Funds of High School to College Knowledge: Exploring Low-Income Student Perceptions of College Writing

This narrative study tracks low-income student perceptions of college writing. The study uses the Funds of Knowledge theoretical framework to suggest that underperforming high schools—like diverse households and families—socialize students into bodies of knowledge that are academically relevant regardless of whether or not they resemble institutional standards. Findings indicate that students are socialized to perceive college writing in ways that stigmatize high school knowledge and reduce postsecondary opportunity.     

论当前中小学教师所应具备的新素质

由于现代信息技术被广泛应用于中小学而使中小学教学呈现出一系列新的特征,鉴于此,中小学教师必须具备多媒体使用技能、掌握现代教育技术理论等新素质,必须采取加强培训、建立竞争机制等对策以保证新素质的养成。     

资优高中生高考科目的选择特征分析

本研究对来自全国26个省份265所优质高中的18 618名资优高中生进行了高中生发展与核心能力测评(Assessment of Core Competencies,ACC)问卷调查,得到高考综合改革政策下资优高中生的选考科目特征,资优高中生的优势科目和兴趣科目的吻合程度、学习时间分配,以及选考不同科目学生的学习压力和学习感受等统计数据。对考生选考科目的特征进行分析,有利于为高考改革提供数据支撑,有利于引导高中课程改革和探索教学新模式,有利于高校创新人才培养模式改革。     

试论新课改中教师必备的思想和知识条件

新的课程改革和新课程标准从2000年进入实验阶段到现在已经全面铺开,这就对当前的教师提出了更高的要求。如何适应现代教育的需要,培养适应新课程改革的教师,以及如何解决当前教师教育思想转型和知识结构调整就成为当前教育的一大课题。     

初高中化学知识的衔接与过渡

根据原初、高中教学大纲编写的初、高中化学教材,有它完整的系统性、科学性和延续性.由于河北省初中提前进入了新课改,而高中的课改工作还未启动,高一新生面临着严重的化学知识欠缺问题.     

Implicit Knowledge, Explicit Knowledge and Interactive High School English Instruction

This article,first introduces the terms of implicit knowledge(IK),explicit knowledge(EK) and their distinctions in the process of English language learning,then advocates interactive English instruction in high schools,aiming at improving the learners' communicative competence.It provides an instruction design,which lays emphasis on the conversion of the EK into IK by practicing the former orally so as to interactively internalize the latter,thus,facilitating the learners' language communicative competence.     

A Study of Unethical Academic Behavior in High School and College

Abstract

With the objective of investigating sex-typed interests as possible causes of difference in mathematics achievement between the sexes, this study made use of longitudinal data from the Growth Study, begun at Educational Testing Service (ETS) in 1961. Growth in mathematics achievement as measured by STEP Math and SCAT-Q was compared with changing interest patterns as reflected in certain biographical questionnaire responses. At grade 5 there were no differences in achievement but thereafter the boys pulled ahead, while parallel differences emerged in the percentage perceiving mathematics as interesting and as likely to be helpful in earning a living.     

高中课程学习中性别特征与友谊的作用——国外一项研究的新发现

如何提高女生在高中数学和科学课程中的学业成绩,一直都为各国学者和教育工作者所关注。美国奥斯汀得克萨斯大学的Catherine Riegle-Crumb教授和宾西法尼亚大学的George Farkas教授探究了性别、友谊和学业成绩之间的关系,特别关注了女性朋友对促进女生学习科学和数学课程的潜力。本文介绍了他们的这一研究成果,以期对我国教育研究和实践有所启示。     

High School Economic Composition and College Persistence

Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches.     

高中学生薄弱科目的成因及转变对策

“寸有所长,尺有所短”,高中学生在九个科目的学习中出现一两科薄弱科目属正常现象。如果把某届学生按照入学成绩从高到低划分六组,前三组学生属于我们常说的“优生”,不存在真正意义上的弱科;而后两组学生不只是分数低,他们的学习意志和自律能力低于前三组,特别在学习上的薄弱科目更是不可想象的,学科知识积累近乎为零,学习无从下手,     

论高中语文隐性知识教学

现行考试评价制度下,高考语文考核更多的是三维目标中的"知识与技能"。导致部分高中语文教师把三年的语文教学压缩在一年内完成,剩下时间着重练习语文显性知识点,为高考做准备;作为知识的另一种类型"隐性知识"往往忽略。而语文隐性知识对"过程与方法"、"情感态度与价值观"两个培养目标的影响却十分重大,高中语文教师应高度重视。     

大学语文与中学语文教育之比较

中学语文教育与大学语文教育作为语文教育的不同教育阶段,两者总的教育目标是一致的,即基本任务是教文,终极目标是育人。同时,两者在素质教育中又表现出明显的差异性。与中学语文教育相比,大学语文应更重视学生主体性的发挥,应更具开放性,应更注重个性发展,应更充分地运用现代化教学手段。     

用研究性学习方式进行高中学科教学

在高中学科教学中渗透研究性学习对转变教师教学观念和教学行为，营造研究氛围，培养学生探究能力是有效的。开学研究性学习必须重视过程、应用、体验和参与，并用“课题学习”方式体现在学科教学中。     

Articulation of Conceptual Knowledge and Argumentation Practices by High School Students in Evolution Problems

The oral arguments of 12th grade students while solving tasks related to evolution are examined. Two groups (N = 45), taught by the same teacher, were studied during a complete teaching sequence. The paper focuses on data from the last sessions, devoted to solving problems in small groups, problems related to different dimensions of the evolutionary model. Data include video recordings, the students’ written productions and the researcher (first author) field notes. The objective is to examine the process of articulation of students’ argumentation practices with their use of evolutionary models. The results show that participants were able to apply notions such as common ancestors, radiation, or gradualism to different contexts. The arguments required the articulation of evolution notions with argumentative practices as coordinating evidence with claims at different epistemic levels. The influence of the teacher’s strategies in the students’ role is discussed.