What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science     

Pernilla Nilsson 《Teachers and Teaching》2013,19(2):188-201

In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that seeks to build the foundations on which 24 primary science student teachers, through the use of formative assessment of their science teaching and learning, can begin developing their pedagogical content knowledge (PCK). In the project, formative assessment consists of activities used by teacher educators to stimulate interactions, self- and peer-assessment in order to provide insights into how student teachers develop their PCK during a semester. Content Representations (CoRes), were used as a tool to unpack the student teachers’ approach to teaching a science topic and the reasons for that approach. The results indicate that the use of CoRes, together with subsequent self-assessment and formative interactions with teacher educators and peers, do have the potential for PCK development for student teachers. The results further highlight the need for developing reliable and valid tools for capturing and assessing student teachers’ PCK in pre-service teacher education.  相似文献   

The limits of ‘teaching and learning’: indigenous students and doctoral supervision     

Barbara M. Grant 《Teaching in Higher Education》2013,18(5):505-517

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Application of Social Constructivism into EFL Classroom     

李海燕 《海外英语》2013,(7)

Recently, the view that classroom knowledge is socially constructed rather than being merely transmitted from teacher to student has made a significant impact in English language teaching. Based on s...  相似文献   

解缙与《永乐大典》     

尤小平 《福建师大福清分校学报》2013,(1):101-105,109

解缙(1369一1415)字大绅,江西吉水人,明朝第一位内阁首辅,是著名政治家和学者。天资聪敏,工诗善书法,著述甚多,但多散佚。为官清正,一生多波折。主持纂修堪称为中国历史上规模最大、内容最丰富的巨型类书《永乐大典》,让更多的后人记住了他。  相似文献   

变速恒频双馈感应发电机的建模及仿真     

贺凤智  张连英 《辽宁科技学院学报》2013,(3)

利用MATLAB/SIMULINK仿真软件,构建了双馈感应发电机仿真模型,对容量1．5MW变速恒频双馈感应风力发电机进行了变速恒频仿真,仿真结果表明：所建立的模型是正确的,变速恒频运行特性是良好的。  相似文献   

清末粤东地区书院到学堂的蜕变研究——以惠潮嘉师范学堂为例     

吴榕青 《韩山师范学院学报》2013,(4):43-51

在全国教育改制的大背景下,清末粤东旧式的韩山书院虽然几经周折,但最终从名实上完成了从书院到学堂的蜕变。今赖保存相对较为完整的清末《岭东日报》等报章与档案,得以揭示其清晰的演变脉络。惠潮嘉巡道褚成博于光绪三十年(1904)四月将道属的韩山书院改办为新式师范学堂,初名为"韩山师范学堂"或"潮州师范学堂",最终官方才定名为"广东省惠潮嘉官立初级师范学堂"。  相似文献   

教科文组织视域中的国际理解教育课程     

郑彩华 《外国中小学教育》2013,(8):1-7

教科文组织为推动国际理解教育在各国的各级各类学校充分落实,不但发布了一系列规范性国际文书,而且组织专家制定了在学校课程中开发国际维度的指导方针和标准,从目标确定、内容选择和教学方式等方面提出了具体的要求和建议,为各国国际理解教育课程的设置和实施提供了依据和指导。  相似文献   

非双倍测度上的θ-型Caldero′n-Zygmund算子     

王海莲  王良龙  郝江锋 《巢湖学院学报》2013,(3):5-8

设μ是础上的非双倍Radon测度,对所有的x∈R^d,r〉0和某些固定的0〈n≤d,满足μ（B（x,r））≤Cr^n．在这个假设下,本文证明了满足L^2（μ）有界的θ-型Calder o’n—Zygmund算子是从L^∞（μ）到RBMO（μ）上的有界算子．  相似文献   

应用（G′G＋G′）展开法求解非线性发展方程     

朱永平 《商丘师范学院学报》2013,(9):6-9

利用（ G′G＋G′）展开法,借助Maple软件的符号运算功能,研究了BBM方程和Burgers-BBM方程,获得了BBM方程和Burgers-BBM方程的与现有文献不同的精确解,从而丰富了解的范围。  相似文献   

应力腐蚀条件下的承压设备去应力设计     

郭进全  蔡银丽 《安阳工学院学报》2012,11(6):3-6

根据产生应力腐蚀的条件,提出了锅炉压力容器等承压设备去应力设计的概念,分别阐述了它的三个组成部分——运行工艺设计、结构设计和热处理工艺设计。并结合一种LHS型燃油(气)锅炉烟管的碱脆和压力容器的现场制造,提出了具体的去应力结构和处理办法。  相似文献