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实践能力包括实验操作能力、解决问题能力、综合能力、社会活动能力、写作能力等,下面就实验教学对学生实践能力的培养,谈谈我的一些做法:一、动手操作能力的培养动手操作能力是人的实践能力中最基本的内能。化学实验是化学知识与学生动手能力相结合的纽带,是培养学生实验能力的最佳途径。化学实验包括演示实验、学生实验、边讲边实验、实验习题等多种形式,初三学生刚接触化学,培养学生良好的习惯和动手能力,是培养学生实践能力的基础,至关重要。因此,我首先从仪器的名称、使用方法、基本实验操作、记录和描述实验现象、填写实验报告等实验… 相似文献
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开设自主设计性实验 培养学生创新能力 总被引：5，自引：0，他引：5
秦艳芬 《北京教育(高教版)》2006,(4):41-42
实践教学对于提高学生的综合素质、培养学生的创新精神和实践能力具有非常重要的作用.开设设计性实验是近年来我国高校在实践教学改革方面的内容之一,为此我院开设了自主设计性实验.本文通过在大学物理实验中开设自主设计性实验的实践体会,探讨自主设计性实验在培养学生创新能力中的作用. 相似文献
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初中科学教学以实验为基础,应该彰显实验的探究功能,突出学生的探究活动,以培养学生的创新精神和实践能力。本文从精心创设探究情境,突出探究实验活动;彰显实验探究过程,培养学生的实践能力;开发拓展学生实验,培养学生的问题解决能力;适度开展研究性实验,培养学生的创新能力等方面探讨了有效实施探究实验,培养学生实践能力的问题。 相似文献
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化学实验是培养学生创新能力和实践能力的重要渠道。在实验教学中．改革传统实验、多开展探究性实验、引入开放性实验．教师有针对性地指导学生理解实验目的、掌握实验方法、明确操作要点．同时积极创造条件,激发学生的创新欲望．发掘学生的创新潜能．培养学生创新精神和实践能力。学生通过参与体验、探究、实践,在知识与技能、过程与方法、情感态度与价值观等方面得到全面发展。 相似文献
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王发艳 《中小学实验与装备》2015,(2):48-49
通过对"利用探究性实验培养学生实践能力策略"的理论思考,我们逐渐研究、实践形成利用探究性实验培养学生实践能力的策略体系:立足探究实验课堂,培养学生实践能力策略;把握学生课外社会实践活动,培养学生实践能力策略;开发课程资源,培养学生实践能力策略;转变学的方式,培养学生实践能力策略;优化评价体系,培养学生实践能力策略。 相似文献
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金秀萍 《太原大学教育学院学报》2002,20(3):84-86
科学是一门以实验为基础的学科,通过实验教学可提高学生动手操作能力,培养学生创造能力.在中学自然课教学中,应通过改演示实验为学生实验、开展学生实验设计、密切联系实际加强社会实践等方法增加学生实践机会,全面提高学生的综合素质. 相似文献
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实验是提高学生实践能力的重要教学环节,是提高教学质量的重要手段。自动化实验课是自动化专业学生的一门必修课。如何运用实验环节来提高学生的实践和操作能力、提高学生的创新能力是实验教学重要的研究课题。本文总结了近年来我校自动化专业实验的教改过程与实践创新的收获和成果。 相似文献
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《实验室研究与探索》2016,(2):170-174
探讨驱动型实验教学对学生实践兴趣度、压力感和成就感的影响。基础综合实验采用以问题、任务、翻转课堂的驱动型教学,创新实验以专题讲座为引导的自主立项、自主研究的开放性的驱动型教学。调查学生的基础综合实验和创新实验的实践动机(实践兴趣度、压力感和成就感,分值为0~100)。2012年至2014学年,学生实践兴趣度、成就感的均值稳定在80以上,实践压力感的均值小于80;实践兴趣度、压力感和成就感频数呈左偏态分布,兴趣度、成就感高于80的学生数,基础综合实验为85.9%、和81.5%,创新实验为90.8%,84.4%;学生的实践压力感和成就感与实践兴趣度成正变关系。驱动型实验教学有利于培养学生的实践动机和实践能力,提高学生自主学习、实践、创新能力。 相似文献
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《Educational Assessment》2013,18(3):213-255
State assessment policies define the context for local school districts to identify language minority students who need language-based instructional services and to follow the performance of these students in school. This survey of state education agencies (SEAs) in the eastern half of the United States addressed two questions: What assessment policies are states using to identify and reclassify English language learning (ELL) students from special language programs, and what assessment policies are states using to determine the participation of ELL students in statewide testing programs? Results indicated that fewer than one third of the SEAs required assessment for identification or placement of ELL students through state law or policy, leaving most of the states without procedures that would prevent mislabeling and inaccurate student counts. Almost half the states required a minimum score on a statewide test for students to be eligible for a high school diploma, yet less than one fifth of these had some kind of alternative plan for students not obtaining the minimum score. Recommendations offered to states for designing accurate and equitable assessment practices for language minority students are (a) use uniform requirements for identification and reclassification, (b) monitor district-level assessment practices, (c) select ELL students for inclusion in statewide testing based on English language proficiency, (d) use statewide testing programs to monitor the progress of former ELL students, (e) use multiple assessment procedures in statewide testing, and (f) provide alternative procedures for ELL students to meet stare test requirements for high school graduation. 相似文献
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Rodney A. Clifton Raymond P. Perry Lance W. Roberts Tracey Peter 《Research in higher education》2008,49(8):684-703
Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement
of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a
major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent
variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the
genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students
can improve their coping strategies and academic control, which together directly affect their academic achievement. 相似文献
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高中生考试焦虑、自尊和应对方式的现状及关系 总被引：1，自引：0，他引：1
以721名高二学生为被试,进行考试焦虑、自尊和简易应对方式的问卷调查,结果发现:高中生考试焦虑现状不容忽视;高中生考试焦虑、自尊和消极应对方式表现出性别差异;自尊和应对方式是影响高中生考试焦虑的重要因素,其中应对方式又是自尊影响考试焦虑的中间变量。 相似文献
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Bayram Co&#;tu 《Journal of Science Education and Technology》2007,16(5):379-386
The purpose of this study was to determine whether there were significant differences in students’ performances amongst conceptual,
algorithmic and graphical questions tests. Seventy-one eleventh-grade students were involved in this study. In order to assess
students’ performance, conceptual, graphical and algorithmic questions tests were utilized. Students’ performances in each
test were analyzed statistically. Statistical analysis using one-way ANOVA of student tests scores pointed to statistically
significant differences amongst each of three test scores (P < 0.05) in favor of the conceptual test. Further analyses were conducted to compare one type of questions with others. From
these comparisons, positive relationships were found between conceptual understanding and algorithmic understanding and between
conceptual understanding and graphical understanding. Also, results obtained indicated that most of the students lack of graphical
understanding. The results suggest that students need more training about graphical understanding. 相似文献
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在对286名大学生进行问卷调查的基础上,采用独立样本t检验、相关分析和结构方程模型等方法,探讨大学生就业焦虑的基本状况及其与父母教养方式、自我概念间的关系.结果表明：大学生就业焦虑在性别和是否独生子女上没有显著差异;父母教养方式对大学生就业焦虑不存在直接影响,而是以自我概念为中介产生间接影响.父母教养方式和自我概念对就业前景担忧和自信心不足2个因子的影响高于对缺乏就业支持和就业竞争压力2个因子的影响. 相似文献
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Development,Dissemination, and Assessment of a Food Safety Systems Management Curriculum for Agribusiness Students in Armenia 
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下载免费PDF全文 Siroj Pokharel Joseph E. Marcy Angela M. Neilan Catherine N. Cutter 《Journal of Food Science Education》2017,16(4):107-117
This study addresses the development, dissemination, and assessment of a Food Safety System Management (FSSM) curriculum offered to college‐aged, agribusiness students in Yerevan, Armenia. Prior to beginning the program, demographic data were collected and a paper‐based pretest was administered to access the food safety knowledge, behavior, and attitude of participants (n = 29). For assessment of a skill, participants’ handwashing techniques were videotaped and scored before the program commenced. Immediately after completion of the entire curriculum, a paper‐based post‐test with identical questions for food safety knowledge, behavior, and attitude was administered and handwashing skills were assessed. ANOVA with repeated measures was used to evaluate significant differences (α = 0.05) for food safety knowledge using a pretest, post‐test, and a 3‐mo follow‐up. A paired t‐test was used to evaluate handwashing skills before and after the curriculum was presented. The pretest score (44.93%, ± 2.87) for food safety knowledge (n = 29) differed significantly (P <0.0001) when compared with the post‐test score (73.21%, ± 3.28) and the 3‐mo follow‐up (n = 23) score (67.76%, ± 3.93). Participants’ (n = 9) handwashing skills prior to delivery of the FSSM curriculum differed significantly (P <0.0001), when compared to handwashing skills after completion of the curriculum. Students’ food safety attitudes and behavior assessed using a five‐point Likert scale, also improved significantly as a result of the FSSM program. The 3‐mo follow‐up survey on food safety attitude and behavior was consistent with the post‐test survey results. The information from this project may be of interest to education experts, Extension professionals, food industry personnel, or regulatory agencies, in the development and dissemination of an international food safety program. 相似文献
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《Journal of College Student Psychotherapy》2013,27(2-4):135-149
Women who develop bulimia in college are often not prepared for the strenuous and conflicting demands of the college experience, which may reawaken and demand new, phase-appropriate resolution of separation-individuation issues and test the individual's stable sense of self. Bulimia may be seen as a coping mechanism for many young women who have failed to find healthy resolution of early conflicts over separation-individuation and who have failed to develop the "self structures" necessary for the further development of the sense of self which college demands. In this paper I will utilize clinical examples to illustrate some of the ways in which bulimia may be a "solution" for college women who are struggling with problems of separation, intimacy, and self-esteem. 相似文献
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《The Journal of educational research》2012,105(3):160-163
AbstractThis study was an attempt to measure the effect of black dialect on the reading test performance of black and white high school students. Forty-six low achieving ninth grade students were administered a standard English form and a black dialect form of the read ing subtest of the Stanford Diagnostic Reading Test, Level II. The dialect form was written so that the written language of the test approximated the exact oral sentence pattern of the black students taking the test. Results showed that black students administered the dialect form did significantly better (.05) than black students administered the standard English form. White students did significantly better (.01) than black students on the standard English form of the test. All other differences were not significant. 相似文献
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Salim Abu‐Rabia 《教育心理学》2004,24(5):711-721
This study investigated the relationship between foreign language (FL) anxiety and achievement in that language. The role of the FL teacher as perceived by the learners was also tested. Participants were 67 seventh‐grade students. They were administered an anxiety questionnaire, a Hebrew reading comprehension test, an English reading comprehension test, an English creative writing task, and an English spelling test. The results indicated that anxiety was negatively and significantly correlated to FL achievement on all FL tests. Gender and teachers' attitudes were the only significant predictors of FL anxiety among these seventh‐grade students. The results are discussed in light of findings in the literature. Some recommendations are suggested to ease anxiety in FL students. 相似文献
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为探讨知足、领悟社会支持和主观幸福感的关系,采用领悟社会支持量表、自编知足量表和主观幸福感量表对重庆大学、重庆警官职业学院、重庆通信学院和重庆教育学院等四所学校的287名大学生进行测试.结果显示有积极的亲密关系支持的大学生主观幸福感的得分高于没有亲密关系支持的大学生P<0.001;知足对主观幸福感的预测率为40.5%,同时领悟社会支持的直接效应仍然显著(β=0.285,P<0.001).表明积极的亲密关系支持对大学生的主观幸福感有积极的促进作用;知足可以很好地预测主观幸福感;知足在领悟社会支持与主观幸福感之间起到部分中介作用. 相似文献