浅谈初中物理实验教学中的"三变"

自2001年教育部颁布<九年义务教育物理课程标准>后,初中物理教材发生了很大的变化,整个初中物理教材由八年级上册、八年级下册和九年级全一册三本教材组成.其中包含了"探究"、"演示"、"想想做做、想想议议"、"STS"、"科学世界"和"动手动脑学物理"等几个栏目.     

初语课本中值得商榷的几处多音字

笔者在教学中发现,人教版八年级《语文》下册、九年级《语文》上册中有几处字的读音需待商榷,现列举如下：     

初中鲁迅作品专题教学设想

现行人民教育出版社初中语文课本中,鲁迅的作品被选编九篇,分别是:七年级上册的第21课《风筝》(第五单元),七年级下册的第1课《从百草园到三味书屋》(第一单元)与第16课《社戏》(第四单元),八年级上册的第6课《阿长与〈山海经〉》(第二单元),八年级下册的第1课《藤野先生》(第一单元)和第6课《雪》(第二单元),     

浅析人教版初中鲁迅课文的内在联系

人教版初中语文教材一共收录鲁迅九篇文章：《风筝》（七年级上册）、《从百草园到三味书屋》《社戏》（七年级下册）、《阿长与〈山海经〉》（八年级上册）、《藤野先生》《雪》（八年级下册）、《故乡》《中国人失掉自信力了吗》（九年级上册）、《孔乙己》（九年级下册）,     

突出物理规律 加强联系实际——职工业余高中课本《物理》简介

<正> 人民教育出版社出版的职工业余中等学校高中课本《物理》(试用本),是根据国家教育委员会1985年颁布的《职工业余中等学校高中物理教学大纲(试行草案)》编写的。全收分上下两册,上册包括力学和热学,下册包括电学、光学和原子物理,教学时数为170课时。编写这套课本的指导思想     

“诵读欣赏”教学探微

九年义务教育苏教版语文教材中,各单元的"诵读欣赏"部分是一个亮点。"诵读欣赏"以诗词美文为主,所选文章与各单元的主题相关。如七年级下册"爱护动物"单元选的是《蝉》《孤雁》《鹧鸪》,八年级上册的"爱国情怀"单元选的是革命烈士诗两首《把牢底坐穿》《花》,九年级下册"戏剧教学"单元选的是《莎     

一幅插图一个故事

据统计,现行“人教版”初中《物理》教材中共有插图550多幅,其中八年级上册175幅,下册146幅,九年级全一册229幅。称这套教材言简意赅、图文并茂,一点也不为过。     

人教版义务教育课程标准实验教科书《地理》(八年级下册)介绍

根据教育部制订的《全日制义务教育地理课程标准(实验稿)》(以下简称《地理课程标准》),课程教材研究所地理课程教材研究开发中心研制开发了一套义务教育课程标准实验教科书《地理》,全套书共四册,其中,七年级上册介绍地理学的有关基本慨念、基本原理;七年级下册讲述世界区域地理;八年级上册讲述中国地理总论部分;八年级下册讲述中国区域地理部分。本套教科书的七年级上册和下册,八年级上册都已经通过教育部初审并进入实验阶段。八年级下册也于2002年11月通过审查即将进入实验区。下面对此册教科书的编写思路和编写特点做一简要介绍。     

烟雨人生天地宽——跟着教材读苏轼

<正>苏轼,对于初中学生来说并不陌生。在小学部编语文教材中,就有《惠崇春江晚景》《题西林壁》等多篇脍炙人口的苏诗。初中语文部编教材中,共选了苏轼的五篇作品:《记承天寺夜游》(八年级上册第三单元)、《卜算子·黄州定慧院寓居作》(八年级下册课外古诗词诵读)、《水调歌头》(九年级上册第三单元)、     

常见电路火灾的“元凶”——导线接头

八年级《物理》(人教版)下册课本第51页动手动脑学物理第6题:在家庭电路中,导线相互连接处往往比别处更容易发热,加速老化,甚至引起火灾.这是为什么?     

Content,format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.     

The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya‐speaking fifth‐graders

This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety‐nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo‐word reading in both languages. Forty‐eight of the children attended Oriya‐medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty‐one children attended English‐medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo‐words for the children in the Oriya‐medium schools. However, it only contributed to Oriya pseudo‐word reading and English word reading for children in the English‐medium schools. Phonological awareness in English contributed to English word and pseudo‐word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross‐language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language.     

Reading reform in Egypt: Do the second-grade textbooks reflect the new direction?

In light of disappointing scores on the Early Grade Reading Assessment (EGRA) and the Progress in International Reading Literacy Study (PIRLS), Arabic-speaking countries have begun to reexamine, and in some case reform, how they teach reading in the early grades. Egypt was one of the first countries to initiate early-grade reading reforms in 2010. This article presents a single case study from Egypt, examining whether the grade 2 Arabic-language textbook supports its reform goals. Data were collected through detailed content analysis of the textbook and coded using a “best practices” framework. While the textbook has strengths, it is not consistently in alignment with current research on reading in Arabic. We contend that modest textbook reform could be the easiest and fastest way to improve the teaching and learning of reading in Egypt and the region, in part because teachers depend so heavily on textbooks for lesson structure and because textbooks are generally available.     

Reading Materials Adaption for English Language Training

According to the observance of ELT(English Language Training)classes in China,the selection of reading materials becomes a big problem.Most teachers there are in a traditional way of following the textbooks,and regard texts given in those books as the sole resource of teaching materials.However,those texts are not ideal for all situations,and when there are problems,we need to make improvements instead of sticking to the authority of textbooks.In this paper the author will illustrate the necessity of adapting reading textbooks mainly in a Chinese ELT context and set forth some corresponding suggestions about adaption in different cases.     

物理阅读教学中的科学之美

阅读是人们汲取知识的主要手段和认识世界的重要途径之一,是人类社会生活的一项重要活动。加强学科阅读能力的培养,已显得尤为重要。况且,阅读本身就是一种独特的教学方法。在物理阅读教学中的美学视角下,浅论在物理教材中发掘科学美的素材来进行审美感受和鉴赏能力的培养。     

Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.     

小学数学教材使用的现状透视及解读策略研究——以人教版小学数学教材为例

对教材进行解读研究是每个小学数学教师必备的基本能力。读懂教材是使用教材、有效教学的基础。但在教学实践中,仍存在诸多问题。因此,本文提出多视角解读教材的策略,即从编者角度去钻研教材,领会意图,把握特点;从学生角度去钻研教材,以人为本,贴近生活;从教师角度去钻研教材,发挥优势,活化教材。     

小学语文阅读教学目标分解细化策略

依据《全日制义务教育语文课程标准（实验稿）》中规定的阅读教学总目标与各年段目标,阐述了人教版小学语文阅读教学目标细化分解策略。     

小学数学教科书习题比较研究——以人教版与苏教版为例

新课程中教科书由一纲一本到一标多本,基于《全日制义务教育数学课程标准》从知识点、习题形式与数量、题目类型、习题素材对人教版和苏教版三年级教科书习题比较,针对存在的问题提出建议。     

国内外泛读教学研究成果述评

本文总结、概况了国内外英语教学界以及国内汉语教学界对泛读教学的研究成果,其中包括泛读教学的理论与实践研究,而实践研究又包括泛读的课程设置研究、泛读教材及课外读物的编写研究、泛读课程的实施与监控研究等方面。在此基础上,本文指出了国内外现有研究的不足之处,并对今后更好地开展泛读教学研究提出了5点建议。