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Se presenta aquí un programa de adquisición del vocabulario y desarrollo de la comprensión a partir de contextos naturales. El programa, que abandona otras rutinas tradicionales de enseñanza de vocabulario, trata de mejorar la capacidad de inferencia y comprensión textual de los alumnos para dotarles de mayor autonomía lectoescrita. 相似文献
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Robert M Gilabert Jordi Gavaldà 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):52-59
The authors describe a teaching technique to introduce students of the last two courses of chemical engineering studies to the use of extensive software to simulate chemical processes, using a personal computer and a conventional audiovisual room instead of a mainframe. This teaching technique is analysed through the students' answers to a 22-item Likert-type questionnaire. A general analysis is given for two groups exposed to different class time. The group exposed to the long period was more positive about the teaching process. In both groups, analysis showed that the women evaluate the teaching technique more favourably than men. Gender differences were also found in the item analysis. The results show that the female subgroup scored positively all items for the long period group and was more adaptable to the new teaching situation. 相似文献
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Ramiro Durán-Martínez Fernando Beltrán-Llavador Fernando Martínez-Abad 《Cultura y Educación》2016,28(4):738-770
This article aims to report on a contrastive analysis between the perceptions of novice and expert teachers on four key dimensions of implementing CLIL (Content and Language Integrated Learning) in primary and secondary schools in Spain. To this end, we applied a non-experimental research design with an ex-post-facto methodology using questionnaire studies. The instrument employed was an adaptation of a previous questionnaire, which was completed by 151 in-service teachers. From the data analysis, statistically significant differences were obtained in the criteria variables when they concerned the teaching experience in CLIL projects. Our data confirm that expert CLIL teachers prioritize methodological competencies and the ability to integrate language and content over subject knowledge and language proficiency, exhibit a more critical view of published course materials, value cooperation and innovation as integral components of CLIL teaching more highly than novice teachers and are more aware of the benefits of bilingual programmes. 相似文献