higher education. The route creates dual institution scenarios in which students can progress from a further education institution to a higher education institution. This paper reports on research into the academic and social integration of progression students into a higher education institution to complete their honours degree. It highlights the ways in which progression students face many first year issues whilst completing the final stage of their higher education studies and possible ways of addressing these issues. The evidence presented here suggests an explicit need to recognise not only the academic and social issues of progression, but also how these relate to the wider physical and cultural changes experienced. It also suggests that these issues are often overlooked by research which focuses almost exclusively on variables affecting the retention and attrition of traditional first year students. 相似文献
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Indigo Esmonde 《学习科学杂志》2013,22(3):348-391
This article investigates how affluent students made sense of social justice issues that were embedded in mathematics learning activities. I present 2 case studies of such activities at the intermediate and secondary levels in 2 different schools. The analysis draws on video records and classroom artifacts and applies the theoretical framework of figured worlds to consider how students drew on their past experiences and on the structure of the classroom activities to understand the mathematics and the social justice issues. The analysis demonstrates how the 1st activity provided a familiar figured world to support learning about issues of wealth distribution. In the 2nd activity, because of a lack of what are termed intermediary figured worlds, students were left to draw on only their own experiences and background knowledge, including stereotypes about poor neighborhoods. 相似文献
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The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are addressed. It is important to remember that the aspects of nature of scientific knowledge are not considered to be a comprehensive list, but rather a set of important ideas for adolescent students to learn about scientific knowledge. These ideas have been advocated as important for secondary students by numerous reform documents internationally. Then, several examples are used to illustrate how genetically based socio-scientific issues can be used by teachers to improve students’ understandings of the discussed aspects of nature of scientific knowledge. 相似文献