论语文教学内容的确立和实施     

苟明勇 《贵州教育学院学报》2007,23(1):93-97

如何确立和实施最有价值的语文教学内容,是语文课程建设尚待完善的今天,每一个语文教师面临的现实问题.以学生的年龄心理特点、地域文化特点和最近发展区作为确立语文教学内容的外部原则,以积累语文知识、培养语文能力、提高语文素养作为确立语文教学内容的内部根据,通过对"定篇"、"样本"、"例文"、"用件"四种"选文功能"的理论界定,再结合具体的语文教学实践加以运用,有针对性地提高学生的语文素养,培养学生读写听说的能力,是改善语文教学的一种可靠选择.  相似文献   

Neuromyths Among Teachers and Student Teachers          下载免费PDF全文

Eric Tardif  Pierre‐André Doudin  Nicolas Meylan 《Mind, Brain, and Education》2015,9(1):50-59

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.  相似文献   

大学计算机基础课程教学思考     

张爱霞  勾密峰 《中国科教创新导刊》2010,(29):173-174

大学计算机基础课程是非计算机专业掌握和应用计算机的基础教育课程,本文针对该课程教学过程中出现的问题进行了深入的分析,并从改革课程内容、提高教师素质、上好第一堂课、激发学习兴趣、注重案例教学、加强实践教学、改革考核方式七个方面探索如何提高该课程的教学效果。  相似文献   

浅析儿童多元智能的培养     

杨蜀康  苟灵生 《安顺师范高等专科学校学报》2010,12(1):74-76

当前,我国基础教育面临新的挑战,在新教育理念的指导下,广大教师的教学方式和学生的学习方式发生了前所未有的变化。儿童精神,对于教师理解学生有深刻的感受和真实的体验。  相似文献   

University students＇ conceptions about the concept of gene： Interest of historical approach     

Agorram Boujemaa  Clement Pierre  Selmaoui Sabah  Khzami Salaheddine  Chafik Jamal  Chiadli Abdellatif 《美中教育评论》2010,(2):9-15

Concepts of genetics are often difficult to teach, specifically the central concept of gene. Even the scientists disagree when defining this concept. This paper investigates university students＇ understanding about the gene and its functions. The results show the dominance of two conceptions of the gene： the Neoclassical model and the Mendelian model. The existence of hybrid conceptions and the lack of the modern model show that students are unable to mobilize the knowledge taught in biology. These results suggest to improve the teaching methods of genetics, for instance, by developing activities that bring students face to face with their conceptions.  相似文献   

社会排斥视阈下我国农民长效增收的新思路——基于山东省的实证分析     

苟颖萍  贺春生 《临沂师范学院学报》2010,32(5):51-56

农民在经济、公共资源分配、政治、文化和权利等五个维度上长期遭受社会排斥,是制约农民增收的深层次原因。增加农民收入的关键在于转变农业生产方式;实施多元战略,鼓励农民兼业;实行＂减负增收＂、＂减民增收＂;积极探索新的增收源和扩大优势产业增收,以形成农民长效增收机制。  相似文献   

The influence of cognitive abilities, age and characteristics of their sexual abuse experience on the statement of the presumed victims     

Dion J  Cyr M  Richard N  McDuff P 《Child abuse & neglect》2006,30(8):945-960

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Enhancement of writings on a damaged medieval manuscript using ultraviolet imaging     

Isabelle Montani  Eric Sapin  Alexandre Pahud  Pierre Margot 《Journal of Cultural Heritage》2012,13(2):226-228

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政府决策信息咨询研究   总被引：1，自引：0，他引：1  

刘晓艳  勾学辉 《图书馆学研究》2010,(9)

本文探讨了政府决策信息咨询的主体构成,分析了目前政府决策信息咨询存在的问题,并给出相应的解决措施。  相似文献   

Learning from animation enabled by collaboration     

Cyril Rebetez  Mireille Bétrancourt  Mirweis Sangin  Pierre Dillenbourg 《Instructional Science》2010,38(5):471-485

Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used to promote interactions in computer-supported collaborative learning. In this setting as well, the empirical studies have not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia, including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations, the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under which animation can benefit to learning.  相似文献