Hopes and challenges in using action research: the outcome of attempting to help in‐service teachers learn how to design,evaluate and use reading comprehension questions collaboratively   总被引：1，自引：1，他引：0  

Jeylan Wolyie Hussein 《Educational Action Research》2013,21(3):377-393

The research was conducted at Haramaya University with a group of in‐service teacher trainees in the Department of English with the aim of helping the trainees learn about the construction of reading comprehension questions. The data for the study were collected from the trainees’ reading comprehension exercises and their analyses of the cognitive categories of the questions collaboratively designed in the classroom. A reflective diary was kept to record events and to reflect on them. The study resulted in three major findings. The first is that trainees develop better understanding of the pedagogical values of reading comprehension questions when they have the chance to design, evaluate and use hierarchically ordered questions themselves. The second major finding is related to the use of small‐group learning as a strategy to promote collaborative learning. The study found that a community of learning does not happen just by putting trainees together into a group. Thirdly, the study demonstrated that action research should not be conducted with a predetermined problem in mind, but flexibly, to address issues that arise through the action research itself. The experience recounted here suggests that action research is much more than the technical things we do in classrooms; it also helps generate new knowledge.  相似文献   

INDEX for Volume 33 Fall 2001-Summer 2002     

《The Journal of environmental education》2013,44(4):44-46

The authors conducted an ethnography investigating children's lived experiences in a 3-day residential environmental education (EE) program with 20 gifted 4th- and 5th-grade students. The authors also conducted participant observation and a series of interviews before, during, and after the trip. After the authors conducted the interviews and collected other data, they conducted analyses that identified domains describing the children's lived experience with a residential EE program (J. P. Spradley, 1979). Through domain analysis, a theme emerged: Children's nonformal environmental-learning experience is negotiated through the feeling of having choices and enhanced through sensory perception and personal relationships. Explicit recognition of the importance of informal social interactions, unstructured time and play, and perception of choice has potential to enhance the meaningfulness of residential EE programs.  相似文献   

Australian Waste Wise Schools Program: Its Past,Present, and Future     

Amy Cutter-Mackenzie 《The Journal of environmental education》2013,44(3):165-178

The Waste Wise Schools program has a longstanding history in Australia. It is an action-based program that encourages schools to move toward zero waste through their curriculum and operating practices. This article provides a review of the program, finding that it has had notable success in reducing schools’ waste through a “reduce, reuse, and recycle” (or “three Rs”) approach. Since the program's conception, an evaluation process has continually occurred alongside the actual program. This report presents the most recent program evaluation results: a 2007 statewide survey that was administered to 1,015 primary (elementary) and secondary teachers. The article outlines the past, present, and future directions of the Waste Wise Schools program and, in doing so, discusses the broader implications for school-based environmental education programs. In particular and of most significance, the findings reveal a growing sustainability culture in Australian schools and communities.  相似文献   

The Impact of a Professional Development Program on Teachers' Understandings about Watersheds,Water Quality,and Stream Monitoring     

Jon Harbor  Barbara Cooper  Jim McDonald 《The Journal of environmental education》2013,44(3):34-40

Abstract

Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring.  相似文献   

Effects of Fishing Education Programs on Antecedents of Responsible Environmental Behavior     

William F. Siemer  Barbara A. Knuth 《The Journal of environmental education》2013,44(4):23-29

Abstract

The authors surveyed 619 participants in a national fishing education program (Hooked on Fishing-Not on Drugs) designed for youth in Grades 6-8. The survey of the youth assessed fishing and aquatic stewardship outcomes associated with different levels of program exposure (i.e., no program, programs without fishing, and programs with fishing). Youth who participated in programs that included experience-based fishing were more likely to report several desired fishing and stewardship outcomes. These data support the assumption that such programs are more likely to influence antecedents to environmentally responsible behavior than are programs without experience-based fishing.  相似文献   

跨语言学习心理测评——来自中英文阅读动机和阅读水平的证据     

官群 《外语教学理论与实践》2013,2(1):8-14

在跨语言学习测评研究中,目前尚未有学者探究同一群体的中国学生的中英文学习心理是如何相互影响,并最终影响语言能力。为弥补这一研究空白,本研究调查了中国北京267名初中生中英文阅读动机,并同时测试他们的和中英文阅读能力。在八个维度的阅读动机中,对中文作为母语和英文作为外语的阅读动机进行量化对比,中文阅读动机在自我效能感、好奇心、投入度、消遣娱乐性、社会伙伴态度五个维度上的表现高于英文阅读动机;而在学业成绩、工具性、社会家庭态度三个维度上,两者没有差异。同时,相关分析表明工具性与英文阅读水平密切相关;消遣娱乐性与中文阅读水平密切相关。此外,多元线性回归分析显示,不同维度的阅读动机分别解释中英文阅读水平的差异。这些研究结果验证了阅读动机的跨语言性迁移特征,不同的阅读动机对中英文阅读水平起着不同作用。文章最后对中英文阅读教学提出了指导意见。  相似文献   

基于FANUC数控系统用户宏程序的应用研究     

段好运 《杨凌职业技术学院学报》2009,8(3):23-27

针对用户宏程序灵活性、智能性、通用性等特点,结合具体实例分析了FANUC数控系统用户宏程序的多种编制方案,为研究开发用户宏程序提供了一些思路。  相似文献   

“双语”教学背景下的少数民族语言文学专业《中国文学系列作品选》课程探究     

叶尔肯·哈孜依 《新疆教育学院学报》2009,25(2):36-38

文章从少数民族语言文学专业学生的特点入手,就如何编写适应少数民族语言文学专业《中国文学作品选》教材以及针对课堂教学实施的教学方法进行研究,使少数民族大学生的汉语水平逐步提高,并让他们系统地掌握中国文学知识。  相似文献   

国外旅游管理专业培养方案与教学特色对我国的借鉴意义   总被引：2，自引：0，他引：2  

申洪源 《临沂师范学院学报》2009,31(6):140-144

由于各国旅游发展水平、旅游产业地位的不同,以及对旅游业重视程度及管理模式的不同,导致旅游教育的形式和方法也不尽相同．澳大利亚、瑞士、美国是目前世界上旅游教育发达的国家,通过分析研究这些国家著名高校旅游管理专业的培养方案和教学特色,探讨其先进的教育模式和教育理念对我国的借鉴意义,从而促进我国旅游教育水平的改善和提高．  相似文献   

以《背影》教学看语文新旧课程散文阅读教学的特点     

皮加飞  肖静 《贵州教育学院学报》2009,25(7):27-29

在新课改中,语文课程应致力于学生语文素养的形成与发展,阅读教学则是实现这一目标的重要途径。课堂阅读教学必须关注学生的生命价值,给学生以主：力探索、自主支配的时间和空间,借此来构建平等、合作、民主的良好的师生关系。作为新的教学方式,它是对传统教学方式的挑战与革新,以新旧教材《背影》为例,对散文阅读教学进行探讨。  相似文献