教师教育者的教学实践示范探析     

邓惠明 《当代教师教育》2011,(2)

教师教育者在教学中必须实现“言传身教”的双重责任。提高师范生的教育素养,除,了关注教师教育课程设置,关注教育理论与实践的显性教学,教师教育者们在教学中表现出的教学方法、态度、观点等,更是深深地影响着师范生专业的发展,是影响师范生教育素养的重要隐性课程。教师必须在师生交往、课堂组织、教育科研、专业学习等诸多方面为学生提供专业化的实践示范,用教育实践诠释教育原理。  相似文献   

现代工程人文景观与民族建筑符号相兼容的文化意义——以贵州黎平民用机场为例     

罗义群  范国祖 《凯里学院学报》2011,29(2)

贵州黎平民用机场的现代工程人文景观与侗族标志性建筑鼓楼、花桥符号实现兼容,是有条件的,只有满足条件找准兼容点,才能更深层次地彰显其文化意义。其文化意义包括:融入文化认同仪式维系社会情感,加强国内外各民族的团结;崇尚乐善好施的道德精神,实现国家意义上的扶贫济困与长治久安;具有传承、保护非物质文化遗产的方法论价值等。  相似文献   

营造良性心理场 制造课堂教学高潮     

闫永生 《贵州教育学院学报》2011,(2):81-84

良性心理场在课堂教学中表现为积极的课堂教学氛围。师生在这个场中表现出来的是切适的、愉悦的、激情的状态。教学实践证明,教师可以通过调控自身情绪、鼓励教育对象、润饰教学语言来营造良性心理场。建立起了良性心理场,就可以通过创设情境、设置期待、介入艺术、设计问题的手段制造教学高潮,优化课堂教学,提高教学效果。  相似文献   

浅谈新课程下的课堂教学评价     

方建永 《宁夏师范学院学报》2011,32(6):108-109

课堂教学评价既是教学的基本环节,也是保证课堂教学沿着正确的方向发展的重要手段.随着课程改革的实施和教育教学理念的不断更新,课堂教学评价随之也发生了深刻的变化,要依据一定的标准或认识框架来进行.应以学生的发展为本,从学生全面可持续发展的需要出发进行课堂教学评价;从有利于对教学的诊断和正确的导向出发进行课堂教学评价;应坚持以学论教,评教与评学相结合,重点放在评学上;应提倡富有个性化的创新教学;应从实际出发,不能凭自己的个人感觉进行课堂教学评价.  相似文献   

The dilemma of time: Student-centered teaching in the rural classroom in China     

Dan Wang 《Teaching and Teacher Education》2011,27(1):157-164

China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing taking up most of the class time. Drawing on ethnographic observation and interviews in a rural elementary school, this study analyzes the rationale of rural teachers in strategizing teaching methods. It has found that teachers’ pedagogical choices are heavily constrained by both the centralized curriculum and schedule and the social context of rural-urban disparities. Together these constraints create a dilemma of time that significantly limits the room for teachers to experiment with student-centered methods.  相似文献   

Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey     

Mustafa Koc 《Teaching and Teacher Education》2011,27(1):95-106

This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video-recorded role playing to simulate classroom memoirs. Each group shared their video cases and interpretations in a class presentation. Qualitative data collection techniques were used to gather their experiences. Reflection papers written by 97 juniors were analyzed through content analysis and triangulated by group videos and case analysis reports. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity.  相似文献   

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade   总被引：2，自引：0，他引：2  

Rebecca J. Bulotsky-Shearer  John W. Fantuzzo 《Early childhood research quarterly》2011,26(1):61

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.  相似文献   

Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools     

Peter Blatchford  Paul Bassett  Penelope Brown 《Learning and Instruction》2011,21(6):715-730

It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning.  相似文献   

社会文化理论视角下的外语课堂与语言学习   总被引：1，自引：0，他引：1  

刘学惠 《课程.教材.教法》2011,(7)

心理语言学取向的二语习得研究为我们提供了诸如输入、输出、形式聚焦等一系列十分有用的概念框架,对语言教学实践也产生了积极影响。但课堂二语习得的更多层面还有待探究。源于维果茨基学说的社会文化理论包括中介、内化、活动、最近发展区等核心概念在内的丰富思想,对我们理解二语课堂的活动系统、教师的中介作用和课堂互动与促进发展的关系等,会提供一种更宽阔的视野。  相似文献   

讨论抽签 激发兴趣     

唐臻高 《中国科教创新导刊》2011,(6):163-163

课堂上实行抽签摸学号,激发了学生的兴趣,活跃了课堂气氛,学生由被动学习变为主动学习,效果很好。  相似文献