解读"没有教不好的学生,只有不会教的老师"

文章从教育理念、教育实践过程及其关系的角度,对“没有教不好的学生,只有不会教的老师”,作出了合情合理的诠释,并阐述了以教育评价标准作解读的错误性。     

勤于赏识善于点拨乐于搭台--浅谈作文评讲如何促使学生可持续发展

作文评讲是习作教学的重要环节。作为一种教学手段，作文评讲应着眼于人，关注学生个性和潜能，促进学生作文素质可持续发展。那么作文评讲如何促使学生持续发展呢？     

激发内外动机引导主动学习

学习动机是学生把学习愿望化为学习行动的心理动因,是发动和维持学习行动的力量.从理论上和实践上探讨学生的学习动机问题是非常必要的.教育者应掌握学生学习心理,遵循教育规律,通过必要的教学手段,引发学习兴趣,强化内部动机;提供诱因,激发外部学习动机,从而引导学生主动学习.     

激发内外动机 引导主动学习

学习动机是学生把学习愿望化为学习行动的心理动因，是发动和维持学习行动的力量，从理论上和实践上探讨学生的学习动机问题是非常必要的，教育者应掌握学生学习心理，遵循教育规律，通过必要的教学手段，引发学习兴趣，强化内部动机；提供诱因，激发外部学习动机，从而引导学生主动学习。     

授之以乐学 报之以成功

在语文教学中怎样帮助学生成功，树立成功意识，培养成功个性，调动学习积极性，我认为最好的办法就是创设成功环境，促使学生乐学、爱学，在全身心学习中表现自己的才华，欣赏目标实现后的喜悦，增强自豪感。     

Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings

Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.     

高中生英语词汇学习的困难及解决的方法

以探讨高中生学习英语词汇的困难为切入点,简要分析了词汇教学的内容和现状,并结合学生学习的具体情况提出了如何在学习中开展词汇学习的方法和技巧.     

学会学习、学会研究、学会创新——对本科生、硕士生、博士生素质教育的思考

针对社会发展对不同层次人才的不同素质需求,指出我国高等院校在开展素质教育时应不同层次区别对待.提出本科生应重点学会学习、硕士生应重点学会研究、博士生应重点学会创新的素质教育培养目标,同时就如何实现相应的素质教育培养目标提出建议.     

英国中小学德育建设经验及其启示

英国学校德育建设的成功经验有：政府重视，大学配合，社会支持；德育目标明确；德育内容联系社会实际．核心道德价值观明确；德育教材形象生动；课堂教学开放；重视公民教育。我国学校德育工作应借鉴英国学校德育建设的成功经验，并做如下改进：德育教材要密切联系学生的生活；改变传统的教学方式，促进学生自我教育；充分发挥各学科教学的德育功能。     

If We Teach Them, They Can Learn: Young Students Views of Nature of Science During an Informal Science Education Program

There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs.     

司法判决书难以文学化

从法院判决书开始附设“法官后语”以来,越来越多的法律人开始尝试在判决书上展现文学特色。但是司法判决书是否能够文学化呢？笔者从司法判决书文学化的理论根源——法律与文学运动、法律与文学的关系以及司法判决书文学化会导致的后果来分析,得出司法判决书是难以文学化的结论。     

Why Johnny Can't Prove

The one sentence answer to the question in the title is that the ability to prove depends on forms of knowledge to which most students are rarely if ever exposed. The paper gives a more detailed analysis, drawing on research in mathematics education and classroom experiences.This revised version was published online in September 2005 with corrections to the Cover Date.     

我们看不见澳大利亚

<正> 老师:澳大利亚和月球哪个离我们更远些? 博比:澳大利亚。老师:你为什么这么说呢?     

“我不能”的葬礼

常言道:失败乃成功之母。这也是我们在失败时经常用来鼓励自己继续前行的话。如果说这句话略带点阿Q,是精神胜利法的话,那么下面这则小故事则给人置之死地而后生的破釜沉舟的勇气和力量。细细品味吧!     

Learn to Learn a Foreign Language

This essay is a practical step to Learning Theory.By comparing cognitive learning with non-cognitive learning,the author tries to lay emphasis on creative foreign language learning.