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1.
Kavin Ming 《Clearing house (Menasha, Wis.)》2013,86(6):213-220
Content-area literacy involves the use of research-based learning strategies that help students effectively and efficiently gain content knowledge. Its use is fundamental to all content areas, not just to those that rely heavily on printed materials. One of the major goals of content-area instruction is to produce critical thinkers and problem solvers, and content-area literacy is a tool that teachers use to help students achieve this goal. Through this author's teaching experiences, she (Ming) learned about literacy strategies that are useful in art, mathematics, music, and physical education. Thus, in this article, she discusses the importance of using literacy in content-area instruction. Specifically, she talks about how literacy strengthens students’ language arts skills, shares 10 content-area literacy strategies that can be integrated into the four content areas, and provides specific examples of what they would look like in each area. 相似文献
2.
Abstract Content, literacy development, and technology use are being integrated as tools for learning. As part of this process, K‐12 educators and teacher preparation faculty have been trying to come to grips with what preservice teachers should know and be able to do regarding this integration. The university/school partnership in this case study sheds light on how content area standards, literacy, and technology standards can be addressed and taught in a project carried out in cyberspace. This case study investigated how literacy strategies embedded in a Web‐based project enhanced the writing performance of students in a middle school science classroom. After choosing a topic and researching, analyzing, and synthesizing the information, the students wrote essays on the earth's surface. Results of this case study suggest that Web‐based activities did have an effect on students’ performance as they became engaged in a cyber‐context to construct meaning. 相似文献
3.
The special educator in the content area classroom often experiences an ill‐defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy demands of the respective content areas often present content specific challenges for students with language‐based disabilities and their teachers. To date, proposed content area literacy interventions have not addressed the specific language‐based needs of students with LD. In this article, we highlight the similarities among history, science, English language arts, and mathematics texts from a language perspective, and present strategies specifically targeting students’ background knowledge. We also provide recommendations to researchers and practitioners for improving content area learning. 相似文献
4.
教师要以数学核心素养内涵及本质为出发点,以创新式教学策略引领学生自主探究思维,帮助学生梳理解题思路,吸收并建构科学化、系统化的数学知识体系,让学生在条分缕析中夯实数学能力。基于核心素养培养的数学课堂教学策略有:以趣促学,巧妙调动数学思维;情景设问,深化运算实践意识;直观导入,丰富空间维度。 相似文献
5.
Amelia Mañá 《Cultura y Educación》2013,25(1):184-202
AbstractThis paper is a review of studies about processes and secondary school students’ difficulties with these processes when they use information to answer questions. The PISA program uses this kind of task-oriented reading situation to evaluate reading literacy, which is also a common reading situation in educational settings. Four key strategies are identified to successfully perform this kind of task: decide how to read the information, comprehend the task, decide when to search for information in order to solve the task, and self-regulate that search process. Moreover, this paper provides accurate information about the students’ difficulties in becoming skilled readers when they use information to answer questions. This information might help teachers and educational counselors in the design of interventions to improve reading literacy in schools. 相似文献
6.
时代的进步,使人们对学生的培养有了更加全面、先进的认识,意识到了在课堂上突出学生,围绕学生展开的积极意义。核心素养就是在此背景下发展壮大的,是为了更好地促进学生全面发展,为学生创设一个优质的教学环境。小学数学教师在核心素养下开展对话教学,是想要借助课堂这个媒介,通过创设轻松愉悦的对话课堂、设置问题、突出学生自主探究、讲究语言艺术等策略了解学生内心的想法,针对学生的需要为学生提供帮助。 相似文献
7.
从入学分数线相同的九所学校随机选取633名高一学生作为PISA2012测试研究对象,同时结合教师教学内容和教学方式的特点,运用SPSS对测试结果进行相关因子分析,并在此基础上提出提升数学核心素养的三条策略:合理的教学设计是提高数学核心素养的前提条件;完美的教与学融合是提高数学核心素养的重要保障;恰当的问题情境是提高数学核心素养的重要基石。最后阐述了PISA2012测试结果对数学教学的启示。 相似文献
8.
Mathematical literacy, viewed as a set of ideas involving applications of mathematics to real-world contexts, has recently
featured in curricular discussions about the aims for mathematics education. This article explores the effect that differences
in the way that a mathematical task is contextualised can have on students’ mathematical arguments and, therefore, on their
perceived levels of mathematical literacy. Seventy-two students’ responses to three similar measurement tasks are described
according to Kaiser and Willander’s levels of mathematical literacy. The arguments used for assigning each level of mathematical
literacy are then investigated for the presence of specific macro- and micro-linguistic features. The context of the task
affects what students perceive to be most relevant approaches to use, which are reflected in the arguments they give; this,
in turn, affects external judgements of their level of mathematical literacy. 相似文献
9.
在核心素养培养目标的指引下,高中数学教师要敢于创新,采用新的教学方法,引导学生积极思考,学以致用。文章结合具体的教学案例,从提出问题、创设情境、互动探索、总结归纳等方面论述培养学生数学核心素养的途径。 相似文献
10.
Using a framework of assessment literacy that included teachers?? view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers?? predictions about students?? ideas, students?? written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers?? predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students?? ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students?? alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments. 相似文献
11.
在小学阶段的数学教学中,教师应结合学情与教学任务,以核心素养为出发点培养学生以数学眼光观察问题、解决问题的意识。教师要以灵活性、操作性强的教学策略调动学生的学习积极性,以图示引导强化运算能力,基于问题研究丰富几何直观,开展游戏实践拓宽逻辑思维,使学生学会借助数学语言精准表达数学问题与结果。 相似文献
12.
张海林 《兰州石化职业技术学院学报》2013,(2):79-80
分析了中职学生数学素养的现状,从转变教师教学观念、改革教育教学内容、改革教育教学方法、开展多媒体教学及优化学生数学成绩的评价制度五个方面提出了培养中职学生数学素养的对策。 相似文献
13.
Larry D. Yore David Pimm Hsiao-Lin Tuan 《International Journal of Science and Mathematics Education》2007,5(4):559-589
This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical
literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and
discipline-specific language, habits-of-mind/emotional dispositions, and information communication technology strategies to
prepare people for adult life and democratic citizenship. These frameworks provide potential insights into research and pedagogy.
Furthermore, they provide guidelines for second-generation standards, curriculum development and assessment so as not to overlook
or underemphasize the fundamental literacy component of mathematical and scientific literacy for all students, which can result
in fuller participation in the public debate about science, mathematics, technology, society, and environment issues. 相似文献
14.
初中物理作为课程教学体系中的基本学科,在中考中所占的比率相对较大。在新课改教学目标的引导下,广大教师逐渐重视在初中物理课堂中渗透核心素养等相关内容,尤其是在教育改革背景下,开始运用多样化的课程教学策略,旨在帮助学生不断完善自我、优化自我。为帮助初中生更好地适应学习生涯发展的需要,教师要将物理课程教学策略进行优化和调整,激发学生的学习兴趣,探讨发展核心素养的有效方法。 相似文献
15.
Janet Murray 《TechTrends》2003,47(1):18-21
Conclusions Information seeking strategies can be taught more effectively in collaboration with a classroom teacher in conjunction with
a specific assignment. The Big6 Skills(tm) help organize a long-term project into manageable pieces. Using the Internet for
research can help students achieve information literacy and NETS standards. 相似文献
16.
数学核心素养的培养已成为当前小学数学教学的重要任务。核心素养的养成需要学生具备一定的自主学习能力,数学自主学习能力的培养也是小学数学教师要重视的方面。本文从核心素养的内涵出发,对小学生数学自主学习能力培养的现状进行了分析,并提出了一些基于核心素养培养小学生数学自主学习能力的有效策略和建议。 相似文献
17.
信息时代的高等教育必须转向培养大学生获取、选择和利用知识的能力,提升其信息素养能力。本文首先阐述了信息素养的含义、信息素养教育的主要内容和高校信息素养教育的现状与问题,然后结合华南师大信息素养培养的实践,对非计算机专业学生课外科技创新素养能力培养进行了探索。 相似文献
18.
Eugene Judson 《Educational technology research and development : ETR & D》2010,58(3):271-284
This study investigated whether an identifiable link existed between gains in technology literacy and achievement in the areas
of reading, mathematics, and language arts. Normal curve equivalent (NCE) content score changes from TerraNova assessments
were calculated for approximately 5,000 students from fourth- to fifth-grade and 5,000 students from seventh- to eighth-grade.
These changes were compared to relative gains from a pre- to post-assessment in technology literacy. The rationale that a
correlation might be expected is grounded in two ideas: (1) technology literacy gains lead to heightened subject specific
confidence, and (2) technology literacy gains reflect improved ability to use technology as a mediator of new learning. If
correct, both of these conjectures would predict increased academic achievement among students experiencing gains in technology
literacy. Results provided evidence of such connections between technology literacy gains and language arts skills. 相似文献
19.
计算机基础教学与大学生信息素养培养 总被引：1，自引：0，他引：1
在具体分析信息素养的内涵和高校学生信息素养培养目标的基础上,研究了目前高校学生在信息素养方面存在的问题,结合实际,提出了在计算机基础教学中培养学生信息素养的具体建议和方法。 相似文献
20.
识字教学是小学语文教学的重点内容,特别是低龄学段的学生更是需要打好识字基础。学生对生字词的掌握程度不仅影响学生语文学科的学习效果,而且也同样影响学生在数学等其他学科的学习效果。新课标要求在小学阶段学生要认识3000个常用字,其中要会写2500个汉字,而要达到这一要求就需要语文教师保证识字教学的效果,基于此,笔者研究了识字教学中的趣味化教学策略,希望能够提高学生的识字能力。 相似文献