大学生数学素养教育的实践与思考——《数学欣赏》课程的背景、内容、特色、效果与思考     

张文俊 《数学教育学报》2011,(5):13

本文简要介绍作者在深圳大学为大学本科生和深圳市中学数学教师开设《数学欣赏》课程的背景、内容、特色、效果与思考.该课程从1998年开始开设,听过本课的中学老师与大学生有两千余人.本课程为使学生正确认识数学本质与价值、激发数学学习兴趣、提高数学修养而开设.课程共分8章:第一章数学之魂,通过分析数学的对象、内容、特点、思考方式等,揭示数学与自然和社会的密切关系,领悟数学知识、方法、思想的深刻性、普适性与可靠性,  相似文献   

Community College Counseling: Why Are Research Outcomes So Elusive?          下载免费PDF全文

Alan M. Schwitzer  Shana Pribesh  Amanda Ellis‐O'Quinn  Patricia B. Huber  Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.  相似文献   

把“愉快教学”引进英语课堂     

曹爱萍 《科教文汇》2011,(26):125-125,195

要上好一节英语课,提高英语课堂教学质量,为学生创造一个轻松愉快的学习氛围,教师必须改变陈旧的教学模式,将愉快教学引进英语课堂。  相似文献   

Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities     

Richard Crombie  Lesley Sullivan  Kate Walker  Rebecca Warnock 《Support for Learning》2014,29(1):7-23

This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.  相似文献   

论马克思群众观的创新运用简     

杨青友 《哈尔滨学院学报》2014,(3):17-20

马克思群众观是唯物史观的核心，揭示了人民群众是推动历史发展的主动力。阐释了人民群众的利益主体地位，形成了丰富的党群关系思想，创造性地提出了无产阶级政党和政权的权力理论及思想。立足现实，文章从加强思想教育、建立完善践行马克思群众观制度机制、创新践行马克思群众观方式方法三个方面创新运用马克思群众观。  相似文献   

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond     

Adam E. Wyse  Eric M. Stickney  David Butz  Amanda Beckler  Catherine N. Close 《Educational Measurement》2020,39(3):60-64

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.  相似文献   

Research Training Needs of Scientist‐Practitioners: Implications for Counselor Education          下载免费PDF全文

Christina Hamme Peterson  Sean B. Hall  Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94

Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools.  相似文献   

论阅读教学中“教”“学”主体的转变     

黄朝霞 《湖南第一师范学报》2011,11(6):43-47

在应试教育的大背景下，阅读教学已经异化为应试教学，沦落为应试教育的手段。阅读教学要做到优质高效，并对整个小学语文教学起到重要的拉动作用，必须实现由“教”到“学”的主体转变，即课堂教学要由从以教师“教”为中心转变到以学生“学”为中心。只有经历这样的转变，阅读教学才能实现质的跨越。  相似文献   

A post-social conceptual framework for exploring object narratives in sport organisations     

《Sport Management Review》2017,20(1):20-32

In this article we propose a theoretical framework for narrative analysis that gives voice to objects in sport organisations. Despite considerable interest in the symbolic and mnemonic potency of some sporting objects – most notably memorabilia – many organisational objects go unnoticed, whilst little attention has been paid to methods for gathering stories from inanimate objects. We suggest that material objects in sport organisations participate in narrative production and therefore constitute a rich investigative site. We adopt a post-social approach to narrative methodology where objects are recognised as non-human actors in organisational sense-making, not as narrative repositories that ‘contain’ stories and memories. A three-domain research framework is developed recommending an approach to eliciting an object narrative within a sport organisation. First, object materiality exposes the significant networks of forces, materials and people – and therefore episodes and actors – that engage with and through objects. Second, since people and objects are enmeshed in sequenced, workplace activities, object practice allows organisational agents to define what stories objects can tell whilst objects reciprocally bound the scope of human performance. Third, object biography provides a strategy to map the connections and transitions that occur over the lifecourse of an object, which reveals a changing web of organisational relations.  相似文献   

Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system     

Lena Svennberg 《Physical Education & Sport Pedagogy》2017,22(3):257-269

Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.  相似文献