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唐永平 《中国小学语文教学论坛》2003,(26)
初中《语文》教材(人教版)的插图有百幅之多。这些插图和文字同等重要,是课文内容的重要组成部分。这些插图对学生预测课文内容,准确理解课文,深化阅读效果以及启发其探究学习是有极大辅助功能的。遗憾的是在实际学习过程中,很多教师却常常忽略了它的作用。现将初中《语文》全六册教材中的所有插图进行统计、归类并略作分析,希望对教学有所启发。一、人物画像17幅,照应课文,补充课文,形神兼备此类插图以单个人物为画面主体,人物面貌、表情、目光、须发、衣着等形神兼备,展示了画中人物的内心世界,或悲或恨,或悠然或执著。如《鲁迅》那冷峻的… 相似文献
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谯晓邦 《中学物理教学参考》1995,(8)
初中物理教材根据初中学生智力发展的特点和需要,编排了大量的插图,这也是物理教材与其它教材的最大区别,特别是义务教育初中物理教材涉及的插图更多:第一册插图就多达340多幅。篇幅广:每章首页都配以大的照片,反映该章的主要内容;范围大:几乎每页都有三分之一的版面是插图,每节都有多幅插图与文字配合,形象、生动、直观、简捷、准确地说明问题。下面就充分利用插图这种特殊语言,提高教学的直观性,培养学生形象的观察 相似文献
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现行新课标浙教版初中《科学》教材,有一个比较鲜明的特点,那就是教材中有大量的和教学内容有关的插图。这些内容丰富、生动有趣的插图,不但能极大地激发起学生的学习兴趣,提高学生的观察能力,拓展学生想象的空间,同时也为教师的教学提供了颇为丰富的感性资料。因此,作为一线教师,要想更好地达到教学目的,就必须深刻理解插图之内涵,并对这些插图进行有针对性的再整合,使之更有效地适应和辅助具体的课堂教学,最终形成自己独特有效的教学风格。 相似文献
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初中阶段的信息技术教材中的插图是该阶段的教材中插图数量最多、比重最大的教材。因此,研究信息技术教材的插图对更好地开展教学活动有一定的助益,同时对信息技术的插图进行研究,势必会对信息技术教材的编写与开发者选图、对教师和学生使用插图等方面提供理论上的依据,对信息技术教材插图的质量和水平起到巨大的推动作用。本文主要结合浙教版初中信息技术教材,对教材中的插入进行分析研究,希望本次研究对教育工作者有一定的启示。 相似文献
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入选高中语文教材的作品无疑是古今中外的文学精品 ,在编入课本时 ,多数配有比较理想的文学插图。旧教材中的插图配在某篇课文的中间 ,画幅小 ,黑白色 ,模糊不清 ,很不醒目 ;新教材一改这些不足 ,把零星插图集中配在教材的最前面 ,纸质好 ,画幅大 ,且绝大部分为彩色。这些插图制作精美 ,生动传神 ,惟妙惟肖 ,图文并茂 ;学生在学习课文之前 ,就已先睹为快 ,非常直观地陶醉在了插图所包孕、渲染的某种情境之中。这不但激发了学生的阅读欲望 ,增强了学习兴趣 ,培养了观察能力 ,而且提高了学生的文学素养和鉴赏水平。所以对于文学插图 ,要用心体… 相似文献
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人教社《生物》义务教材针对初一、初二年级学生的年龄特点,减少了文字叙述,增加了描图篇幅,儿教材的重点和难点,都配有一定篇幅的插图,帮助学生突破难点,掌握重点。就义务教材第一、二册的教科书插图来讲,共有彩图64幅、黑白图303幅,还配有封面、封底彩图、实验的操作示意图及课外读的图等。这些图具有形象、简明的特点,适合初中学生的年龄特征,容易引起学生的学习兴趣。因此在教学中应充分利用这些插图,来激发学生的学习兴趣,提高教学质量,寓教于乐。然而在教学中我发现,有些学生的学习习惯不好,经常忘记带教科书,当利用… 相似文献
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科学教材中的插图直观形象、简明生动,能表达出丰富的科学信息,是教学内容的重要组成部分。合理利用插图,可以激发学生学习的兴趣,培养学生学习的能力,提高学习效果。运用插图,还可培养学生的科学态度、情感和价值观。 相似文献
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Jamie N. Mikeska Tamara Shattuck Steven Holtzman Daniel F. McCaffrey Nancy Duchesneau Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623
ABSTRACTIn order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. 相似文献
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While science classes are believed to be interactive learning environments, offering varied ways for students to learn, some experts believe that learning disabled (LD) students should be monitored closely in such settings because of difficulties adjusting to the social, behavioral, and academic demands. The purpose of this paper is to determine whether LD fourth and sixth graders show difficulties adjusting to the demands of their mainstream science classes and to investigate two means of assessing LD students’ functioning in these classes: paired questionnaires for teachers and students and a science curriculum-based assessment (CBA). Subjects include 31 fourth graders (9 LD) and 38 sixth graders (13 LD). Results show that the LD students had significant weaknesses on some subtests of the science CBA relative to their peers; additionally, they rated themselves and were rated by their teachers significantly more negatively than their Non-LD peers. These results suggest the potential value of monitoring LD students in mainstream science classes. Case studies of LD students reveal mismatches in the perception of the student and teacher regarding the student’s adjustment and classroom habits. Examination of these case studies is used to suggest ways in which the collaboration of student and teacher as well as regular and special education teachers might aid the student. 相似文献
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This study summarizes the results of a quantitative synthesis of the retrievable primary research dealing with the effects of new science curricula on student performance. This study synthesizes the results of 105 experimental studies involving more than 45,000 students and utilizes the quantitative synthesis perspective to research integration known as meta-analysis (Glass, 1976). A total of 27 different new science curricula involving one or more measures of student performance are included in this meta-analysis. Data were collected for 18 a priori selected student performance measures. The results of this meta-analysis reveal definite positive patterns of student performance in new science curricula. Across all new science curricula analyzed, students exposed to new science curricula performed better than students in traditional courses in general achievement, analytic skills, process skills, and related skills (reading, mathematics, social studies and communication), as well as developing a more positive attitude toward science. On a composite basis, the average student in new science curricula exceeded the performance of 63% of the students in traditional science courses. 相似文献
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Gilda Segal 《Research in Science Education》1992,22(1):348-357
To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised
a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed
for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final
year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced
in participating in the planning and design of their learning and that for many students, being responsible for their learning
in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement
in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial
anxiety, low confidence or indifference.
Specializations: children's learning in science and technology; inclusion; contexts, teaching models. 相似文献
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This study provides a test of a theory which suggests that student perceptions of their classroom environment affect their attitudes toward science. Using the statistical technique of cluster analysis, 27 high school science classes were divided into three distinct clusters which were most distinguishable by the amount of involvement, affiliation with students, teacher support, order and organizations, and innovative teaching strategies. One of the clusters provided a classroom environment which was significantly different from the other two and the students in that environment had more positive attitudes toward science. The dimensions of the classroom environment which make a difference are those which teachers may develop and change in order to enhance the science attitudes and, possibly, the science achievement of their students. 相似文献
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Ken Appleton 《Research in Science Education》1983,13(1):111-119
Conclusions Beginning student teachers have already acquired very definite views about teaching science before they begin their teacher
training course. These views are generally similar to the views espoused by science educators, but are contrary to the classroom
practices of many teachers. Their views seem to have origins in what the students perceive to have been meaningful and enjoyable
learning experiences for themselves in their own schooling; and to a lesser extent for children they have observed. Female
students who have studied more science at high school tend to favour the use of worksheets in experimental work. Several interesting
questions arise from these findings:
When these students begin to teach as qualified teachers, will they still espouse the same opinions? If so, does that mean
that there is a ‘new wave’ of teachers entering the service who are more committed to hands-on activity work than their older
colleagues?
If not, what aspects of the teacher training process have caused them to change their opinions?
Will these present students be using hands-on strategies themselves after they have been teaching for some time? That is,
do system and school constraints effectively prevent teachers from using such strategies?
Can secondary science teachers do more to influence positively their students' opinions about teaching science, such as engendering
more positive attitudes to science, incorporating more hands-on work, and relying less on printed worksheets in laboratory
work?
This exploratory work has highlighted the concern expressed by Morrissey (1981) in that there is a great need for long term
longitudinal studies of student teachers' attitudes to teaching science, with a particular focus on their teaching behaviours
after graduation. 相似文献
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Michael P. Freedman 《科学教学研究杂志》1997,34(4):343-357
This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997. 相似文献
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Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion. 相似文献
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Dr Robin G. Smith 《Research in Science Education》1997,27(1):141-154
The subject knowledge primary teachers have as a basis for their teaching of science has become a major concern in preservice
and inservice education in many countries, including Australia, the UK and the USA. There are differing views among policy
makers, teacher educators and student teachers about precisely what primary teachers need to know and how they are best prepared
for teaching science. This article reports an investigation into the science content and pedagogic content knowledge of student
teachers a university in the UK. Many students said that when approaching a real teaching situation they would be able to
prepare themselves adequately by independent research using published sources. The data from this study revealed that half
the group of students were able to do so with guidance although their initial background knowledge of science was weak. Implications
for the preparation of primary student teachers are discussed. 相似文献
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Carolyn Nichol Alice Chow Scott Furtwengler 《International Journal of Science Education》2013,35(17):2099-2117
ABSTRACTWe first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation. 相似文献