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Relations between mothers' mind-mindedness (appropriate and nonattuned mind-related comments) at 8 months (N = 206), and children's educational attainment at ages 7 (n = 158) and 11 (n = 156) were investigated in a British sample. Appropriate mind-related comments were positively correlated with reading and mathematics performance at both ages but only in the low-socioeconomic status (SES) group. Path analyses showed that in the low-SES group, appropriate mind-related comments directly predicted age-11 reading performance, with age-4 verbal ability mediating the relation between appropriate mind-related comments and age-7 reading. In contrast, maternal sensitivity and infant–mother attachment security did not predict children's educational attainment. These findings are discussed in terms of genetic and environmental contributions to reading and mathematics performance. 相似文献
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本文从关注教学效果、关注教学效率、关注教学效益三方面提出了当前生物学多媒体公开课教学评价的新理念。 相似文献
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上期说到快乐宫殿的小精灵巴蒂尔被魔术师芭比弹射到了人类世界，掉进了“大炮弹”和“小豆芽”的家里。兄妹俩决定帮助巴蒂尔找到西摩医生，修复受损的翅膀，重返快乐宫殿。在“小魔方”的提示下，“大炮弹”解开了巴蒂尔锦囊内的漂流救助暗号，这时—— 相似文献
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Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated with doing knowledge building work. To address these challenges, we must examine not just what gets constructed (the scientific ideas), but how knowledge is co-constructed by teachers and students (the process of building those ideas) amidst uncertainty. In this study, we propose a conceptual tool for identifying organizational, epistemic, and interpretive metadiscourse markers (MDMs) in science talk. We highlight how teachers and students use these three types of MDMs as they navigate uncertainty while connecting ideas within and across multiple turns of talk, leveraging resources for knowledge building, and making interpretations about one another's ideas. We conclude with a set of suggestions for how researchers and teachers can utilize this framework to attend to the ways that MDMs index the organizational, epistemic, and interpretive dimensions of uncertainty in the knowledge building process. 相似文献
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