共查询到20条相似文献，搜索用时 140 毫秒
1.
Taru Eskelinen 《International journal for the advancement of counseling》1991,14(4):263-271
The present study concerns counselling lessons in the final grade of Finnish comprehensive school. It focuses on the relevance of counselling lessons to the students on the basis of their personal assessments. Methodologically, the issues at stake centre around the simultaneous examination of the classroom setting from the point of view of different participants.The methods employed are the so called stimulated recall interview and the content analysis of qualitative interview data. The observations presented are based on interviews of guidance counsellors and of their students after the lessons, which dealt with work and students' future choices.According to the observations, the students' perceptions on the relevance of the lessons varied to a major degree. Most of them regarded them as easy and routine school work. Also the interpretations of the teacher and the students differed in many aspects. In particular, only a minority of the students shared the teachers' views about the aims of the lesson.In general, the implications of the study for career education are fairly obvious. If it is organized as an ordinary classroom activity, students are inclined not to consider it to be personally relevant to them. 相似文献
2.
Kjell Granström 《教育心理学》1996,16(4):349-364
The aim of this study is to present an overview of communication patterns between students during ordinary lessons in a compulsory school system. The results, based on observations of 70 lessons, reveal that every lesson is filled with internal communication between students. Even if this interaction is mostly out of teachers’ conscious control, it is not random. The results do not provide any evidence to support an assumption that chatter between peers will increase in larger classes. The students’ participation in private interaction may to some extent depend on their position in the classroom. However, some factors of greater importance and highly relevant to peer interaction are the age of students (school level) and the form of work. The study demonstrates both the intensity of students’ private communication during ordinary lessons and also the relationship to some contextual factors. These contextual factors can be seen as educational means which teachers can use or misuse in their pupils’ ‘identity‐seeking process’. When teachers place children at different desks, and when they choose a special form of work, they are creating interactive arenas for their students. These arenas are important elements in the developmental setting which the school offers each individual child. 相似文献
3.
Derek Cheung 《International Journal of Science Education》2018,40(1):1-23
Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students’ individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students’ individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students’ individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school. 相似文献
4.
Ed Elbers 《Educational Studies in Mathematics》2003,54(1):77-99
This article aims to contribute to the theory of mathematics instruction by highlighting and analysing Leen Streefland's work
as a teacher in a primary school. Core ideas of Streefland's are discussed as part of a recent wave of educational innovations
using the idea of learning communities. I present a case study of a lesson co-taught by Streefland and a primary school teacher
(students between 11 and 13 years of age). Streefland addressed the students as `researchers' and gave them realistic problems
to work on. Since they provided occasions for increasingly sophisticated solutions, the tasks given to the students stimulated
processes of vertical mathematization. The students' role as researchers required them to construct novel ideas and present
these to their classmates. The various solutions proposed by the students were used by the teachers to structure the learning
activities in the classroom. The interaction between the common understandings in the classroom and the learning process of
individual students shows that the classroom activities amount to a process of collective reflection.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
5.
Readiness, Instruction, and Learning to be a Kindergartner 总被引：1，自引：0，他引：1
M. Elizabeth Graue 《Early education and development》1992,3(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
6.
Collaborative learning and the construction of common knowledge 总被引：1，自引：0，他引：1
In collaborative learning, students not only have to acquire knowledge, they also have to learn to regulate the process of acquiring knowledge. In the traditional classroom, the function of regulation rests with the teacher. In the collaborative classroom, however, the responsibility for learning has in part been handed over to the students. We examine how students, who work as members of a community of learners, construct shared understanding. in particular, we want to explore what interactive and discursive tools students use in their collaboration. We present observations made during a series of innovative mathematics lessons in an 8th grade classroom at a Dutch primary school in which children (between 11 and 13 years of age) worked as “researchers” who were encouraged to formulate questions for exploration and to collaborate in answering them. Both in small group discussions and in discussions involving the whole class, students worked on the construction of arguments and the creation of shared knowledge. The construction and diffusion of knowledge occurred in “cycles of argumentation” to which many children contributed and in which ideas were repeated and elaborated upon. Because, in students’ collaboration, learning is made dependent on proposing and critically discussing arguments, the character of knowledge, acquired under these circumstances, is different from knowledge acquired in a more traditional classroom setting. 相似文献
7.
Rebecca N. Jesson 《Education 3-13》2016,44(6):604-616
The present study investigated 15 Year 4–6 classrooms in two multicultural schools in New Zealand to understand what opportunities students had to draw on their diverse experiences of texts. A mixed-methods approach was taken, including classroom observations and student interviews. Results suggested that lessons were characterised by a consistent format of teacher-led, whole class instruction followed by independent writing. Conversations about prior knowledge typically sought display of taught items. Students saw few links between writing forms in school and texts out of school. The study highlights the role of lesson structure in framing incorporation of prior knowledge in writing lessons. 相似文献
8.
一般来说大部分的学生都是在课堂上学习外语知识并练习使用该语言,课堂教学是他们学习外语的一个主要途径。正因为如此,教师的课堂教学效果对他们学习效果的影响很大。为此,双向交流和互动在课堂教学中变为极其重要。 相似文献
9.
The aim of this study was to investigate how finnish students explain factors that contribute to their achievement in classroom learning activities and whether these factors are related to support of self-regulated learning (SRL) in classroom. Over seven weeks, 24 primary school students were videotaped during their typical classroom activities in 28 lessons to capture moments when they succeeded in learning tasks. From the video observations, 62 episodes were edited and used in stimulated recall interviews in which students were asked to report the reasons they related to their achievement in learning situations. Data-driven content analysis was used to analyse the open-ended interview data. The video observation data were analysed and sorted into theory-driven categories in order to find out how SRL was supported in classrooms. The results showed that students describe achievement through the actions that they took in the learning situations, such as being able accomplish the task. The reasons given for their achievement dealt with ability to accomplish the tasks or doing academic activities in order to achieve in the task. Furthermore, the students recognised classroom activities that support SRL, acknowledging their contribution to their achievement, mostly through the support that they received from their teachers and peers. 相似文献
10.
Rob Toplis 《Research in Science Education》2012,42(3):531-549
This paper reports an interpretive study that sought students' views about the role that practical work plays in their school
science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England.
Data were collected from initial lesson observations and in-depth interviews in order to explore students’ views about practical
work. The findings suggest that students have three main reasons why practical work is important in their school science lessons:
for interest and activity, including social and personal features such as participation and autonomy; as an alternative to
other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall.
The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes
to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students
to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further
research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity. 相似文献
11.
Motivation research could profitably represent students as critics of schooling, rather than simply "active" learners of the lessons presented to them or perceivers of classroom climate, and engage students in dialogue about the nature and ends of education. We review complementary interview and ethnographic research on but one of the many topics that could be addressed from this perspective: students' interpretations of classroom tests and test-like assignments and their conceptions of fair and effective practices for implementing tests. Conceptions of testing change with age, whereas theories about the role of testing seem to reflect the existing school context. Students' critiques of school activities can be considered motivation rather than cognitions that mediate motivation. Research of this type might be of value to educators who seek to involve students more fully in the construction of the purposes that govern their own education. 相似文献
12.
Adrian Fordham 《Research in Science Education》1980,10(1):107-117
Conclusion This paper has been concerned with the application of basic understandings about intrinsic motivation and curiosity behaviour
to the teaching of science, and in particular senior high school biology. The important role of student knowledge in the generation,
maintenance and resolution of cognitive conflict is congruent with the renewed interest in studying students' everyday knowledge
of curriculum content. However the study of classroom teaching processes in terms of their facilitation of intrinsic motivation
is not common. Yet the data collected in this study demonstrates the importance of closely examining the implementation of
courses such as the Web of Life, if the arousal of intrinsic motivation is an intended student outcome. Both interview and
observational data indicated that the teaching styles adopted by teachers in this study were not likely to engender curiosity
amongst students. Perhaps this should be expected. The use of a wide range of reference materials to investigate problems
that arise in the classroom, the encouragement of students to do additional work on a topic if they are particularly interested,
and a willingness on the part of the teacher to allow students sufficient time to formulate their own solutions to problems
are classroom processes which necessitate a greater flexibility in curriculum presentation than can be often tolerated by
teacher and school management. Such processes may be incompatible with organisational properties of the school and the pressures
often placed upon students to perform to a high standard on rigidly defined examinations. 相似文献
13.
课堂环境与学习成果的关系一直是西方课堂环境研究的热点。本研究运用《中学英语课堂环境量表》作为测量工具,测量了高中生对英语课堂环境的感知与其英语学习态度和学习成绩之间的关系。研究结果表明:课堂环境是影响二语学习成果的主要因素之一,积极的课堂环境可以改善和提高学生的二语学习成果。课堂环境通过直接效应和中介效应共同影响二语学习成果,其中任务取向对二语学习成果的预测力最大。 相似文献
14.
李东平 《雁北师范学院学报》2004,20(3):46-48
语文教学论课程的目的,是使学生在离开教师的指导后,具有独立从事语文教学工作的能力。因此,在课堂教学中,教师应该从培养学生自主思考能力、实践创新能力和使学生掌握新的教育观念与教学方法入手,全面加强学生教学基本技能的训练,为学生毕业之后从事教学工作打下坚实的基础。 相似文献
15.
This article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a ‘context as social circumstances’ model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The ‘context as social circumstances’ unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discussed. 相似文献
16.
Mary E. Brenner 《Educational Studies in Mathematics》1998,36(2):123-155
This paper examines how the inclusion of everyday mathematics into classroom instruction can make mathematics more meaningful to students. The concept of mathematical meaningfulness is reviewed and then compared to the experiences of children learning about money at home and at school. The empirical study used interviews and observations to determine what activities Hawaiian children from preschool through second grade did with money at home, while shopping and during classroom lessons. The interview data are used to show what kinds of knowledge children derived from these experiences at different ages. This everyday knowledge is compared to what children were expected to learn about money in school. The data support the conclusion that certain kinds of differences between everyday and school mathematics can make the inclusion of everyday mathematical topics in classrooms problematic. The paper concludes with a discussion of how everyday mathematics can be more profitably included in the curriculum, with examples from several mathematics programs. 相似文献
17.
于兰 《大连教育学院学报》2011,27(2):40-41
在英语课堂教学中,学生学会自我评价,可以提高自主学习能力,体验成功的快乐,树立自信心,为终身学习打下基础。依据课标的要求和学生自身的特点,编制学生自我评价表,帮助学生自我反思,自我修正,为终身学习打下基础。 相似文献
18.
研究人员随机抽取市区7所中学180名学生作为被试,采用问卷调查和访谈的方法,研究当前高二学生自主性学习能力的状况。使用SPSS11.5对获取数据进行处理,分析结果表明:高二年级学生有自主学习的认识和意愿,但是他们自主管理、自我调控的能力较低,自主性学习方法单一,极少主动地进行学习方法的探究与总结,缺乏强烈的学习动机和浓厚的学习兴趣。最后,研究人员提出建议,希望能通过教学测量与评价方式的改变,来改变学生的学习观念,提高自主性学习能力。 相似文献
19.
刘天佑 《湖南师范大学教育科学学报》2008,7(3):104-106
开放教育学习者突出的工学矛盾和学习时间的不确定性,使课堂教学承担着解决学习问题、指导学习方法的双重任务,决定着课堂面授必须量少、质优、效果佳,决定着课堂教学必须是“导”。提高“导学”课堂的有效性,就要做细、做实课前准备,做好引导、辅导和督导服务,更要做好课堂教学后的反思。 相似文献
20.
This article examines the issue of school suspension by looking at the sociocultural factors that influence a teacher's decision to remove a student from the classroom. The authors use ethnographic and discourse analytic approaches to study how disciplinary moments are constructed by teachers and students in an urban high school in the Midwest. The analysis of classroom observations, videotaped lessons, and interviews from a longitudinal study at this multiethnic high school shows that suspensions frequently occur in the absence of any physical violence or blatant verbal abuse. Rather, suspensions are often preceded by a complex series of nonviolent events when one disruptive act among many is singled out for action by the teacher. This study has implications for current debates about zero-tolerance policies that disproportionately affect students of color for their misbehavior in school. Our analysis suggests that removing a student from class is a highly contextualized decision based on subtle race and gender relations that cannot be adequately addressed in school discipline policies. 相似文献