美国中小学“21世纪技能”计划及启示     

靳昕  蔡敏 《外国教育研究》2011,(2):50-54,77

21世纪的经济、科技和社会等方面的发展变化对人才培养提出了新的要求,为此,美国基础教育界开展了"21世纪技能"计划。经过近十年来的探索和实践,目前已有14个州全面实施了该计划。该计划的技能框架以核心学科为基础,以期发展学生的学习与创新技能,信息、媒体和技术技能,生活和职业技能。其实施策略包括:制定标准和实施评价;改革课程与教学;促进教师专业发展;创设学习环境。  相似文献   

印度农村初等教育教师在职培训机会差异研究     

于海英  张广斌 《外国教育研究》2011,(10)

随着义务教育的普及,印度农村师资的需求不断扩大,因此通过各种渠道招募了不同素质水平的教师。为了提高教育教学质量,印度政府从中央到地方采取不同措施开展教师在职培训。在农村初等教育教师在职培训中存在诸如机会的区域差异、学段差异、办学主体差异、性别差异等问题。印度政府解决农村教师培训机会问题的对策对于思考我国基础教育中农村教师的培训问题有着一定的启示。  相似文献   

美国中小学领域“教育增值评估体系”研究   总被引：1，自引：0，他引：1  

吕敏霞 《外国教育研究》2011,(3):14-19

目前,美国中小学领域中的"教育增值评估体系"是在国家重视教育问责、鼓励建立新一轮绩效工资制度的背景下产生的,教育增值的计算原理和计算结果的有效性成为其立论基础。该体系的实施以增值评估的统计分析方法为前提,现实中有很多具体案例。除了评估学校与教师的工作绩效以计算绩效收入外,教育增值评估体系的内容范畴还涉及教师专业发展、职前教师培养和教师从教资格与级别的认证等方面。  相似文献   

小学汉语教学如何应对网络语言     

朱佩 《金华职业技术学院学报》2011,11(2):35-38

随着信息技术的进步、互联网络的普及,小学生成为网民群体的重要组成部分,他们在网上交流时越来越频繁地使用、传播、创造网络语言。在这个过程中,小学汉语教师要通过＂上网＂追求年轻化,并因此正确认识网络语言,更好地引导小学生正确对待、使用汉语;小学生要通过＂上课＂追求规范化,使课堂成为汉语规范的主阵地,不断提高小学生在网络交流时辨别网络语言正误、良莠、美丑的能力,使小学生规范地使用汉语,使用优美的汉语,并力求在传承的基础上发展,在规范的基础上创新。  相似文献   

Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning     

Ellen M. Granger  Todd H. Bevis  Sherry A. Southerland  Yavuz Saka  Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370

This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

“品德与社会”课堂有效性教学的“五激”策略     

李喆 《苏州教育学院学报》2011,28(3):107-108

＂品德与社会＂课程是在小学中高年级开设的一门以儿童社会生活为基础,促进学生良好品德形成和社会性发展的综合课程。提高＂品德与社会＂新课程课堂教学的有效性可从课前准备,激活学生的已有经验;新课导入,激起学生的学习欲望;主题学习,激发学生的道德情感;多元评价,激励学生的行为意志;课外延伸,激增学生的良好习惯五方面着手。  相似文献   

小学语文教学的人文精神     

杨冰  李如 《重庆第二师范学院学报》2011,24(5):166-169

人文精神的缺失是我国基础教育存在的严重弊端。本文列举了小学语文教学人文教育缺失状况,提出在小学语文教学中进行人文精神的渗透,必须立足课堂、拓展课外;植根教材、走向生活;重视朗读、紧扣情感;尊重个性、注重体验。  相似文献   

从同质公平到差异公平——美国基础教育财政政策中公平理念的转变、应用与启示     

付建军 《广东广播电视大学学报》2011,20(4):88-92

20世纪90年代后期,美国基础教育财政体制实现了从“公平性财政”向“充足性财政”的转变。从“公平性财政”到“充足性财政”凸显了内涵于美国基础教育财政政策中公平理念从同质向差异的转化,这种从同质公平向差异公平的理念转化具体表现为美国基础教育财政政策中“充足性财政政策”的产生和运用。“充足性财政政策”降低了美国基础教育中的财政分配不公平程度,为中国的义务教育财政改革提供了借鉴可能。  相似文献   

基础教育阶段英语教师的课堂结课艺术     

夏莲茹 《南阳师范学院学报》2011,10(7):103-105

作为课堂教学的最后一个环节,结课艺术对语言教师的课堂教学效果起着画龙点睛的作用。好的结课是巩固课堂教学内容、保证教学效果和开发学生智力的良机。本文论述了结课艺术在英语课堂教学中的作用,探讨了归纳总结、竞赛、激励、首尾呼应等艺术性的结课方法,从而给广大语言教师提供了有用的教学启示。  相似文献   

Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8     

Kevin Mercier  Corinne Donovan  Anne Gibbone  Kimberly Rozga 《Research quarterly for exercise and sport》2017,88(3):307-315

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.  相似文献