民族地区随班就读儿童个别化教学策略的点滴思考——以肢体残疾儿童为例

随班就读是指我国在普通教育机构中对有特殊需要的儿童实施教育的一种形式。对随班就读的学生除了按普通教育的基本要求教育外,还要针对随班就读学生的特殊要求,提供有针对性的特殊教育和服务,对他们进行必要的康复和补偿训练,努力使他们和其他正常学生一样学会做人、学会求知、学会创造、学会合作、学会健体、学会审美等。使他们在德、智、体、美、劳各方面得到发展,潜能得到开发,为他们今后自立、平等地参与社会生活,成为有理想、有道德、有文化、有纪律的社会主义事业的建设者和接班人打好坚实基础。     

Situated Learning with Online Portfolios, Classroom Websites and Facebook

In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.     

为"学"而"教"培养自能

语文教学的最终目的就是培养学生自己分析问题和解决问题的能力。在小学语文教学中要重视对学生进行学习方法的指导 ,让其学会学习。而要达到这一目的 ,首先要加强对学生的预习指导 ;其次要对学生的阅读加以引导 ,最后使学生建立自学体系 ,养成良好的学习习惯。总之 ,在学法指导过程中 ,要做到学中求悟 ,悟中得法 ,充分发挥学生的自主性     

The role of cognitive apprenticeship in learning science in a virtual world

This article extends the discussion started by Margaret Beier, Leslie Miller, and Shu Wang??s (2012) paper, Science games and the development of possible selves. In this paper, I suggest that a theoretical framework based on a sociocultural theory of learning is critical in learning in a virtual environment. I will discuss relevant research on the application of various components of the sociocultural perspective of learning in classroom environments and the potential for applying them in virtual worlds. I propose that research in science education should explore the processes underlying cognitive apprenticeship and determine how these processes can be used in virtual environments to help students learn science successfully.     

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content

Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them.     

培养心理素质和教会学习

“学会学习”、“教会学习”是现代学习理论和教学论的新观念。教师教会学生学会学习,不但要进行学法的指导,更重要的是要通过培养心理素质来提高教会学生学会学习的效果。培养心理素质是教会学习的前提。     

Student Motivation to Learn via Computer Conferencing

This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described.     

略读教学中学生语文学习力的提升

略读课文作为小学语文教材的重要组成部分,在培养学生学习力方面起着重要的作用。教学中,教师应当从引导学生学习什么,怎样学习和品味鉴赏等方面着手,使学生加深对阅读材料的理解和体验,并在语文实践中学会自主学习,提升学生的语文学习力。     

“人为为人”思想对高校辅导员工作的启示

借鉴东方管理学中＂人为为人＂的思想对高校辅导员工作提供思想上的指导,通过帮助学生解决实际困难实现有效的管理,学会尊重学生,善于倾听学生的声音,与学生建立起平等的关系,切实提高辅导员工作的成效。     

提高学生的作文水平应从观察力的培养入手

引导学生观察,首先要激发学生的观察热情,做生活的有心人。其次要让学生明白观察不是泛泛地“看看”,而是仔细地“审视”。最后学会把观察到的内容积累下来,这样才能厚积而薄发,稳步提高学生们的观察水平。     

“Can you tell me more about this?”: Agentic written feedback,teacher expectations,and student learning

Teachers are not only tasked with communicating facts, figures, and skills to their students, but they are also responsible for equipping students to be self-sufficient learners who believe in their own capacity to learn and improve. In this paper, we propose that written feedback that offers students agency (what we call ‘agentic feedback’) can be a way for teachers to build more independent and self-efficacious learners, and to instill in students the trust that their teacher believes in them. In the first study, we develop a novel qualitative coding scheme to measure the degree of agency offered in teachers’ written feedback (N = 136) and produce a coherent ‘agentic feedback’ variable. In the second study, we find that middle and high school students (N = 1,260) are sensitive to the amount of agency provided in teachers’ feedback: they perceive that agentic feedback affords more choice and requires more effort for revision, encourages greater learning and improvement on writing, and that teachers who offer more agentic feedback have higher expectations. We discuss implications for future research and application in classrooms.     

An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters

This study tested four complementary hypotheses to characterize intrinsic and extrinsic influences on the order with which preschool children learn the names of individual alphabet letters. The hypotheses included: (a) own-name advantage, which states that children learn those letters earlier which occur in their own names, (b) the letter-order hypothesis, which states that letters occurring earlier in the alphabet string are learned before letters occurring later in the alphabet string, (c) the letter-name pronunciation effect, which states that children learn earlier those alphabet letters for which the name of the letter is in the letter's pronunciation, and (d) the consonant-order hypothesis, which states that children learn earlier those letters for which corresponding consonantal phonemes are learned early in phonological development. Participants were 339 four-year-old children attending public preschool classrooms serving primarily low-income children. Children's knowledge of each of the 26 alphabet letters was assessed, and these data were tested for the four hypotheses using a linear logistic test model (LLTM). Results from the LLTM confirmed all four hypotheses to show that the order of letter learning is not random, in that some letters hold an advantage over other letters to influence their order of learning. Implications for educational policy and practice are discussed.     

职高生拒绝英语学习心理疏导实践研究

职高生拒绝英语学习，教师应分析其心理状况、学习环境、教学设备及教师的教学方法等．实行疏导的策略，在教学中采取一系列积极有效的措施，帮助其积极主动地学好英语。     

教学过程的实质是教师教会学生学习

教学过程不仅仅是一个知识传授的过程,也是一个学生非智力因素培养的过程,是一个教师教会学生学习的过程.成功的教学过程重在激发学生的学习动机,引导学生主动地学习;培养学生的学习兴趣,引导学生快乐地学习;提升学生的创新能力,引导学生能动地学习.     

Evaluation of the science enrichment activities (SEA) program: A decision oriented model

This study examined three questions of interest to decision-makers. Results revealed that subjects made some cognitive gains and chose different types of activities. The most striking finding relates to the third question. Groups who chose different activities made similar gains in learning. Older subjects perform fewer activities but make gains similar to those made by younger subjects. These results suggest that either eighth graders learn in less time or more activities are not proportionately more instructive. A question for future studies is whether subjects who choose more challenging activities make proportionately greater gains in understanding how to control variables. Of particular importance, it was found that subjects who are more sophisticated on the basis of age or ability to control variables choose proportionately more difficult activities (those with larger numbers of variables or with unfamiliar variables). This supports Hunt's (1965) suggestion that the learner is able to select experiences which help him to learn. The decision-makers concluded that open education programs might succeed, in part, because students are able to choose experiences which help them learn. These results do not, however, imply that student selection of educational activities is the most appropriate form of instruction.This study combined with earlier studies (Linn, Chen & Thier, 1977) strongly suggests that the most one can expect students to learn in the SEA program is to criticize experiments. Even for eighth graders who are presumably more likely to learn to control variables, the SEA is not sufficient to teach controlling variables. A different approach is needed to teach this (e.g., Linn, in press).Several research and evaluation studies are consistent with the findings of this evaluation (e.g., Shann et al., 1975; Atkinson, 1976). Many educators interested in “open” education have suggested that interactive learning experiences teach children to be autonomous, curious, and able to plan investigations. These questions were suggested by the evaluators as meriting further study.The decision-making model employed in this evaluation succeeded in influencing decision-makers and also in suggesting some implications for future studies. Rather than focusing on program objectives the evaluation focused on program decisions. Setting priorities in evaluation studies is a multivariate process not fully discussed in this paper. Greater emphasis needs to be placed on the potential benifit of an evaluation plan rather than on a set of program objectives.     

从《论语》看孔子的教育哲学思想

《论语》一书二十篇是孔门弟子辑录的孔子言行录,也记载着一部分孔子门徒的言行,是我们研究孔子教育哲学思想所依据的主要资料。从《论语》入手分析孔子的教育哲学思想:教育对象,主张有教无类;教育内容,特别重视思想品质和伦理道德教育;教学原则和方法,主张因材施教、启发诱导、学思并重、好学乐学、立志有恒、锲而不舍、学行结合;道德教育思想,主张立志乐道、自省自克、身体力行、改过迁善;主张学而不厌,诲人不倦,平等民主的师生关系以及以身作则、身教重于言教的教师职业素质。     

Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction

Students can learn better from instruction after first engaging in activities that prepare them to learn (Kapur, 2016; Loibl, Roll, & Rummel, 2017; Schwartz & Bransford, 1998). In this study, we compare the effectiveness of four activities that prepare university students to learn from instruction. We use productive failure, an established instructional design, as the baseline preparatory condition. In productive failure, students generate solutions to challenging but accessible problems, which serves as preparation for formal instruction. We compare this approach with three alternative preparatory activities: contrasting a correct and an incorrect solution, sensemaking of the correct solution only, and studying a fully worked-out example of the correct solution. Despite the differences in preparatory activities, participants on average performed nearly identically on most of the process and outcome measures. In universities, or with similarly advanced learners, a variety of activities may be equally effective at preparing students to learn from instruction.     

让趣味之香飘进生物课堂

生物新课标要求我们在课堂教学中要"倡导探究性学习,力图改变学生的学习方式,引导学生主动参与,乐于探究",使学生由被动的"要我学"转变为主动的"我要学"。     

Learning radiological appearances of diseases: Does comparison help?

Comparison learning is a promising approach for learning complex real-life visual tasks. When medical students study radiological appearances of diseases, comparison of images showing diseases with images showing no abnormalities could help them learn to discriminate relevant, disease-related information. Medical students studied 12 diseases on chest x-ray images. They were randomly assigned to a group (n = 31) that compared radiographs of diseases with normal images and a group (n = 30) that only studied radiographs of diseases. On a visual diagnosis test, students who compared with normal images during study were better able to diagnose focal diseases (i.e., lesions at one location) than students who could not compare, but for the diagnosis of diffuse diseases (i.e., involving both lungs) there was no significant difference between groups. Results show that comparison with normal images made it easier to discriminate relevant information for focal diseases.