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1.
甲流是因病毒引起的呼吸系统疾病,传染性很高,它给人们的生命健康带来了极大的威胁,中学生对它既陌生又害怕,存在着认识误区,为此,班主任应该积极引导中学生消除对甲流预防的认识误区．教育学生掌握甲流预防的有效对策．促进中学生的健康成长。 相似文献
2.
关于中国儿童文学,人们越来越认识其重要地位,同时对各方面存在的误区也有清醒的认识。这些误区主要表现在概念界定、对象和内容等方面,它们至今还未得到有效解决,这严重制约着中国儿童文学的现状和发展。对此进行清理,将有助于儿童文学学科的健康发展。 相似文献
3.
女性教育研究的认识误区辨析 总被引：2，自引：0，他引：2
女性教育研究的认识误区辨析赵叶珠当前，女性教育问题开始受到人们的注意，但学术界对女性教育问题的研究还十分薄弱。究其原因，笔者认为人们对女性教育研究还存在着一些认识上的偏颇之处，阻碍着人们对此进行深入研究。为澄清认识，引起人们对女性教育研究的重视，试辨... 相似文献
4.
安固 《中学政治教学参考》1997,(12)
走出对公有制经济认识的误区安固江泽民同志在党的十五大报告中指出，要全面认识公有制经济的含义。长期以来，人们对公有制经济缺乏正确的认识。在对公有制经济的性质、范围、主体地位及表现形式等方面的认识存在着诸多误区。只有全面地、科学地认识公有制经济的含义... 相似文献
5.
大学生思想政治教育工作中存在着一些貌似合理,实则错误的认识误区.这些认识误区阻碍了大学生思想政治教育工作的健康发展.本文对这些认识误区进行了剖析,指出其危害,并提出了改进举措. 相似文献
6.
高等职业教育存在的问题与对策 总被引：1，自引：0，他引：1
目前 ,高等职业教育正在起步。如何使它得到健康、快速地发展 ,我们还需冷静头脑 ,正视现实 ,认真思考一下发展高等职业教育还存在着哪些问题 ,予以应对。第一 ,人们的思想认识存在着误区。如今人们对职业教育的认识还存在着偏差 ,似乎教育前面加上“职业”二字 ,就要低人一等 ,矮人一截 ,没有地位 ,这种偏见将深深地影响着高等职业教育的发展。因此 ,我们就需要重视对职业教育 ,尤其是发展高等职业教育意义的宣传 ,使人们树立“三百六十行 ,行行出状元”的人才多元化的观念 ,尽快走出认识上的误区。联合国教科文组织在韩国汉城召开的第二届… 相似文献
7.
绿色农业是以生产、加工、销售绿色食品为核心的农业生产经营方式。由于爱传统农业观念和生产方式的影响，对市场经济条件下农业经济规律认识不足，以及法治观念淡薄等原因，人们在对发展绿色农业这一问题的认识上还存在种种误区。只有尽快走出这些误区，我国的绿色农业才能健康发展、繁荣兴旺。 相似文献
8.
在大力推行素质教育改革的今天，一些与应试教育相共生的教育观念，仍然在误导着人们的认识，阻碍着改革的发展。要改革这一状况，必须突破观念误区，深化教育改革。 相似文献
9.
近年来，人素质教育已引起教育界尤其是人教育工作的关注。加强人素质教育已成为我国高等农业院校教育改革的一大重点。但地方农业院校在实施人素质教育过程中，不仅认识上存在着误区，而且实践上也存在偏差。反思和研究存在的误区，澄清认识，纠正偏差，将有利于深化对农业高校人素质教育的认识，推动人素质教育工作的健康发展。 相似文献
10.
对中小学心理健康教育的探讨 总被引：4，自引：0，他引：4
中小学心理健康教育是一项社会系统工程。人们对这一系统工程在认识上和实践上还存在着许多误区。要搞好中小学心理健康教育，必须走出误区，构建心理健康教育的目标体系、内容体系、实施体系和评价体系。 相似文献
11.
Stephen B. Kucer 《Literacy》2015,49(3):132-139
This research examines the characteristics of reader understandings that vary from those stated in the text. Eighty‐seven fourth graders orally read complex academic literary and scientific texts, followed by probed retellings. Retold ideas not directly supported by, or reflective of, the texts were identified. These differing understandings served as a foundation for the development of a taxonomy that classified them by type: conflation, conceptual knowledge, text/rhetorical structure, lexical knowledge, cause/effect, extension, association and misremembering. Approximately 60% of the differing understandings across the texts were conflations and extensions. However, particular texts did reflect particular types of differing understandings. In general, differing understandings were found to be reflective of the very active nature of the comprehension process. These meanings serve as a challenge to the current emphasis on close reading and the generation of text‐based meanings because the natural consequence of such activity are differing understandings. 相似文献
12.
Constructivist theory guided our investigation of the impact of a scientific demonstration on children's understandings of air pressure. Primary data sources included children's written and oral interview responses. For one-third of the children, the demonstration reinforced previous understandings. These children appeared to utilize their prior knowledge and experiences to construct the purpose and meaning of the demonstration. Therefore, these children's understandings were not sufficiently challenged by observing the demonstration or the social interactions that occurred. Recommendations for using demonstrations to promote children's scientific understandings are presented herein. 相似文献
13.
14.
Barbara A. Crawford Carla Zembal‐Saul Danusa Munford Patricia Friedrichsen 《科学教学研究杂志》2005,42(6):613-637
This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology‐enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software–based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre‐ and posttests on concepts of natural selection of the 21 prospective teachers; written pre‐ and posttests on views of the nature of science; three e‐mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. © 2005 Wiley Periodicals, Inc. 相似文献
15.
This longitudinal study examined the role of metaconceptual awareness in the change and the durability of preservice teachers’ conceptual understandings over the course of several months. Sixteen preservice early childhood teachers participated in the study. Semi-structured interviews were conducted to reveal the participants’ conceptual understandings of lunar phases (pre, post, and delayed-post) and level of metaconceptual awareness (delayed-post only). Based on the change and stability in participants’ conceptual understandings from pre to post and from post to delayed-post interviews, participants’ conceptual understandings were assigned into three groups that described the profile of their long-term conceptual understandings: “decay or stability”, “continuous growth”, and “growth and stability”. The results indicated that participants in the “continuous growth” and “growth and stability” groups had significantly higher metaconceptual awareness scores than participants in the “decay or stability” group. The results provided evidence that metaconceptual awareness plays a more decisive role in the restructuring of conceptual understandings than the durability of conceptual understandings. 相似文献
16.
Conclusion Primary teachers will continue to be confronted with topics about which they themselves may not share the understandings of
experts in the area. They are surely not alone there. Secondary and tertiary science teachers who have more extensive backgrounds
find themselves in the same situation.
Increasing the number of areas in which primary teachers share the understandings of scientists would be of value. However
the data of this study suggest that it would also be worthwhile to focus attention on the strategies and understandings they
may use to increase their familiarity with scientist's understandings of natural phenomena. The Interactive Teaching Approach
(Biddulph and Osborne, 1984) offers an appropriate model for such activity. 相似文献
17.
Sally Birdsall 《Environmental Education Research》2014,20(6):814-835
Understanding sustainability is important, as people need to cope with issues associated with over-population and over-consumption. Education is seen as a key strategy to assist with the development of people’s understandings of this complex concept, which could then lead to them being able to make more sustainable lifestyle decisions. In order to teach this concept, teachers need to understand sustainability. This paper investigated 77 New Zealand student teachers’ understandings of sustainability and the level of self-awareness of their understandings. A definition of sustainability was developed for this research from which two tools were constructed to measure these teachers’ level of understanding and self-awareness. Findings showed that many of these student teachers had simplistic understandings of sustainability that were focused on an environmental component. Further evidence of their low level of understanding was illustrated in the way that over half of this group were not able to accurately rate their own level of understanding. These findings suggest a need for the development of teachers’ understandings of sustainability so that they can plan and teach effective sustainability education programmes. 相似文献
18.
The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of curriculum, it is necessary to explore the foundational understandings of curriculum held by stakeholders. Thus, this paper explores the understandings of curriculum expressed by a group of senior staff, academics and students at a Vietnamese university. We found a diversity of understandings that tended to be product focused, teacher focused and textbook driven. We propose that our findings can be used as a starting point for developing more innovative and student-focused understandings of curriculum. 相似文献
19.
Brian Finch 《Literacy》2012,46(1):40-47
Many children view favourite feature films repeatedly at home and develop understandings of them. This article discusses findings from a study which focused on the understandings that 9‐ and 10‐year‐old children showed about character in Harry Potter and the Chamber of Secrets. These findings are reported in terms of a framework appropriate for responses to character in literature or in film. The children's home‐based engagement with characters provides evidence for teachers who are planning to extend understandings about character in their classrooms. The article shows that children's interpretative and structural engagement can build significant understandings and informed appreciation which are similar to those that teachers aim for. 相似文献
20.
Yvonne J. Meichtry 《科学教学研究杂志》1993,30(5):429-443
This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed. 相似文献