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中美课堂提问的比较研究——从两个课堂教学案例引发的思考 总被引：1，自引：0，他引：1
提问是最古老的教学方法之一。提问的艺术和科学是人类智慧的结晶。提问虽早已步入学校课堂，但提问的艺术和科学没有得到广泛地传播。中国学生几乎只回答问题，不提出问题，而美国学生在课堂上会问很多问题。文章分析中美两国两个典型的科学课课堂教学案例．探讨中美两国课堂提问之间存在的差异及其启示。 相似文献
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黄蓓芬 《上海师范大学学报(哲学社会科学版)》2009,(2):71-76
从教育学、心理学、认知论等角度看,学会提问有利于发挥学生主体性,有利于丰富学生的知识结构。文章提出发展小学生提问水平的策略有四：一是激发内部动机,让学生想提问;二是启迪思维方式,让学生能提问;三是培养提问技能,让学生会提问;四是优化提问环境,让学生常提问。 相似文献
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在问题解决中,中美两国学生的数学思维具有明显的差异性.主要表现为:中国学生偏于使用抽象的策略和符号表征,而美国学生则往往比中国学生更频繁地使用视觉的策略和表征.这些差异既是对两国数学教学文化的不同反映,也是渗透在两国不同数学教学文化中的数学教育观、数学课程观和数学教学观对学生影响的结果. 相似文献
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中美课堂提问研究述评及比较 总被引：1，自引：0，他引：1
黄伟 《天津师范大学学报(基础教育版)》2011,(3):50-55
课堂提问向来是中美教学理论和实践的重要研究课题,但无论在理论抑或在实践领域,两国均有明显的差异：美国比较关注提问是否能促进学生思维发展的功能,而我国则更多地关注提问在课堂中的运用技巧;美国研究较多地从心理学的视角进行观照,而我国较多的是经验总结。二者也有相同之处：近年来都不约而同地关注提问如何达成对话,但在研究旨趣上仍有差别：美国‘以贯之关注思维发展问题,而我国则是试图通过提问达成对话,以对知识灌输性的课堂教学进行变革。 相似文献
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知识管理在中美教育机构中的应用研究 总被引：9，自引：0，他引：9
目前知识管理在教育机构中的应用较为滞后 ,但其思想和方法同样适用于像大学、教育管理部门这样的组织机构。教育机构也可以通过实施知识管理达到提高响应能力和工作效率的目的。在高等教育中 ,知识管理工作体现在面向学生的教学和管理活动中。通过对中美两国教育机构调研的数据分析可以看出 ,在与知识管理相关的因素分析上 ,如知识管理的实施与激励形式、作用力和学校规模等方面 ,中国学校与美国学校在认识上具有不同的相关程度。这些差异反映了两国知识管理发展水平的不同 ,同时 ,对中国的高校实施知识管理具有启发意义 ,即知识管理本身本非目的 ,而是一种手段 ,应将它同具体的工作有机结合 ,才能取得更好的效果。 相似文献
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本文采用成就动机量表,随机选取宿迁市某县的三所学校:一所中专,两所高中。每所学校各取三个年级的学生作为研究对象。结果表明:成就动机水平不存在性别差异,但存在显著的年级差异,其中,中专一二年级学生在追求成功动机和合成动机上显著高于三年级学生,高一年级学生在追求成功动机方面显著高于高三年级学生;高中生与中专生在成就动机水平上存在显著差异,即中专生在避免失败动机上显著高于高中生;普通高中生与重点高中生成就动机水平不存在差异。 相似文献
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李本友 《课程.教材.教法》2012,(10):116-120
阅读和写作是相互关联又彼此独立的两种语言活动,通过读写结合提高学生语文素养的实验从未停息过。中美两国读写结合路径在理论基础上的差异表现为,中国以文章学作为基础,美国以语言学和认知心理学作为理论基础;结合路径类型上的差异表现为,中国重视写作要素,而美国更注重建立读写联系和修辞;路径结合点上的差异表现为,中国注重显性要素,而美国注重显性要素的同时兼顾隐性要素。比较中美两国读写结合路径,有利于我国读写结合扬长避短,为读写结合提供新思路。 相似文献
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自2017年以来,"数学核心素养"成为教育界的核心语词和焦点论域,决定着学生在数学上的全面、可持续发展."图形与几何"不仅是数学的重要组成部分,也是学生进行认知的核心.以法国2018版和中国2011版义务教育数学课程标准为研究对象,首先对两国图形与几何领域知识内容的呈现形式以及知识广度、深度、难度的设定情况进行对比分析;其次基于内涵界定和知识分布两个层面探析两国图形与几何领域主要涉及的数学核心素养;最后结合中国义务教育数学课程标准实际给出启示:适当调整"测量"模块的比重,加强学生与他人有效的数学交流,贯彻算法与编程辅助几何学习. 相似文献
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<正>课堂提问对于发展学生思维,促进和加深理解知识,培养良好的思维品质具有十分重要的作用,因此是教师运用最多的一种教学手段。通过在提问中创建认知冲突,激发学生的认知动机,促进学生探究、解决问题,促使学生思维的发展。如何寻找教学中的认知冲突呢?结合教学经历,笔者归纳为以下几方面。一、知识概念中的认知冲突在政治教材中概念是知识的承载点,只有弄清概念的内涵外延,才能推理、判断、联系,形成系统的学科理论体系。但 相似文献
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当前中学生成就动机的调查与分析 总被引：1，自引：0，他引：1
樊洁 《蒙自师范高等专科学校学报》2004,2(4):82-84,23
运用成就动机问卷,对575名中学生的成就动机进行调查,研究结果表明,中学生的成就动机在年级上有显著性差异,初二学生追求成功的动机明显强于高二年级的学生;城乡差异接近显著水平;但性别上无显著差异。追求成功的动机与避免失败的动机之间有显著的负相关。 相似文献
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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest 
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下载免费PDF全文 This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017 相似文献
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本研究采用“国际学生能力评估计划（PISA）”的学生调查问卷,对黄冈市重点中学和普通中学的535名学生的数学学习特征进行调查与分析,旨在探讨重点中学和普通中学学生数学学习特征的差异性。结果发现：重点中学的学生与普通中学的学生相比具有更加浓厚的数学学习兴趣、更强烈的学习动机、更积极的自我概念和自我效能感以及低水平的焦虑体验,并且他们更擅长运用各种学习策略。黄冈市高中一年级学生的数学学习特征在性别上存在着显著差异。 相似文献
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Ricardo Trumper 《Interchange》1997,28(2-3):205-218
This paper study analyzes differences in motivation towards science subjects among kibbutz and urban high school students in Israel. Students' motivational traits in science were explored by a questionnaire whose items corresponded to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are that a) Kibbutz students were mostly sociability oriented in the learning of science, b) city students were mostly sociability and achievement oriented in the learning of science, c) city students were better achievers than kibbutz students in junior high school, while in senior high school the difference between them was nonsignificant, d) there was a significant increase in kibbutz students' achievement motivation in learning science when passing from junior to senior high school. 相似文献
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时杰 《当代教育理论与实践》2022,14(1):46-52
从结构化的视角自编一份函数核心概念测试卷,对上海市浦东新区J中学的高二和高三创新班学生进行测试。研究发现:整体上被测学生的函数核心概念认知水平较高,绝大多数达到了3水平或4水平;高三学生的认知水平显著高于高二学生;男生的认知水平显著高于女生;低认知水平的学生仅能处理简单的函数问题,不能系统地建构函数核心概念认知结构,而高认知水平的学生不仅具备良好的认知结构,而且体现出一定的探索与创新能力。究其成因,主要有教师教学、学生学习、教材设计三方面。 相似文献
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Carlton H. Stedman 《科学教学研究杂志》1973,10(3):235-241
The assumption that the first four cognitive levels of the taxonomy of educational objectives are arranged hierarchically and that this hierarchy is cummulative was evaluated. Mental ability and motivation scores were used to divide 144 high school biology students into six blocks. A 93-frame program in genetics was administered, and at the completion of the program the subjects took a 28-item posttest that had subscores for the cognitive levels of knowledge, comprehension, application, and analysis. Results indicated that no significant differences were found between knowledge and comprehension or application and analysis. A significant difference was found beyond the .0005 level, however, between comprehension and application. These results indicate that the cognitive processes at work at each level of the taxonomy may not be equitable, and that the previously mentioned assumptions are at least questionable. 相似文献
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借助可视化软件CiteSpace,绘制我国1999—2021年高中生综合素质评价研究的知识图谱,可以发现,我国高中生综合素质评价研究大致经历了前期酝酿、初步探索、深入论证3个阶段,主要聚焦“综合素质”“普通高中”“高考改革”“高中学生综合素质评价”“学生评价”等热频关键词,取得了许多有价值的成果,但遗憾的是,在一些重要理论问题上人们仍然没有达成共识,在高校招生录取如何参考使用高中生综合素质评价问题上仍然没有取得实质性突破。未来,高中生综合素质评价将加强学理研究,澄清综合素质评价的诸多理论问题;拓展研究视角,提升高中生综合素质评价的科学性;同时,聚焦高校招生“参考使用”高中生综合素质评价的有效突破点,实现大数据等现代信息技术与学生综合素质评价的耦合,探索高中生综合素质评价“扎根中国,融通中外”的主要路径,有效规避高中生综合素质评价的公平性风险等。 相似文献
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Scott W. Vanderstoep Paul R. Pintrich Angela Fagerlin 《Contemporary educational psychology》1996,21(4):345-362
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines. 相似文献
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Lichun Gai Changlong Zheng Norman G. Lederman Judith S. Lederman Huihong Jiao 《International Journal of Science Education》2019,41(9):1228-1245
The purpose of this study is to examine the salient characteristics of the ‘Question-Answer Process’ (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the ‘Instrument of Question-Answer Process’ (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service teachers. Data collection consists of classroom observation and structured-interview. Participants are seven pre-service and seven in-service chemistry teachers. The results are: (a) Both pre-and in-service teachers ask most of the questions and students ask few questions; (b) Pre-service teachers ask more lower cognitive level questions, while in-service teachers ask more higher cognitive level questions; (c) Pre-service teachers tend to ask non-volunteer students while in-service teachers tend to ask volunteer students to respond; (d) Pre-service teachers tend to be ‘no feedback or ignore’ after students provide answers and both pre- and in-service teachers seldom guide students to reflect on answers; and (e) The frequency of authority of ‘student’ in pre-service teachers’ class is much higher than those in in-service teachers’ class, while the frequency of authority of ‘teacher and student’ is much lower than those of in-service teachers’ class. 相似文献