共查询到19条相似文献，搜索用时 187 毫秒
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教学活动中的正式结构,是指按照有关规章制度形成的权力、职能配备体系,它为教学活动的正常进行提供了一种明确化的制度保障.而非正式结构是一种依靠非体制性的规则建立起来的情感或利益交往的空间,它依靠伦理、传统、感情的力量,为教学活动提供一套没有明确的形式化规定、只可意会不可言传的规范体系. 相似文献
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一个班级内的群体有各种各样的。它根据班级内部构成的原则与方式以及有无明确的结构关系,可分为正式群体与非正式群体。正式群体是指师生认可,为完成班级所赋予的任务而产生的,有明确的权利与义务和职责分工的群体,如班委会、团支部、学习小组等。非正式群体则是基于志趣相投、人员性格相近、家庭背景相似、学习成绩相近等因素自发地形成的群体。班级中的非正式群体虽然是一种“民间组织”,但其在班级工作中的影响是不可忽视的。在新时期新背景下加强对农村中学非正式群体正确的引导和管理,管理工作有着十分 相似文献
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再探教学中的非正式评价 总被引：1，自引：0，他引：1
教学中的非正式评价是一种重要的日常性评价方式，它融于教学活动之中，具有低理性、去规范以及评价标准和结果模糊等独特的“非正式性”，同时表现出了人文关怀、动态发展和深刻等性质，是正式的教学评价的一种重要的补充形式，在教学中起着重要的作用。 相似文献
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一个班级内的群体有各种各样的。根据班级内构成的原则与方式以及有无明确的结构关系，可分为正式群体与非正式群体。正式群体是指师生认可，为完成班级所赋予的任务而产生的，有明确的权利与义务，有明确的职责分工的群体，如班委会、团支部。非正式群体，则是基于志趣相投、家庭背景相似、人员性格相近等因素自然形成的群体。在日常的班级管理中，正式群体发挥着重要的作用，因而历来为班主任及科任老师所萤视。班级中的非正式群体虽然是一种“民间组织”，但其在班级中的影响也是不可忽视的。 相似文献
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李松春 《延边教育学院学报》2007,21(2):58-59
项目教学法是师生通过共同实施一个完整的项目工作而进行的教学活动,对于文化基础知识比较差,自控能力比较薄弱的学生来说是达到教学目的的一种行之有效的教学方法。 相似文献
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盖宏伟 《黑龙江教育学院学报》2003,22(4):8-9,12
非正式结构是指广泛存在于组织之中的人际关系形式。在实际组织中,由于这种关系形式都是其成页在人际交往中自发产生的,因而它往往对正式结构产生某种不确定性的影响和作用。非正式结构有其合理的存在根由,对组织既有不利影响又有积极作用。只有正确认识非正式结构,才能避免其不利影响,发挥其积极作用。 相似文献
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唐作怀 《中国科教创新导刊》2010,(33):18-18
数学新课程标准指出：＂数学教学是数学活动的教学,是师生之间、学生之间交往互动与共同发展的过程。在数学教学活动中,教师应发扬民主,成为学生数学学习活动的组织者、引导者与合作者。＂根据这一教学理念,笔者认为认真研究数学教学的课堂结构势在必 相似文献
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余春 《小作家选刊(小学)》2011,(11):19-20
师生关系是一种特殊的人际关系,它是教师与学生在日常的正式与非正式的交往过程中形成的,其本质是一种情感的社会交换。师生关系是学校各种关系中最基本的组成部分,它制约着学生对教育的接受程度,影响着教育的进程,同时对教育教学的质量和效果也有很大的影响。学校的教育活动是师生双方的共同活动,良好的师生关系是教育教学活动得以顺利开展并取得成功的重要保证。 相似文献
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班级群体包括正式群体与非正式群体,正式群体主要由班主任或科任教师负责和授权组建,学生干部是其核心领导力量;而非正式群体的产生则主要源于同学间的志趣相投或个人喜好,"领头人"是其核心领导力量。依托学校教育实际,紧扣班级群体分布情况,结合对班级学生的深入认识,班级群体结构的整合,从紧扣育人价值导向,关注群体活动形式,重视核心领导力量等方面着手,让正式群体与非正式群体共同谋发展、展风采、促成长。 相似文献
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正式与非正式的教师领导对教师专业发展的影响 总被引：2，自引：0，他引：2
根据其定义不论职位或任命,教师对领导的行使,教师领导有正式与非正式之分,两者对教师专业发展有不同的影响。本文从正式与非正式的教师领导这一视角出发,剖析内地的正式的教师领导——骨干教师对整体教师队伍专业发展的影响,并将其与非正式的教师领导进行了比较,以期为内地教师的专业发展提出合理的建议。 相似文献
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《Africa Education Review》2013,10(1):109-117
Abstract The formal and informal sciences can be integrated for the enhancement of training, research and teaching in the formal school system. The knowledge and methods of informal science, although regarded as crude, local or native, when embedded with formal science, can be subsequently developed and packaged as teaching innovation for the promotion of scientific knowledge, skill and training. This is the focus of this study where selected informal science experiences were used to teach some science concepts in inquiry-centred Nigerian classrooms. In inquiry-based lessons, teachers only act as facilitators and resources, creating the environment for investigations to take place. In the experiment, students' explorations were centred on informal science activities which were guided to be incorporated into the knowledge structure of formal science classroom experiences. Subjects were Senior Secondary School 11 male and female students taught the topic alkanols; types and preparation including concepts such as fermentation and the brewing process. Informal science activities involving the processing of cassava, grains and other local products were explored by subjects in the experimental group and there was a control group whose subjects were not exposed to informal science activities. Differences in the cognitive and affective learning outcomes of students from the two groups upon data analyses were found to be significant with sex playing a major role. Implications of the findings were highlighted and recommendations were made. 相似文献
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王璐 《漯河职业技术学院学报》2013,12(3):162-163
所谓互动教学是指老师与学生的交流、合作、沟通,营造一种动态的教与学的过程。通过师生关系的调节,形成老师与学生互动、学生与学生之间的互动,从而产生激励互动;注重并发挥课堂教学上的这种互动性以实现师生间真诚的情感交流,培养学生良好的思维品质,达到提高教学效果的目的。 相似文献
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王海江 《佳木斯教育学院学报》2012,(9):204+209
师生交流是学生进行知识学习、技能训练、品格塑造与素质养成的重要手段和途径,包括正式与非正式两种交流层面。文章系统阐述了高校师生交流的多样形式与作用,分析了目前大学师生交流的现状及诸多障碍,提出了高校师生实现顺畅沟通的多种非正式层面的交流形式、作用与途径。 相似文献
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To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students’ visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students’ lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins’ discussion on enhancing the effectiveness of informal learning places in science education. 相似文献
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刘铁中 《湖南广播电视大学学报》2014,(3):5-8
推动移动学习能够提升学生的学习参与程度,促进和谐师生关系的建立,完善学习支持服务体系,提高教学质量。积极推动移动学习促进远程教育发展,需要我们转变教育观念,正确认识移动学习;建立移动学习系统,并与互联网无缝对接;开发适用的教学资源,开展恰当的教学活动;开展移动考试,优化现有的评价体系;促进正式学习与非正式学习的协调发展。 相似文献
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赵荷花 《新乡师范高等专科学校学报》2007,21(3):141-143
把握主体性教学的内涵对于主体性教学的理论研究与实践具有重要意义。以对主体、主体性以及主体心理结构的认识为基础,与传统教学相比较分析,主体性教学就是承认并尊重教师和学生的主体地位,重视发挥和发展师生的主体性,在以传递知识为基础的师生全面交往过程中建构师生尤其是学生的主体心理结构的活动。 相似文献
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W. Monty Jones Sara Dexter 《Educational technology research and development : ETR & D》2014,62(3):367-384
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge of the districts’ teachers derived from their informal and independent learning activities, but also diminishes the learning teachers derive from the formal PD activities since informal collaborations and independent work after formal PD activities often helps to bring the learning from the training room to the classroom. We present teachers’ insights and then discuss implications for the design of a holistic approach to facilitate teachers’ formal, informal, and independent learning that is tied together and supported by technology. While research on formal, informal and independent teacher learning exists, with technology frequently mentioned as a potential support for each of these three modes, these approaches have not been considered together as interdependent parts of the same holistic system for teacher learning nor has the way technology might knit these modes of teacher learning together been imagined as a part of that system. 相似文献
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个性化教学的内涵及其特征 总被引：50，自引：0，他引：50
个性化教学是指教师以个性化的教为手段 ,满足学生个性化的学 ,并促进个体人格健康发展的教学活动。它具有民主性、主体性、创造性及和谐性等特征 相似文献