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Alejandra Trigo 《英语辅导》2004,(1)
I am an English teacher at a high school in Mexico. I give classes to several groups from different grades. I have always had a very nice relationship with all my students. Usually this would be considered a good thing,and in most cases it is. Unfortunately in some other cases this can cause students to see me just as another one of their kind. 相似文献
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Ambit一on.(志向)— In the Old World,Peo一Ple are taught to hide it.Here it‘5 ProPer for you totell teaeher that you Want totake the first Plaee in theC laSS Or att6nd 8 famOUSU一niverslty. Brain.(头脑)— ThGre 15 no dOUbt thatStUdentS USe brain mor6than arms and legs·ComPet一tion and Challenge (竞争与挑战)— ComPetition and Chal-lenge alwsys exist duringschool time.And you haveto f8Ce th6m. Dreams(梦想)— Dreaming great coIOrfuldreams are what keeP stu一dents growing· EXerc… 相似文献
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Susan Black 《英语辅导》2005,(10)
适用对象:中学英语教师学习是学生和老师共同努力的目标.列于学生上课注意力不集中. 不积极参与课堂活动、学习积极性不高的情况.除了学生自身的原因,你可还会想到从自己方面寻找改善的方法吗? 相似文献
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田枫 《中学数学教学参考》2005,(1):121-121
Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. 相似文献
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A new approach formed with the application of modern teaching facilities makes English teaching and learning more collaborative and individualized through using computers,the Internet,and multimedia.Therefore,students’individual English learning,teaching and learning environment,and conditions that students need in their individual learning are discussed. 相似文献
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《通化师范学院学报》2004,(6)
BRITAIN’S BRIGHTEST linguists areshunning university language degrees be-cause they believe that the subject is boringand difficult and are terrified of speaking toforeigners in their languages. 相似文献
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Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献
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Students’ Classroom Communication Effectiveness 总被引：1，自引：1，他引：0
Ann Bainbridge Frymier 《Communication quarterly》2013,61(2):197-212
Instructional communication research has frequently examined effective teacher communication, but has ignored effective student communication. This study draws on the transactional model of communication to hypothesize that students who are effective communicators will be more successful in the classroom. Participants reported their level of interaction involvement, socio-communicative orientation, and out-of-class communication in regard to a specific class. Additionally, participants reported recently received grades, their level of state motivation to study, affective learning, performance of learning indicators, and satisfaction with instructor communication. Overall, students’ communication effectiveness was positively associated with positive learning outcomes. 相似文献
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In schools,many students aren’t interested in English and they don’t like studying English.This is a great problem that needs to be solved by teachers.’Interest is the best teacher’.This paper provides four main teaching methods to develop the students’ interest:situational teaching,games,songs and humor. 相似文献
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Andrée Tiberghien 《Cultural Studies of Science Education》2008,3(2):283-295
This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study,
and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed,
like the role of the material world and its perception on learning. This analysis, developed on the basis of a pragmatic approach
that combines theoretical frameworks, leads to a debate about the relevant components of teaching–learning situations according
to the theoretical approaches, and the extent to which, due to the complexity of the studied phenomena, some theoretical frameworks
are complementary or concurrent.
Andrée Tiberghien obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). Currently her research work is focused on classroom practices and the evolution of students’ knowledge during teaching sequences. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She has contributed for more than 10 years to a research-development group of researchers and teachers who are producing new teaching resources. She is a member of the science expert group of PISA 2006 and 2009. 相似文献
| Andrée TiberghienEmail: |
Andrée Tiberghien obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). Currently her research work is focused on classroom practices and the evolution of students’ knowledge during teaching sequences. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She has contributed for more than 10 years to a research-development group of researchers and teachers who are producing new teaching resources. She is a member of the science expert group of PISA 2006 and 2009. 相似文献
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1TEA C H E R:A lfred,how can one person m akeso m any stupid m istakes in oneday?A LFR ED:I get up early.2TEA C H E R:Tom m y,w hy do you always get sodirty?TO M M Y:W ell,I’m a lot closer to the groundthan you are.3H A R O LD:Teacher,would you punish m e forsom ething I didn’t do?TEA C H E R:O f course not.H A R O LD:G ood,because I didn’t do m yhom ework.4TEA C H E R:I hope I didn’t see you looking atD on’s paper.JO H N:I hope you didn’t either.5G A R Y:I do… 相似文献
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Vladan Devedzic Jelena Jovanovic Matthew Kelly Nikola Milikic Sonja Dimitrijevic 《教育实用测度》2018,31(4):283-296
This article presents a systematic approach to defining, applying, evaluating, refining, and revising metrics for students’ soft skills—their abilities like critical thinking, problem solving, leadership and responsibility, communication, and collaboration. The importance of these skills in educational and work settings is growing rapidly. While such skills are easy to notice, they are hard to measure. Metrics do exist, but vary from one case to another, and are often rather implicit and vague. Contrary to that, this article proposes the use of precisely specified, measurable, low-inference indicators (metrics) to assess soft skills. The article also introduces an open set of principles that can be used to guide the specification of concrete, evidence-based metrics for different soft skills. Two case studies are used to illustrate the approach. These case studies are part of a larger research effort that has developed an open set of metrics for different soft skills; some of them are discussed in the article extensively. Generalizing the metrics used in specific educational contexts is also discussed. 相似文献
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Vocabulary instruction in college English has always been far from satisfaction with teachers and students.Through the discussion of vocabulary teaching and some instructional approaches,this paper provides some implifications on vocabulary in struction and emphasizes the importance of carrying out reasearch. 相似文献
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Per F. Laursen 《Scandinavian Journal of Educational Research》2013,57(4):279-291
In democratic countries, students make individual choices of courses of higher education; psychological theories have tried to explain the logic of these choices. The “flow” of young people into different courses of education and different parts of the labour market can also be viewed as a social process which can be studied sociologically. But both the psychological and the sociological theories are incomplete. The article tries to integrate the two kinds of theories using inspiration from the “structuration theory” of A. Giddens. Empirical support to the theory is given through a sketch of the history of the Danish admission policy and as a review of a survey of the choice of higher education by Danish students. The article concludes with proposals for further research. 相似文献
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《Reading and Writing(初中版)》2007,(5)
Now I think there is a lack1 of understanding between teachers and students. They disagree with each other on many things. T 相似文献