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1.
中学英语教学应根据学生的特点和思维发展规律，采用歌唱、简笔画、言语、知识 性等多种游戏教学法，提高学生的学习兴趣，充分发挥每个人的潜能，达到轻负担高质量的 目的。 相似文献
2.
有效的学习过程应体现为，学生形成稳固的、愉悦的学习心理，在轻松、愉快的氛围中掌握知识、技能，完成学习任务。这需要教师对学生进行正确的学习心理指导，加强情感教育，培养学习兴趣，使学生正确面对学习挫折，在学习过程中有成功的快乐体验。 相似文献
3.
一、诱趣——为“交际”渲染氛围。兴趣是学习的动力，有了兴趣，学生才能把心理活动指向、集中到学习对象上，而兴趣的发展，必然使学生处于一种良好氛围中，学生才会有说的欲望，才会说得好。以往的说话课，往往是“少数学生撑场面，多数学生当听众”。实践证明，在口语交际活动中应建立一种相互尊重、民主平等、自由和谐的师生关系，使学生置身于一种敢说、敢想的学习氛围中。同时应形成一种师生、生师、生生多元互动的交际方式，吸引学生主动参与到口语交际活动中来。如做“The wolf and the sheep”游戏，从儿童喜爱的动物人手，老师扮演成羊妈妈，学生们都是羊宝宝。面对疼爱自己的“妈妈”，学生们有了一种亲切感，有了一种新鲜感，有了一种可以自由表达的课堂交际氛围，每位学生都能无拘无束地表达，必然畅所欲言。 相似文献
4.
<正>游戏化教学在小学语文中的结合能有效提高学生的学习兴趣,同时培养学生创造性思维。但是就目前小学语文游戏化教学的应用来看,仍然存在教师对游戏化教学的不重视,以及游戏化教学方式单一等问题。因此在语文教学中教师要提高对游戏化教学的重视,积极创新适合小学生的游戏,从而提高学生学习积极性,并帮助学生形成良好的语文学习积累习惯。游戏化教学是教学过程中结合学生的个人特点, 相似文献
5.
《华夏少年(简快作文 )》2020,(18)
在小学数学教学领域,如何培养学生学习兴趣,促进学生在快乐的学习过程中主动发现知识,是每一名小学数学教育同仁必须要认真思考的问题。为了更好地培养学生的数学学习兴趣,在小学数学的教学过程中,巧用游戏化教学法,促使学生在充满乐趣的学习过程中展开了有效学习,从而为学生今后的数学学习历程打下了坚实的基础。基于对小学数学具体教学过程中游戏教学应用的研究,试图探究出一条有效的小学数学学习兴趣激发路径,希望进一步促进小学数学教学研究事业的发展。 相似文献
6.
一、诱趣———为“交际”渲染氛围兴趣是学习的动力,有了兴趣,学生才能把心理活动指向、集中到学习对象上,而兴趣的发展,必然使学生处于一种良好氛围中,学生才会有说的欲望,才会说得好。以往的说话课,往往是“少数学生撑场面,多数学生当听众”。实践证明,在口语交际活动中应建立一种相互尊重、民主平等、自由和谐的师生关系,使学生置身于一种敢说、敢想的学习氛围中。同时应形成一种师生、生师、生生多元互动的交际方式,吸引学生主动参与到口语交际活动中来。如做“Thewolfandthesheep”游戏,从儿童喜爱的动物入手,老师扮演成羊妈妈,学生… 相似文献
7.
正新课程的理念区别于以往课程实施中过于强调接受学习、机械式重复训练的教学方式,注重培养学生主动参与、交流合作的能力.本文对在初中化学教学中通过化学游戏培养学生主动学习的能力,用适合学生认知发展水平的游戏化教学模式进行教学,激发学生的学习兴趣,让学生在化学的启蒙阶段拥有一段快乐的学习时光,为化学的终身学习打下坚实的基础.一、游戏化教学游戏化教学是在教学设计过程中根据学习者心理特征,借鉴游戏中的教育功能,将游戏的趣味性、情境性、参与性等融入 相似文献
8.
游戏化是符合小学生的年龄特征和心理发展需求的,游戏化可以让语文课更有趣味,真正做到让学生在玩中学,在学中玩。教师在教学过程中,通过习作教学游戏化、口语交际游戏化、课外阅读游戏化这三个途径,在培养语文学习兴趣的基础上,润物细无声地发展学生的思维,提升学生的言语表达能力。 相似文献
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10.
正小学体育课堂采取游戏化教学,符合小学生好玩、好动的年龄特点,寓教于乐,让学生在轻松、愉快的各种游戏中学习体育知识,掌握体育技能,有利于激发学生对体育学习的兴趣,提高学习的积极性与主动性,促进学生的全面发展。一、小学体育课堂游戏化教学的必要性和应注意的细节1.小学体育课堂游戏化教学的必要性。小学体育课堂游戏化教学,可以让学生在玩游戏的过程中掌握各项体育运动的基础技术动作,发展各项体育运动的基础能力,为运动能力的形成打 相似文献
11.
The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N = 186) and secondary school history students (N = 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed. 相似文献
12.
Laura Del Favero Pietro Boscolo Giulio Vidotto Marco Vicentini 《Learning and Instruction》2007,17(6):635-657
In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history. 相似文献
13.
《Learning and individual differences》2007,17(3):251-259
In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They received no performance feedback throughout the session. Regression analyses indicated that the students with higher individual interest levels chose more challenging puzzles, while the students with higher levels of perceived competence and low levels of individual interest did not necessarily choose difficult puzzles. The students who chose more challenging puzzles attributed their choices to interest rather than perceived competence. The study suggests a limitation of relying on students' self-reported confidence in their ability and the importance of conceptualizing individual interest as the reason behind the choice of challenging tasks in a low-pressure task choice environment. 相似文献
14.
We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables. 相似文献
15.
The purpose of the present study was to examine gender differences in mathematics interest. In a sample of middle school students (N?=?366), we examined mathematics interest as a trait (i.e., individual interest) and as a current state (i.e., situational interest) during a learning activity in mathematics. Assessment of perceived competence, performance, and effort during learning was also included. Results revealed a significant difference between boys and girls in their ratings of individual interest, but not in the current experience of situational interest. Furthermore, boys and girls did not differ in performance during learning, but girls invested significantly more effort than boys. Results and their implications are discussed in relation to interest development, gender differences, and subjective beliefs. 相似文献
16.
《Contemporary educational psychology》2002,27(2):250-269
The purpose of this study was to examine individual and situational interests in learning motor skills as associated with gender and skill. Individual and situational interests and motor skill were measured in middle school girls (n = 109) and boys (n = 82). A correlation analysis for the entire sample showed a moderate correlation between skill and individual interest (r = .63) and weak relationships between individual and situational interest (r < .10) and between situational interest and skill (r < .18). A MANOVA analysis revealed a difference between the boys and girls in situational interest at a borderline significance level (p = .05). However, when individual interest, skill, and gender were compared between students with high or low situational interest in a hierarchical log linear model, it was found that both groups did not differ in number of boys and girls (p = .98). But the high situational interest group had more students with high skill (p = .001) and high individual interest (p = .02). The results suggest that discrepancies in acquired skill accounted for the gender difference and that acquired skill is associated with individual interest and high situational interest in learning motor skills. 相似文献
17.
随着年龄的增加,学生对几乎所有学科的学习兴趣均呈下降的趋势。学习兴趣的结构变动主要有增长模式、通道模式和交叠模式三种。学习兴趣的转化历经情境兴趣的激发与维持、个体兴趣的萌芽与成熟四个阶段。影响学习兴趣发展的动因大体可划分为情境与个体两类。探讨学习兴趣发展的各研究之间有着内在的相互承继、补充和不断深化的关系,但它们均重描述轻解释,而对学习兴趣发展提供解释的各研究,其视角又比较单一。 相似文献
18.
Interest has become a central topic in the educational-psychology literature and Hidi and Renninger’s (2006) four-phase model of interest development is its most recent manifestation. However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science students. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and significantly influences its growth trajectory. The second study tested the assumption that engaging students with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school students (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. The treatment condition received four situational-interest-inducing science problems as part of a course whereas the control condition did not, all other things being equal. The results of latent growth curve modeling revealed that only the group receiving problems experienced repeated arousal of situational interest and its related growth in individual interest. Implications for, and amendments to, the four-phase model of interest development are proposed. 相似文献
19.
Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of individual interest in that subject. Importantly, this should also result in an increase in behaviours related to that domain. For example, a student who develops an individual interest in science would be expected to spend more time on science-related activities such as reading about science, talking with other people about science, or watching science shows on TV. However, the extent to which this does happen has not yet been established. The purposes of this study were to find out whether regular experiences of situational interest in science classes can enhance individual interest in science and whether there is an associated increase in science-related activities. The participants were primary teacher education students who were enrolled in a semester-length science course. Data were collected using a survey, an interest inventory, open-ended questionnaires and interviews. It was found that regular experiences of situational interest during the course were associated with positive changes in individual interest in science and increased participation in science-related activities. These changes remained relatively stable over a delay period of 10 months after the end of the course. 相似文献
20.
王章佩 《临沂师范学院学报》2009,31(1)
我国正处在急剧的社会转型时期,社会经济结构发生了重大变化,其内涵与后果应有之价值都承认了个人利益追求的合法性,结合理性人假设的个人利益最大化的行动原则,必然使社会利益关系复杂化,甚至尖锐化,给和谐社会建设带来了挑战。思想政治教育一直在我党处于"生命线"的地位,在社会转型时期,开展思想政治教育工作应该要正确认识这些新现象及其发展趋势,看到利益整合在和谐社会建设中的基础地位,创新工作理念与工作方法。 相似文献