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1.
用课堂教学语言营造英语语言环境 总被引：2，自引：0，他引：2
李蔚东 《甘肃广播电视大学学报》2005,15(3):49-50
英语课堂教学是英语学习者所需要的最便捷的语言环境，这一语言环境是通过英语教学语言来实现的.英语教学语言是英语学习者能获得的重要语言环境之一。本文就用课堂教学语言营造英语语言环境的必要性、英语教学语言的概念、特点及其作用作简浅论述。 相似文献
2.
Elina Harjunen 《欧洲师范教育杂志》2012,35(2):139-161
In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching–studying–learning (TSL) pattern of teacher domination, pattern of empowerment and pattern of student domination. It is argued that these patterns affect the nature of interactions in the classroom, and thus provide the initial conditions for the emergence of three complex dynamic classroom environments: classroom as an environment of order, classroom as an environment at the edge of chaos and classroom as an environment of chaos. In the conclusion the implications of these emerging patterns and environments for teachers, especially for student teachers’ reflective practice, and the need for teacher educators and researchers to be aware of them are advanced. 相似文献
3.
对教师角色的外部规约、分析与其自身生成的角色认同之间所存在的错位和距离是导致教师在教学实践中时常感受到“职业疼痛”的重要原因。本文通过对课堂教学实践的本质解读,探讨外语教师的角色张力以及他们在外语课堂上所应起到的核心作用,提出教师在外语课堂教学的复杂情境中所应扮演的是 “对话者”的角色。 相似文献
4.
Doreen Rorrison 《Educational studies》2010,36(5):505-519
This paper reports on research that suggests a new view of assessment of the practicum in teacher education. By transcending the stereotypes of “failing” student teachers who do not achieve traditional benchmarks, this new lens highlights the complexity, diversity and inequality of experiences through listening to the voices of the student teachers and their mentors. By valuing context and focusing on progress and development rather than absolute attainment, teacher educators are challenged to reflect on their own role as mentors and educators through guiding principles of practicum learning. These guiding principles of practicum learning are the result of significant observation in the practicum classroom followed by critical analysis of data provided as narrative. A more humane, trusting and respectful attitude towards assessment is suggested. 相似文献
5.
方元山 《集美大学学报(教育科学版》2005,6(2):82-85
师生关系的状况如何与课堂教学氛围的营造有着直接的密切的关系,新型的师生关系应是平等的朋友关系。教师既是学生的“教师”,也是学生的“朋友”,要尊重理解学生,注重与学生的沟通与交流,努力营造互动的教学氛围、宽松的发展空间。 相似文献
6.
Katherine Newburgh 《Educational Philosophy and Theory》2013,45(12):1237-1251
‘Good faith’ refers to the existentialist concept of living and acting in harmony with one’s innermost values. An educator who teaches in good faith will fully actualize her philosophy of teaching in the classroom, which leads to greater job fulfilment and a higher likelihood of retention in the profession. Currently, much of the extant literature refers to teachers needing greater emotional support, but this original phenomenological study uncovered the need for deep supports, defined as adaptive methods for helping educators define, develop, and enact their values and beliefs in the classroom. The study hypothesizes that the need for deep supports has never been fully explored because the language of the educational industry does not fully attend to this aspect of teaching. To that end, this study explored the relationship between school environment and the development of good-faith teaching in first-year educators with the goal of providing language and a conceptual framework to understand the ways in which first-year teachers enact their emerging identities in the classroom. Ultimately, the study links good faith teaching to teacher retention and provides indicators of school environments that provide deep supports for teaching in good faith. 相似文献
7.
模拟教学是指在教师指导下,利用一定的手段和模式尽可能逼真地再现课堂教学活动的各个环节,人为创造课堂教学活动的仿真环境,使师范生在设定的教学情景中模拟课堂教学,以培养其课堂教学能力的一种训练方式。其融角色扮演、师生诊断点评于一体,具有仿真性、综合性、广泛性和开放性等特点。实践证明,模拟教学是目前强化教师教育实践教学环节、培养师范生的教师基本功、提高师范生课堂教学能力的最佳途径。 相似文献
8.
王红艳 《沈阳教育学院学报》2010,12(1):107-110
分析了中学有效课堂管理的重要性,认为有效的课堂管理,有助于营造一个良好的教学环境,使教师能够有效地组织教学,师生问顺利地沟通,提高教学效率。从和谐师生关系、有效管理策略和教师魅力等方面．阐述了进行有效课堂管理的具体方法。 相似文献
9.
10.
论促进教师教学方式转变的课堂环境建设策略 总被引：2，自引：0，他引：2
通过理解、塑造和改变环境来理解、改变和塑造人,是课堂生态研究的基本思路。为促进教师教学方式的真正转变,我们需要理解课堂环境对教师的影响的直接性和深刻性,理解学校环境对教师影响的系统性和方向性。为学生创造支持性的课堂环境是当前教师教学方式转变的新方向。 相似文献
11.
Kelly M. Ocasio 《Journal of Latinos & Education》2014,13(4):244-261
This article reviews recent literature on how Latinos progress through critical junctures of the teacher pipeline: high school graduation, college access and persistence, obtaining a teaching degree, and securing a job as a classroom teacher. This thorough investigation of the Latino experience through each of these junctures offers a better understanding of the challenges and opportunities that Latinos face as they pursue teaching careers. Findings suggest that the Latino teacher pipeline is unique and often nontraditional. The critical junctures along this pathway that are particularly challenging for students are explored further, and opportunities for growth are also noted. 相似文献
12.
徐彦辉 《宁波大学学报(教育科学版)》2021,(1):100-108
运用程黎和郑昊（2017）设计的中小学创造性课堂环境评估表（教师版）,调查发现中小学数学教师感受到的创造性课堂环境因素分为六个维度:（1）教师给予学生的支持;（2）教师对课堂的领导掌控力;（3）教师放权;（4）学生之间的关系;（5）促进学生间的交流;（6）提高学生的凝聚力。中小学数学教师对课堂的领导掌控力和促进学生间的交流在学历、职称、学段、学校类型和教师所获得的荣誉上都有显著性差异。初中数学教师在给予学生的支持、促进学生间的交流、提高学生的凝聚力及教师对课堂的领导掌控力等维度上都优于高中与小学数学教师。小学数学教师更重视放权让学生在课堂上的创造性表现,而高中数学教师则相对较少放权让学生在课堂上表现。获得省级及以上荣誉的教师对于课堂掌控及放权让学生表现上优于其他类型的教师,未获得荣誉的教师在课堂上的各方面都略差于获得过荣誉的教师。研究生学历的教师对课堂的领导掌控力、放权让学生在课堂上表现、与学生间的关系、促进学生间的交流以及提高学生的凝聚力这些维度上都比其他学历的数学教师更好。高级教师放权让学生在课堂上表现、对课堂的掌控力以及给予学生的支持和促进学生间的交流上都比其他级别的教师更好。重点学校的数学教师在创造性课堂环境的各个维度上都优于普通学校的数学教师。女教师给予学生的支持以及促进学生间的关系与交流上要优于男教师,男教师在对课堂的掌控力、放权让学生在课堂上表现及提高学生的凝聚力上比女教师稍有优势。这些结论对引导和干预中小学数学教师积极营造创造性的课堂环境有借鉴意义。 相似文献
13.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
14.
课堂语言环境是留学生学习汉语最重要的环境,是学习汉语的主渠道,学校的软环境和硬环境是巩固和提高留学生汉语水平的有利场所,社会环境是验证留学生汉语水平、让留学生感受中国文化的平台。留学生要学习好汉语要充分利用课堂环境、学校环境和社会环境,只有长时间地浸染在汉语语言环境中,汉语水平才能提高。 相似文献
15.
江加宏 《安庆师范学院学报(社会科学版)》2010,29(3):109-113
通过访谈,结合问卷调查和实际课堂教学观摩,研究新课程理念下中学英语教师的教学信念与实际课堂教学的情况,结果发现中学英语教师的传统信念已经被现代先进的教师信念所替代。但是,这些信念在实际教学中的执行程度并不高,其主要原因是目前的社会文化环境和课堂教学实际制约了教师信念的实施。 相似文献
16.
Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and
the levels of understanding of science developed by students in such environments. Further, students have generally been found
to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The
majority of research on classroom environments has focused on characterising the learning environment in classrooms rather
than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions.
This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions
of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning
and understanding that such changes facilitated. A community of learners in which students and teachers began to understand
the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of
the researchers with the teacher and her class of students.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
18.
The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk-taking within the classroom, and student self-regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self-regulation and risk-taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom. 相似文献
19.
In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities. 相似文献
20.
智洁 《涪陵师范学院学报》2006,22(2):142-145
学校多元文化教育具有系统性和集中性。多元文化教育包括两个方面,一方面课堂教学活动的显形教育,另一方面,课外的环境氛围的隐性教育。培养学生的个性同时也要重视教师的个性,教师和学生的个性是相互作用的。教师应能在他们自己中间以及在课堂上诱发有目的的或类目的的状态。 相似文献