高中生综合性作业的实践策略     

周彬  陈宇卿 《天津师范大学学报(基础教育版)》2003,4(1):60-64

教学的目标是提升学生的综合能力与创新能力，因此在教学过程中，作业是形成学生知识结构，提升学生综合素质的根本活动，基于此，高中生综合性作业实验在为师生提供实践条件的基础上，通过将综合性作业与学科教学相融合，通过促师生实践反思，通过“主客体评价模式”的推行而得以实施与提高。  相似文献   

A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning          下载免费PDF全文

Julie C. Brown 《科学教学研究杂志》2017,54(9):1143-1173

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017  相似文献   

Raising the Bar: Using Coaching Conversations to Address Issues of Low Expectations for Students in Urban Settings     

Reshma Ramkellawan  Jacobe Bell 《The Educational forum》2017,81(4):377-390

Abstract

Two instructional coaches explore the effectiveness of targeted coaching conversations to address teachers' perceptions of their students' capacities. In this study, the researchers focus on how specific questions can promote teachers' metacognition of underlying biases held toward their students. Researchers also explore the implications for curricular practices when teachers are prompted to address conceptions of ability.  相似文献   

“You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History     

《学校用计算机》2012,29(1-2):118-134

In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology.  相似文献   

Teaching history on the border: teachers voice their views     

Julio Noboa 《International journal of qualitative studies in education》2013,26(3):324-345

The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize culturally relevant pedagogy and to integrate into their classroom instruction elements of the local border community, and of the Latin American, Latino, and Mexican American experience. Findings confirmed that structural factors such as mandated curriculum standards, adopted textbooks, and high-stakes tests all serve to limit the teachers’ ability to integrate the Latino and minority experience into their classroom narrative. Although most teachers expressed support for the inclusion of Latino history, in actual practice they reported having insufficient time, training, or resources to adequately do so. The implications that Latino curricular exclusion has for students on the border are also discussed.  相似文献   

我国全运会对主办省(市)相关行业影响的研究     

殷飞 《西安体育学院学报》2012,29(3):324-329,354

作为全国规模最大的综合性体育赛事,全运会对经济的影响日渐明显。通过统计最近4届全运会的相关数据,运用文献资料法、和数理统计法对全运会对举办省(市)相关行业的影响进行了研究。研究发现,全运会的举办对举办城市的建筑业、餐饮业、批发零售业和运输业等行业,既有积极的影响、也有消极的影响,既有直接的影响,也有间接地影响。研究旨在为以后全运会的举办省(市)提供借鉴,更好的促进全运会对经济的积极影响。  相似文献   

经济体制转型中的居民收入分化及对策研究   总被引：8，自引：0，他引：8  

吴群芳 《教学与研究》2001,(2):24-30

当前我国的经济体制变革在激励经济高速增长的同时,也引起了居民收入分配格局和收入差距的显著性变化。本文介绍了经济转型中的居民收入分化状况,并在此基础上针对存在的问题提出了相应的对策。  相似文献   

错位与误解:在萨特和胡塞尔之间     

郭婧 《咸阳师范学院学报》2006,21(3):47-50

萨特的哲学思想深受胡塞尔影响,然而在他们之间似乎又存在着一些错位和误解,本文选择了意向性问题和先验自我问题来阐述萨特和胡塞尔思想之间的分歧,从而希望表明萨特是如何走上他的思想道路的。  相似文献   

基于现金流量的企业业绩评价体系研究     

史冬元 《宁波职业技术学院学报》2008,12(3):91-94

通过采集上市公划数据,对会计利润和现金流量的相关性作了统计分析,得出会计利润与现金流最低度相关的结果,强调在企业业绩评价中引入现金流量的必要性,传统的以利润为核心的企业业绩评价的缺陷以及基于现金流量的企业业绩评价体系的优越性,以此来突出构建基于现金流量的企业业绩评价体系的必要性。  相似文献   

The Philosophical Aspects of IRT Equating: Modeling Drift to Evaluate Cohort Growth in Large‐Scale Assessments     

Husein Taherbhai  Daeryong Seo 《Educational Measurement》2013,32(1):2-14

Calibration and equating is the quintessential necessity for most large‐scale educational assessments. However, there are instances when no consideration is given to the equating process in terms of context and substantive realization, and the methods used in its execution. In the view of the authors, equating is not merely an exhibit of the statistical methodology, but it is also a reflection of the thought process undertaken in its execution. For example, there is hardly any discussion in literature of the ideological differences in the selection of an equating method. Furthermore, there is little evidence of modeling cohort growth through an identification and use of construct‐relevant linking items’ drift, using the common item nonequivalent group equating design. In this article, the authors philosophically justify the use of Huynh's statistical method for the identification of construct‐relevant outliers in the linking pool. The article also dispels the perception of scale instability associated with the inclusion of construct‐relevant outliers in the linking item pool and concludes that an appreciation of the rationale used in the selection of the equating method, together with the use of linking items in modeling cohort growth, can be beneficial to the practitioners.  相似文献