Development of a cognition‐priming model describing learning in a STEM classroom     

Richard Lamb  Tariq Akmal  Kaylan Petrie 《科学教学研究杂志》2015,52(3):410-437

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《初等数论》教学方法探究     

徐进 《淮南师范学院学报》2015,(3)

首先介绍初等数论的知识体系,然后指出学生在学习时所遇到的问题,最后结合教学的体会,初等数论的教学目标、特点、规律,给出了有关初等数论教学的几点思考。  相似文献   

Inclusion Practices in Elementary Physical Education: A Social-cognitive Perspective     

Jihoun An  Karen S. Meaney 《International Journal of Disability, Development & Education》2015,62(2):143-157

This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura’s social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students’ needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher’s behaviours) in GPE were constructed by the dynamic interactions between teachers’ knowledge of disability and motivation to learn about their students (personal factors) and children’s needs and learning goals (environment).  相似文献   

What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence     

Jessica Kornmann  Ingo Zettler  Yvonne Kammerer  Peter Gerjets  Ulrich Trautwein 《High Ability Studies》2015,26(1):75-92

Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students.  相似文献   

信息技术在小学教育体育专业田径普修课教学中的应用     

史敏  陈波 《湖南第一师范学报》2015,(2)

信息技术应用于小学教育体育专业田径普修课教学是提高教学质量的有效方法。优化教学内容和拓宽教学时空应加强开发互联网资源,发挥理论指导实践及两者相互渗透应制作田径多媒体课件,提高学生参与主动性应使用视频图像技术记录和分析学生技能表现,实现对学生进行过程性评价应充分利用计算机管理优势。  相似文献   

Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity     

Jennifer Schellinger  Lama Z. Jaber  Sherry A. Southerland 《科学教学研究杂志》2022,59(1):30-57

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Why this app: Can a video-based intervention help parents identify quality educational apps?     

Heather Ann Pearson  Armaghan Montazami  Adam Kenneth Dubé 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(3):712-733

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农村基础教育数字资源应用现状与建设模型     

谢斌 《天水师范学院学报》2014,(2):100-104

基础教育数字资源匮乏成为制约农村学校教育信息化的瓶颈,数字资源的建设离不开熟练掌握信息技术的一线教师。通过对“国培计划”200名学员的现代教育技术能力现状调查,获得教师一线基础教育数字资源应用现状相关数据,在数据分析的基础上以全新的视角提出了自上而下试验——推广、自下而上的案例汇编以及上下结合的资源整合三种建设模型。  相似文献   

创新评价机制点亮美术课堂--对小班化美术评价的思考     

邹绿冬 《科教文汇》2014,(33):165-166

课堂评价是小学美术教学的重要环节,是激发学生美术学习兴趣、培养美术综合能力的重要途径。本文指出,当代小班化课堂仍沿用传统大班的美术课堂评价机制,存在很多问题,这严重影响了小班化优势的发挥。为适应小班化要求,应树立“学生中心”的课堂评价观。同时本文重点论述了多元评价方法的实施策略,强调美术评语要有“美术味儿”,以此激励学生,进而增强学生的兴趣和信心,唤醒学生对美术的热爱之情,点亮小学美术课堂。  相似文献   

情境教学法在小学体育教学中的运用     

洪雅秀 《福建体育科技》2014,33(5):62-64

阐述了情境教学法在小学体育教学中的作用和具体实施策略。通过创设游戏情境、问题情境、音乐情境和信息情境,有助于小学生充分融入轻松、愉快的教学情境中,从而不断提升小学生的身体素质和思想意识,发挥小学体育教学的价值和作用。  相似文献