教育时评     

《教育文汇》2011,(8)

职业学校应设发明课我国学校的考试情结很深,无论高考还是其它考试,都在一定范围上统一考卷,题目有标准答案。平时,老师按教材灌输给学生,学生按教材和老师的耳提面命填鸭式学  相似文献   

“大主意”的女孩     

《家教世界》2011,(7):6-7

陈雅琢最大的特点就是“主意大”。上小学,妈妈为要不要让她提前上学而犹豫,雅琢掰着手指一算,说：“如果5岁上学,等我研究生毕业时应该是24岁;可如果6岁上学,研究生毕业时就25岁了。还是5岁上吧!”这样,5岁的她成为了资江小学的学生。选班干,老师提议：有谁能说出自己5个优点,  相似文献   

学生英语阅读能力如何养成     

黄成惠 《今日教育》2011,(11):58-59

阅读能力的培养,对学生的成长起着越来越重要的作用,这不仅是因为阅读能力的提高可以帮助学生在考试中取得好成绩,更重要的是阅读是学生获取信息,拓宽视野,认知世界的重要方式。  相似文献   

母亲的三句话     

许鸿儒 《语数外学习(初中版七年级)》2011,(5):15-16

我的母亲学历并不高,可她却对我说过许多让我深受教益的话。我始终牢记着母亲对我说过的三句话,这三句话时刻撞击着我的心扉,永远在我的耳边回响……"没事儿,你会是最棒的!"那次考试,我考得一塌糊涂。这么差的成绩,怎么有脸回家告诉母亲?况且老师还要求家长签字呢!母亲会同意签字吗?我在心中一遍遍地问自己,感到羞愧万分。  相似文献   

我眼中的男孩子     

张涵盈 《语数外学习(初中版七年级)》2011,(6):9

虽然我猜不透男孩子的心思,但我还是想认真地说一说我眼中的男孩子。男孩子不拘小节,大大咧咧,头发乱了也不梳,衣服脏了也不换洗。男孩子雨天出门不肯打雨伞,宁愿被淋成一只"落汤鸡"。男孩子坚强如钢,吃了苦头也不会把心里的苦水倒出来让别人尝,而是昂起头来高唱:  相似文献   

Teachers＇ Opinion Concerning Common Exams Administered in Elementary Schools     

Huseyin Caliskan 《美中教育评论》2011,(5):615-626

The common exams that have been administered in elementary school since 2007-2008 academic year are inter-classes mid-term evaluations. With these exams, measuring the teachers＇ performance as well as revealing the differences among the classes are aimed at. Therefore, evaluating these exams in terms of teachers＇ opinions is essentially important to realize the aim mentioned above. This study aims to get the teachers＇ considerations on common exams, if any, to determine the problems and their solutions related with common exams. Case study, one of the qualitative research methods, has been used in this research. The research group is consisted of 60 teachers working in a variety of elementary schools in Ankara province in 2009-2010 academic year. The interview form, prepared by the researcher, was administered to elementary school teachers in research group. The interview form was structured to explore teachers＇ views on common exams by using five questions. The content analysis was used in order to analyze, sort and quantify the written and verbal data. At the end of the study, it is stated that according to the teachers, the purpose of the common exams is to state the level of classes and the cooperation between classes and to determine whether the objectives of the courses has been achieved. It is concluded difficulties in giving lectures synchronously in school, non-existence of cooperation between teachers and having difficulties during the preparation of the exam questions are the main problems, which teachers faced with. Teachers participated in the interviews emphasized the advantages of the common exams rather than disadvantages of it.  相似文献   

Organizational Characteristics and Use of Personal Computer Software by Graduate Students in Makerere University     

Bakkabulindi Fred Edward K.  Oyebade Stephen Adebanjo 《美中教育评论》2011,(3):331-338

  相似文献   

高职英语应用能力考试新思考   总被引：1，自引：0，他引：1  

肖宜宁 《九江职业技术学院学报》2011,(1):55-56,66

英语应用能力考试是为检测高职高专院校学生是否达到所规定的教学要求而设置的考试。本文就加大教学改革力度,更新教学观念,充分利用现代化教学手段,运用多媒体、语音室、网络等现代化资源,激发学生的学习兴趣,从而提升学生应用英语能力的过级率。  相似文献   

摘编     

《今日教育》2011,(5):39-39

专题： 初中毕业考试与高中招生制度改革专题 2003年,中考改革出发,线路图方向正确,重要举措清晰——依据课程标准实行初中毕业生学业水平考试;倡导等级呈现考试结果,弱化分分计较;推行初中学生综合素质评价。虽然出现了一些先进典型和成功做法,但是,我们必须承认中考改革还没有突破性的进展。  相似文献   

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case     

Lewis McAnally-Salas Erika Judith Espinosa-Gomez Gilles Lavigne 《美中教育评论》2011,(3):276-287

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi  相似文献