The effect of peer group performance on the self-concept of reading in a foreign language     

Rianne Janssen  Sofie Wouters  Tine Huygh  Katrijn Denies  Karine Verschueren 《教育心理学》2015,35(2):158-175

According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one’s own achievement, but also in a negative way by one’s relative achievement in comparison with one’s immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates.  相似文献   

Font legibility in first year primary students / Legibilidad de distintos tipos de letra en alumnos de primero de primaria     

Juan C. Ripoll 《Infancia y Aprendizaje》2015,38(3):600-616

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高职文言文诵读教学的难点及对策     

许洁 《江苏教育研究》2008,(23):41-43

要提高高职学生文言文学习的成效,必须重视诵读教学。本文重点分析高职学生文言文诵读教学的现状,并有针对性地提出了诵读教学的实施策略。  相似文献   

Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?     

Beverly Plester  Clare Wood  Victoria Bell 《Literacy》2008,42(3):137-144

This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.  相似文献   

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development     

Kyle C. Levesque  Helen L. Breadmore  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):10-26

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小学英语绘本阅读教学中提升学生思维的有效策略     

王兰 《天津教育》2021,(6):154-155

在小学英语教学过程中要重视绘本的应用。本文主要分析了小学英语绘本阅读对培养学生思维的作用,对绘本阅读教学过程中存在的问题进行剖析,提出了在绘本阅读教学中培养学生思维的有效策略,力图创新小学英语教学方式,调动学生绘本阅读的积极性,促进学生英语思维能力的提高。  相似文献   

重视数学阅读,打造深度学习课堂     

李乖乖 《天津教育》2021,(6):183-184

许多小学数学教师已然认识到了开展小学数学阅读活动和制定科学的教学方法,对提高学生的计算能力和思维能力的重要作用。所以,教师在教学过程中要积极探索科学的教学方法培养学生的有效阅读能力,这样学生才能够更好地理解和学习数学知识,提高学生的解题思维能力和学习有效性。以下便对数学阅读活动的开展和深度学习课堂的构建进行分析和探究。  相似文献   

读写结合在小学语文教育教学中的应用     

梁红珍 《天津教育》2021,(8):157-158

本文首先分析其应用的意义,能够实现阅读水平和写作能力的同步提升。其次分析通过调整读写教学顺序;创新多样化读写形式,包括仿写、续写、改写和随写,增强学生的阅读理解和感悟能力,确保学生的作文更加具有吸引性和感染力,从而促进学生的语文素养和综合素质能力得到明显的发展。  相似文献   

核心素养视野下的小学语文群文阅读教学研究     

刘红新 《天津教育》2021,(9):74-76

在教育改革不断深入的背景下,小学语文阅读教学获得了越来越高的重视。在当前的阅读教学中,群文阅读逐渐成了主要的发展趋势,而且众多教育工作者也针对群文阅读做了很多研究。另外,当前对培养核心素养特别重视,因此开展小学语文的群文阅读也要以核心素养为基础,从而在完成阅读教学的同时令学生的语文核心素养得到良好培养。基于此,本文针对核心素养视野下的小学语文群文阅读教学展开了分析。  相似文献   

探究培养小学生课外阅读兴趣的方法     

李玉霞 《天津教育》2021,(3):185-186

小学生课外阅读兴趣的培养具有重要的意义。为了增加学生的阅读积累量,使其能在学习中发挥自己的能力,激发阅读兴趣,本文阐述了小学生课外阅读现状,提出了培养小学生课外阅读兴趣的方法。有效引导学生进行课外阅读,对学生的语文学习有着重要的意义,能使学生在今后的学习中具备完善的知识基础。  相似文献