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1.
张子一 《黑龙江教育学院学报》2013,(10):176-177
在高职英语教学评价中进行导学模式评价是其重要的组成部分,导学模式评价主要是从课堂上对学生差异的尊重、学生地位的突出、对学生学习策略的关注等出发进行评价,通过导学模式评价对教师的课堂教学提出一些改进意见。进行导学模式评价可以影响到教师的教学行为和学生的学习行为,对教师的课堂教学评价要对内在因素、社会因素、学生学习质量、教师教学质量等进行评价。 相似文献
2.
行动导向教学法和传统讲授教学法的不同主要体现于师生在课堂上的角色、教学目标和效果、课堂的组织方式、教学对象、课程内容、对教师备课的要求、课程学习成绩的评价方式七个方面;但二者并非是对立的,教学中完全可以根据课程的目标定位、内容特点和学生的状况,将二者有机结合应用于课堂之中。 相似文献
3.
谢志勇 《赣南师范学院学报》2014,(3):99-105
课堂教学师生互动行为是一个复杂的动态结构体,包括教师行为与学生行为.课堂组织形式、课堂师生言语行为、课堂活动是课堂教学师生互动行为的三个主要方面,占据课堂教学的大部分时间,分析并建立课堂教学师生互动行为分析模型,对一节数学课的课堂教学师生互动行为进行分析. 相似文献
4.
E. Grant Youmans 《Journal of Experimental Education》2013,81(4):259-271
Teacher ratings of students’ potential achievement, classroom behavior, and personal characteristics, and teacher-student dyadic interaction measures were obtained to examine the nature of teacher perceptions and interaction with black and white, male and female students in integrated classrooms. Two-way (race X sex) multivariate analysis of variance of the ratings and interaction data yielded significant differences in teacher perceptions of their students according to race, with whites being rated more favorably than blacks. There were no significant sex effects or differences in teacher-student interaction. Examination of the relationship between student behavior and teacher ratings revealed differences between black and white students, suggesting that the teacher differentially interpreted the same student behavior depending on the students’ race. 相似文献
5.
Jeffrey P. Dorman 《Educational studies》2008,34(4):299-308
Students’ perceptions of actual and preferred classroom environment were investigated using the What is happening in this class? questionnaire (WIHIC). The WIHIC assesses seven classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation and equity. A sample of 978 secondary school students from 63 classes in Queensland responded to the WIHIC. For each item on the WIHIC, students recorded their perceptions of the actual (or real) and preferred (or ideal) classroom environment. Results revealed that statistically significant differences between actual and preferred environments, and that the gap between actual and preferred environment was smaller for more positive classroom environments. 相似文献
6.
Huey B. Long 《Educational gerontology》2013,39(5-6):471-481
Increasing acceptance of the idea of older adults returning to college campuses has raised a number of questions. Not least among the concerns are those related to classroom behavior and classroom relations. Despite the philosophical support for mixing older and younger students in college classes, limited empirical support is available to administrators who must contend with the fears of younger students and the insecurity of faculty. Therefore, this study was designed to analyze research concerning three important dimensions of the mixed classroom: academic performance, attitudes, and social relations. Studies reported in three major gerontological journals since 1978 were reviewed. Accordingly, seven studies reported in 1980 or later were identified and analyzed. Based on the analysis, conclusions and recommendations are reported. 相似文献
7.
This study interviewed twelve teachers to examine their perceptions of effective strategies for managing classroom misbehavior in Hong Kong. Results showed seven effective strategies (rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement) to (i) control student behavior while nurturing students' responsibility for managing one's behavior, (ii) forge a good relationship conducive to cultivating student trust and positive behavioral changes, and (iii) engage the students in learning which in turn thwarts misbehavior. The findings reflected the deeply-rooted Chinese Confucian values, and highlighted an integration of discipline, guidance and teaching strategies for effective classroom management. 相似文献
8.
To determine the success of their instruction, teachers need to rely on observable cues in students' behavior. However, students exhibit different attention-related behavior within one lesson as well as compared with their peers. It is not yet clear to what extent these differences result from the design of classroom instruction and how individual and contextual factors determine students' behavior during instruction. In the present study, we applied a continuous behavior-rating system to 10 classroom videos and based our analysis on 1200 1-s intervals of N = 199 students. Using dynamic structural equation modeling, students' attention-related behavior was primarily determined by contextual factors, stressing the important role of teachers but also the impact of factors that are unique in individual classrooms. 相似文献
9.
This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls. 相似文献
10.
李敏 《牡丹江教育学院学报》2013,(5):86-87
通过问卷和访谈的方式对非英语专业新生的英语课堂参与行为进行调查,结果显示：（1）新生参与频率最高的是聆听行为,最低的是提问行为;（2）文科生与理科生在5项参与行为上存在显著性差异;（3）学生的课堂参与行为与其性格之间存在着正相关关系.基于调查结果,本文提出了改善新生课堂参与行为的针对性建议. 相似文献
11.
采用个案研究法,以一所小学的4位教师为研究对象,深入实践,通过3个月中的12次活动探索提高教师解决学生课堂问题行为能力的途径和方法。结果发现,通过12次活动,教师的课堂洞察力得到提高,学会了从多个角度,尤其是从教师自身的角度来寻找学生课堂问题行为产生的原因。教师解决学生课堂问题行为的能力得以提升,学生的行为发生了转变。教师认为课堂观察与专业引领下的反思相结合是最有效的专业学习方式。研究者还提出了对教师教育的有关建议。 相似文献
12.
Establishing a well-organized classroom conducive to learning is a key element of high-quality teaching. However, less is known about the degree to which the classroom management process is affected by the specific students in the classroom. Using two large-scale datasets of German secondary school students, the present two studies examined the effectiveness of teachers' classroom management in mathematics while taking into account students' disruptive behavior in the classroom. When controlling for the average level of disruptions in the classroom, both students' disruptive behavior and teachers' monitoring activity were negatively associated with students' mathematics achievement, whereas no associations occurred for teachers' structure and rule clarity. The results suggest that teachers' monitoring activity needs to take into account students’ disruptive behavior in the classroom, highlighting the complexity of effective classroom management. 相似文献
13.
Marissa Swaim Griggs Amori Yee Mikami Sara E. Rimm‐Kaufman 《Psychology in the schools》2016,53(7):690-704
Student behavioral concerns are a top priority for school psychologists. This project took an ecological systems perspective by examining the contribution of students’ initial externalizing and internalizing behaviors and the quality of their classroom environments to their behavioral outcomes across one school year. Participants included 322 elementary students and their 32 teachers. Results suggested that externalizing and internalizing behaviors were stable over time. However, the correlation between fall and spring internalizing behavior was accentuated if students also had high externalizing behavior in the fall. Poor spring behavioral engagement was predicted by students’ fall internalizing (but not externalizing) behavior. Importantly, classrooms high in emotional support attenuated the stability of students’ internalizing behavior. In addition, students’ fall externalizing behavior appeared to be associated with reduced spring internalizing behavior in classrooms high in emotional support or classroom organization. Findings underscore the importance of considering both student‐ and classroom‐level factors when predicting elementary students’ behavioral outcomes. 相似文献
14.
The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning. 相似文献
15.
Alicia L. Fedewa Colleen Cornelius Heather E. Erwin Soyeon Ahn Claire Stai 《The Journal of educational research》2018,111(5):584-593
Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. 相似文献
16.
Francisco Peixoto Cristina Sanches Lourdes Mata Vera Monteiro 《European Journal of Psychology of Education - EJPE》2017,32(3):385-405
This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings. 相似文献
17.
Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20-item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20-item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self-report item were found to be significantly different at the p = < 0.05 level. 相似文献
18.
The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study
was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement
in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated
into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial
characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students
in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that
there were statistically significant differences in classroom environments according to students ’ school and classroom organizations.
Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES
(i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control)
had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis
revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based
on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement. 相似文献
19.
The classroom and playground behaviors of students with disabilities, in an integrated classroom, are frequently cited as reasons for rejection of these students by their regular-class peers. We compared the classroom and playground behavior of 95 students with mild disabilities with that of 95 students without disabilities, age and sex matched, and enrolled in the same classes. The children, age 8-13 years, attended state government elementary schools. Behaviors were observed using a time-sampling method with nine categories of behavior in each setting. The behavior of both groups of students was in many ways similar, regardless of the presence of disabilities. 相似文献