巧用概念图开展小学数学教学研究     

张伙金 《天津教育》2021,(4):80-81

概念图是小学课堂中重要的教学手段,它可以通过图片的形式,将数学知识点之间的联系表达出来,有利于培养学生的数学学科综合素养。本次研究根据小学生的特点,帮助学生培养运用概念图的习惯,以期获得良好的小学数学教学效果。  相似文献   

    

Florence Chang  Marco A. Mu?oz 《Journal of Personnel Evaluation in Education》2006,19(1-2):35-49

There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed.  相似文献   

Elementary school children’s understanding of science: The implementation of an extracurricular science intervention     

《Contemporary educational psychology》2017

The promotion of students’ achievement and competence in the so-called STEM disciplines is one cornerstone of current educational research and practice. In particular, as early as elementary school, the fostering of an adequate understanding of science is a normative goal of science education. It facilitates students’ science learning and enables them to understand the nature and development of scientific knowledge. Based on the relevance of the promotion of young children’s understanding of science, a corresponding science intervention was recently developed and successfully evaluated in a first study under highly controlled conditions. The goal of the present study was to investigate the effectiveness of this intervention when implemented in practice. One hundred seventeen third- and fourth-grade students and 10 trained course instructors participated in this study. We applied a randomized block design with waitlist control groups and repeated measures. The results revealed that children assigned to the intervention compared with children assigned to the waitlist control group showed better inquiry-related methodological competencies (a better understanding of the scientific inquiry cycle and experimentation strategies) and a higher need for cognition. The findings point to the successful implementation of the intervention and are compared with the results of the first study.  相似文献   

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers     

《Studies in Educational Evaluation》2017

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.  相似文献   

Gender-preferential intergenerational patterns in primary educational attainment: An econometric approach to a case in rural Mindanao,the Philippines     

《International Journal of Educational Development》2016

This study investigates the factors determining children's educational attainment, focusing on gender-differential intergenerational patterns, by employing a case study from rural Mindanao. The result mainly shows, unlike general trends in developing countries, educational attainment is more favorable for girls; maternal education level is equally associated with daughters’ and sons’ education levels, and paternal education level is preferentially favorable to their sons. To reduce the disparity, suggestions include providing boy-specific interventions to enhance the magnitude of the father–son educational virtuous circle and comparing the magnitude of gender-equal maternal and boy-preferential paternal education influences to specify which effect is larger.  相似文献   

EUROPEAN DISSERTATION SUMMARIES     

Mijung Kim  Aik‐Ling Tan 《International Journal of Science Education》2013,35(4):465-472

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.  相似文献   

建构和完善育人体系增强农村学校法纪教育的实效性     

袁纪玮 《绵阳师范学院学报》2007,26(9):101-105

随着我国农村经济改革的不断深入,农民物质文化生活得到了很大改善和提高,但是,农村学校法纪教育缺失问题在各地农村仍然极为明显,中小学生的安全、教育、情感、心理等一系列问题日益突击。尤其是农村学校中的违法乱纪现象急剧上升,已变成为严重的社会问题。本文通过对农村学校法纪教育的现状及其成因和教育思路的探讨,以此来增强农村各级组织和学校对这一特殊群体的法纪教育意识,从而减少农村学校中的违法犯罪并同时得到社会各方面的关注。  相似文献   

分块矩阵初等变换及其应用     

史永铨 《淮南师范学院学报》2002,4(2):1-3

章介绍了分块矩阵的初等变换的概念，分块矩阵初等变换与分块矩阵乘法之间的联系，以及分矩阵初等变换的应用。  相似文献   

当代西方教师专业学习共同体的理论与实践     

陈晓端  任宝贵 《陕西师范大学继续教育学报》2011,(1)

随着教师专业化发展和不断提高教育质量的迫切要求,当代西方专业学习共同体理论也应运而生。在历经了共同体理论、学习型组织理论、学习共同体理论之后,教师专业学习共同体理论也逐渐完善,并在促进教师专业发展的实践中产生了非常积极的作用。成功的专业学习共同体不仅具有共享和支持性的领导、共同的价值观和愿景、共同学习和应用、共享的个人实践、支持性条件等五个特征,而且还具有专注于学习、合作的文化、聚焦于成果等基本理念。  相似文献   

Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country     

George Woodward  Don Galagedera 《International Journal of Educational Development》2006,26(6):631-639

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.  相似文献