共查询到20条相似文献，搜索用时 390 毫秒
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本研究追踪比较北京﹑香港和新加坡三地课程政策与教学实践对幼儿中文识字能力发展的影响。研究对象是三地198名儿童及其教师。研究者采用《学前及初小中文识字量表》对两组被试儿童(2岁﹑3岁组)进行了测试﹐一年后再复测。被试教师则填写《学校识字环境指数》问卷。研究者还到被调查的幼儿园进行现场课室观察。研究结果发现:(1)三地的学前中文识字课程政策及具体教学实践都有显着差异。(2)到4岁时﹐香港和新加坡幼儿在中文识字方面表现显著优于北京幼儿。(3)除年龄因素以外,不同的课程政策、教师年资及课堂教学经验等因素是预测幼儿一年后中文识字能力发展的最好指标。 相似文献
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近二十年来,课程本位测量在特殊教育领域受到了广泛的关注.本文首先介绍了课程本位测量的概念和特点,接着探讨了课程本位测量在学习障碍儿童鉴定安置和教育干预中的应用,最后提出了存在的一些问题和今后的发展方向. 相似文献
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针对教师在主题活动课程设计中,如何以儿童为本位展开研讨,优化课程结构,寻找有效策略,我们成立观察研究小组,从主题活动的生成、生长、实施、评价中不断组织教师商讨,以儿童为本位观察幼儿,根据观察报告优化课程。 相似文献
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陈慧敏 《中国小学语文教学论坛》2024,(9):61-63
以具象为基础的象形文字具有一套符合汉字文化特征和汉民族具象思维方式的汉字教学体系。所以,学习“象形文字”,当以字形为本位;教儿童识字,当以儿童为本位;要求规范写字,当以规范为本位。 相似文献
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《语文世界(高中版)》2019,(Z2)
<正>识字课程,是以儿童为中心,并以儿童的识字兴趣、经验和未来发展作为引导及组织实施的课程。在课程实施中,教师引领学生自主研发个性独特的识字视角,创造出丰富多彩的识字方式,用学生喜闻乐见的方式走进中国文字的精彩世界,成就每一个学生专属的识字过程。那么,如何立足低年级儿童"最近发展区",构建开放的、富有创新活动的、真正由儿童自主学习的课程活动呢? 相似文献
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近二三十年来,在学习障碍领域中课程本位测量的应用越来越广泛,而且取得了明显成效。文章介绍了课程本位测量的概念和特点,总结了美国和我国台湾地区关于课程本位测量的有效性研究,为我国学习障碍研究提供借鉴。 相似文献
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王琳 《苏州教育学院学报》2002,(1)
新一轮基础教育课程改革在课程观上由“小课程观”转变为“大课程观”,在课程设计价值取向上由“社会中心本位”转向“儿童发展本位”,并相应发生了一系列重点转移。面对这一重大变革,师范院校在教师理念、培养目标和规格、高师课程和管理等方面也应相应改革,要重视发挥师范院校教师主体的内在变革积极性。 相似文献
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学前课程创生指幼儿园教师主动根据儿童的兴趣、需要和发展实际,结合幼儿园现状,创造性地开发和实施课程．以促进儿童多方面经验有效增长和建构、实现儿童全面又富有个性的发展的过程。学前课程创生具有儿童本位、动态建构等特质,其意义可体现在教师的课程地位和学前课程形态的改变和课程适切性的增强等方面。 相似文献
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李业琼 《上海师范大学学报(哲学社会科学版)》2010,(2):78-82
无论是传统的语文教学,还是二期课改都将识字教学作为低年级教学的重点。造成学生识字困难的主要原因有汉字自身的结构和读者复杂性,也有小学生心理和认知的特点造成的。基于这些情况,在日常的识字教学中,试图从汉字的字形规律——象形、会意和形声字的构字特点及低年级学生的认知、心理规律角度出发,进行相应的识字教学策略的研究,通过实践研究,以期提高低年级识字教学的有效性,使学生真正地快乐识字。 相似文献
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Tony Lingard 《British Journal of Special Education》2005,32(2):67-77
Literacy for pupils in the secondary phase of education is a key concern for practitioners and policy makers alike. Tony Lingard is the SENCo at a large comprehensive school in the south-west of England but he is also involved in staff development and school improvement initiatives across the UK. Literacy Acceleration is an intervention strategy for pupils with literacy difficulties that he and his team at school have been developing over many years. He undertook the research reported in this article at a comprehensive school where Literacy Acceleration was well established and being delivered by experienced staff. The research found that Year 7 and 8 pupils with literacy difficulties who followed Literacy Acceleration made significant progress with reading and spelling while similar pupils, who only had access to National English Strategy classes, did less well over the period of the study. The research also found that most of the pupils who experienced Literacy Acceleration in small groups, as well as mainstream English lessons, preferred being taught in smaller Literacy Acceleration groups where they also felt that they were making more progress. In concluding his article, Tony Lingard argues that pupils with literacy difficulties need specific, targeted interventions and that it may be a mistake to assume that the normal secondary English curriculum effectively meets their needs. This small-scale study therefore offers a challenge to a widely accepted policy. It suggests that abandoning strategies that focus on addressing the particular needs of pupils with literacy difficulties (of which Literacy Acceleration is one example) may not best serve the interests of a significant group of learners. 相似文献
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This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools – four in Northern Ireland and four in the Republic of Ireland – were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts‐based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self‐reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers’ current protectiveness of pupils with additional needs. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(3):15-18
Abstract Some children, particularly those who are hearing impaired, experience difficulties in developing spoken language. Such difficulty typically results in reduced literacy skills and academic achievement. Research suggests that short‐term memory problems are a contributing factor to those language difficulties. Specific training strategies are discussed which may improve the short‐term memory ability of a child with impaired hearing. 相似文献
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Amelia Mañá 《Cultura y Educación》2013,25(1):184-202
AbstractThis paper is a review of studies about processes and secondary school students’ difficulties with these processes when they use information to answer questions. The PISA program uses this kind of task-oriented reading situation to evaluate reading literacy, which is also a common reading situation in educational settings. Four key strategies are identified to successfully perform this kind of task: decide how to read the information, comprehend the task, decide when to search for information in order to solve the task, and self-regulate that search process. Moreover, this paper provides accurate information about the students’ difficulties in becoming skilled readers when they use information to answer questions. This information might help teachers and educational counselors in the design of interventions to improve reading literacy in schools. 相似文献
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Faye Fiona Parkhill Jo Florence Fletcher Janinka Greenwood Michael Grimley Sue Bridges 《Education 3-13》2013,41(2):160-177
Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading. 相似文献
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Difficulties in motor processing are often seen in children with specific literacy difficulties. Indeed many children with dyslexia may also have a diagnosis of dyspraxia. This article seeks to increase understanding of difficulties in motor processing and to provide practical advice to teachers to assist in identification of such difficulties. It will examine a range of presenting issues in the classroom, but with a primary focus on handwriting. Drawing on the experience of the authors and literature in this area, practical strategies are offered that may be implemented by teachers in mainstream classrooms. 相似文献
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Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献
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Karen Gravett Ian M. Kinchin Naomi E. Winstone Kieran Balloo Marion Heron Anesa Hosein 《Assessment & Evaluation in Higher Education》2020,45(5):651-665
AbstractThe emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work. 相似文献
20.
F. A. Balyeat 《Clearing house (Menasha, Wis.)》2013,86(1):11-13
The standard of literacy achieved by school students, in particular in reading, is an issue that attracts perennial media and professional attention. Although the focus of literacy teaching has tended to be on initial literacy skills, it is the contention of this article that greater attention needs to be given to the uses to which these skills are put in terms of wider learning. The aims of the article are, first, to explore the nature of what we might term “extended literacy skills” and, second, to draw out some principles for the teaching of such skills. The article does this through a presentation and analysis of two encounters with extended literacy each involving a different 10-year-old student with difficulties in basic literacy. The article will try to show that these literacy difficulties were not an impediment to the exercise of extended literacy—students simply required thoughtful and effective teaching. 相似文献