小学数学学习障碍的教学策略研究

数学学习障碍作为众多学习障碍中的类型之一,其成因复杂表现类型多样,而小学阶段又是学生学习数学最基础最重要的黄金时期,所以对此要求教师要针对小学数学学习障碍的不同的形成原因和不同表现形式,对有数学学习障碍的学生采取相应的教学手段和教学方法进行因材施教,从而达到教师的教学效果和学生学习效果达到最优化的目标。     

Teaching the language of mathematics at three levels of an English-medium primary school

This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes.     

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.     

Developing learner autonomy for oral language on the base of emergent metacognition

This paper conducted on an empirical study among 466 first-year semester diploma students of Wenzhou University, contemplates some metacognitive strategies for facilitating learners＇ self-autonomy for oral language learning. Oral language appropriateness and procuration within the context of globality and lifelong learning are essential to the Chinese college students. To support the improvement, we initiated a ＂Four-dimensional-cycle＂ Approach （Four-d-c Approach） to examine the result of metacognitive strategy training, and we produced a ＂Four-dimensional-cycle＂ oral communicative test. To pledge ＂Four-dimensional-cycle＂ oral communication, ＂the NTP English Learning Model＂, ＂the SCARF English Teaching Enlightened Procedure＂ and ＂SLS-focus Infiltration English Teaching Mode＂ have been in succession designed. Results of this paper are expected to provoke a depth research on how to heighten learners＇ self-autonomy for oral language by effectively utilizing metacognitive knowledge, metacognitive experience and metacognitive monitoring.     

关于《小学数学教学论》的教学思考

《小学数学教学论》是高等师范院校小学教育专业的一门必修课程、核心课程。目前,随着基础教育课程改革的深入,这门课程的编排体例有很多方面已经不适合小学数学教育教学的发展,笔者在教学研究中从课程内容设计、教学材料选择、课程考核等方面尝试做了一些改革,试图给读者一些思考。     

图式理论在小学英语听力教学中的应用

听力作为外部语言转换为内部语言的主要输入方式之一,在小学英语教学阶段有着十分重要的地位。本文从图式理论与听力理解关系的角度,提出目前小学英语听力教学中存在的主要问题,解析图式理论对于听力教学的启示,并探讨其在小学听力教学过程听前、听中、听后三个阶段的实践和应用。     

小学生英语写作能力的培养策略

小学生英语写作能力应当依照《英语课程标准》的要求进行培养。小学英语教师在对这项工作予以足够重视的同时，必须关注小学生英语写作动机的激发和兴趣的培养，加强对英语写作教学策略的研究，正确理解“写”与“听”、“说”和“读”这三项技能之间的关系，改进英语写作训练的方法。     

How home gets to school: Parental control strategies predict children's school readiness

At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.     

The views of primary pupils on school attendance at Key Stage 2 in Wales

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.     

Sexist stereotypes in the language textbooks of the Greek primary school: a multidimensional approach

School textbooks are the main means of instruction and the main tool for the organisation of the teachers’ pedagogic practices. Stereotypes concerning the two genders are inscribed in the curriculum and become evident inside the school textbooks. The present study, through a content analysis of the Greek-language textbooks used in the third grade of the Greek primary school, examines the existence of gender stereotypes throughout the full range of these books. Additionally, semi-structured interviews with a sample of teachers who have taught the particular subject in the past are carried out. The findings show that there is a need for evaluation of the existing language textbooks in primary schools, with the aim of promoting a more gender-balanced learning material. Moreover, the classroom teachers raise the need for the promotion of initial as well as in-service training for teachers on issues of ‘gender stereotypes’, ‘language sexism’ and ‘gender-mainstreaming policies’.     

Moderation and the primary school context

This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment. Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.     

建构主义理论下的小学英语教学模式研究

本文在分析建构主义理论内涵及其与传统小学英语教学差异的基础上,分析介绍了以建构主义理论为基础的支架式教学模式、抛锚式教学模式和随机访问式教学模式,意在指明建构主义教学方法的广泛应用是小学英语教学方法发展的必然趋势,将对其教学实践产生深远的影响。     

On teaching strategies in second language acquisition

How to acquire a second language is a question of obvious importance to teachers and language learners, and how to teach a second language has also become a matter of concern to the linguists＇ interest in the nature of primary linguistic data. Starting with the development stages of second language acquisition and Stephen Krashen＇s theory, this paper puts forward teaching strategies： analyzing learner characteristics, signing classroom contracts, creating learner-centered classroom, setting language goals, integrating theory with practice and building learner motivation.     

小学英语语用能力培养

从课堂观察中,笔者意识到目前小学英语教学中并不重视语用能力的培养。因此,本文首先分析了小学英语语用教学的现状,然后反思现状形成的原因,最后提出改善现状的策略。     

词块理论在小学英语教学中的应用

本文阐述了词块教学法的基本理论,对词块教学法在小学英语教学中的优势进行分析,并具体提出词块教学法在小学英语词汇教学中的应用策略研究,从而使得词块教学在小学英语词汇教学实践中发挥更加积极和有效的作用,促进小学英语词汇教学方法的发展和完善,提高小学英语词汇教学的质量和成效。     

小学英语课程中传统文化的缺失及对策研究

随着"国学热"这一思潮的的涌现,教育逐渐成为传承传统文化的媒介,而小学教育更是成为弘扬传统文化的首站。我国英语教学的发展突飞猛进,但小学英语课程中却到处充斥着西方文化价值观,我国优秀的传统文化知识严重缺失。对此,我们应该及时研究与分析,使小学生在英语学习中了解西方文化的同时,继承我国优秀的传统文化。     

Questions in the answers to primary school educational reconstruction in Sierra Leone

The purpose of this paper is to review current issues in pre- and primary school reform and to pose questions on the long-term implications of present day solutions. Such an exercise will open up discussion on the probable effects of educational policy decisions with a view to minimize negative effects brought on by new policies. Because data collection in Sierra Leone is embryonic and unreliable, it is difficult to be definitive in planning future reform in education based on available data. The civil war between 1989 and 1999 practically shut down the educational system. Some of the obvious steps taken to ameliorate the situation included mandatory compulsory primary education in 2004 and completing the construction of 500 new classroom buildings by 2008. School enrolment doubled between 2001 and 2005 and the Gross Enrolment Ratio （GER） was about 160 percent. It is important to join in a discussion of the long-term implications of short-term solutions to educational development in Sierra Leone. The paper is organized under the following headings： （1） The context of pre and primary school development; （2） Current education system; （3） Issues in pre-primary and primary education; （4） Government statements on education and jobs respectively; （5） Questioning as a way to improve education quality; （6） Discussion; and （7） Recommendation.     

德国中小学的体育教学

本文从德国中小学体育的历史和现状两方面对德国中小学的体育作了介绍,并分析了德国中小学体育教学的特点.     

浅论小学低年级语文教学中生命化教育的渗透

教育除了有鲜明的社会性之外,还有鲜明的生命性。可是当今语文教育太过于忽视对学生德行的培养、人性的完善和生命的呵护。对于小学低年级学生而言,这种忽视会严重影响其对我国母语的兴趣,而且对其语文素养的培育,非常不利。那么,应该如何还语文教育以本真,体现语文教育的语文性呢?就小学低年级语文教学中生命化教育的渗透,本文作了浅论。