"赛科"班教学的启示

现代职业技术教育提倡用户意识、服务意识、质量意识和创新意识,企业就是职业学校的一个重要用户,而校企联合办学中实施"订单"培养,就是提高学校适应企业的需求能力和服务质量的一个重要途径.     

Class,Culture and Agency: Researching parental voice

This paper explores the differential possession and deployment of social, cultural and material resources by parents, and the effect of these processes on their willingness and ability to be involved with and intervene in their children's school life--what we have called 'parental voice'. The data presented here are drawn from a study of parents at two secondary schools, a subsample of data from a larger study involving six schools. We consider the social positioning and behaviour of three cohorts of parents, those demonstrating high, low and intermediate levels of intervention in the school. Our conclusions stress both the similarities and differences in parents' experience of voice. Certainly, parental access to and deployment of a number of social resources significantly affected how often, how easily and over what range of issues they approached the school. However, we also describe the overall character of parental voice in these two schools as individual, cautious and insecure.     

浅谈合作学习及其在语文教学中的价值

倡导合作学习是课程改革的目标之一。合作学习重视交往，从学科角度看，利于发展思维力；从学生角度看，可满足其身心发展需要，激发学习兴趣，同时促进其社会化进程；从课程建设的角度看，实现了资源共享。     

支架式教学模式在民汉合班英语教学中的构建

"两个中心(以学生为中心、以问题为中心)、三个基点(情景化、形式多样化、动态化)"的支架式教学模式适合于民汉合班学生的英语学习,有利于民汉合班学生英语学习能力和学习方式的提高和改善,对于学生的英文听说读写译综合能力具有正相关性。     

语文愉快教学

论述语文学科的愉快教学概念、性质、作用及实施的原则、形式以促进愉快教学这一教学形式的研究、探索 ,提高语文学科质量     

Supplemental instruction in chemistry

This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.     

Lecture-driven instruction

INSTRUCTION, LECTURE-DRIVEN–a form of instruction in which the major activity is that of a seated or standing or walking around or even rolling around instructor talking to a group of students; may include occasionally any of the following–answering/asking questions, commenting on student's answers to questions, writing on chalkboard/easel pad, displaying a visual (e. g., slide, transparency), demonstrating a procedure while pointing out its main features, or doing the same for equipment or job aids or refereence material, and so on.     

Giving voice in educational research

This paper explores some classroom approaches that student teachers on a Postgraduate Certificate in Education course tend to associate with inspirational teaching in English, and contrasts these with the direct interactive teaching recently advocated by Her Majesty's Inspectorate of Education and National Curriculum authorities for developing literacy. Interactive teaching can provide useful models of the strategies that mature readers use with different texts, and it can be encouraged in beginning teachers. Yet, inspirational teaching seems to offer more than this, and in less predictable ways than normal classroom competence. The dialogism and ‘answerabil‐ity’ that are central to the work of Bakhtin offer one way of exploring the relationship between self and other, and between subject as developing person and subject as sanctioned curriculum content, that may be operating in classrooms where pupils find themselves inspired to learn.