浅谈新课程高中化学课堂的有效导入

新课程背景下,要提高高中化学课堂教学效率,首先要有一个良好的开端——精彩的课堂导入,使学生以饱满的热情积极投入到教学中,从而提高课堂教学质量。高中化学课堂教学中可通过情境创设、生活事例、直观教具、趣味实验等途径导入新课,有效提高新课的导入质量。     

高中化学新课教学中生活案例的导入

化学是一门与生活息息相关的课程,在高中新课教学中导入生活实例可以激发学生的兴趣,抓住学生的注意力,拉近学生与老师之间的距离,营造轻松的课堂氛围,使学生更轻松、更高效地学习。在高中化学课堂中导入生活实例要注意具有实际性和目的性,本文分析了高中化学新课中教学案例的作用,并就如何科学、有趣味性地导入生活案例进行了探讨。     

初中生物教学中如何导入新课

生物新课导入的方法多种多样,有：创设情景导入新课、复习旧知识导入新课、从日常生活中的现象导入、从学生的生活经验入手导入新课、从分析资料导入新课、从生活俗语入手导入新课、利用风俗民情导入新课、利用古诗词导入新课等等。     

论生活素材在高中化学教学中的有效应用

教会学生运用化学知识解决实际生活问题,这是新课改对高中化学教学提出的要求。在高中化学教学中,可从新课导入生活化、情境创设生活化、课堂作业生活化这三方面来探讨生活素材在高中化学教学中的有效应用。     

注重化学课的前奏

新课导入是化学课堂中极其重要的一部分,也是一节课成功与否的关键.本文通过实际教学经验介绍了高中化学课的几种常用的导入方法,举例生动形象,颇具实用性.     

对高中化学教学中新课导入的探究

作为高中化学教学的重要环节,新课导入是衔接旧知识和引导新知识的关键,通过巧妙而艺术的新课导入,让学生在教学中轻松接纳新的知识点,还可以激发学生学习的兴趣。新课导入不仅是教师教学的艺术性的体现,还为提高课堂教学效率起到了重要作用。本文从新课导入的角度出发,提出几点优化新课导入的策略。     

充分利用实验来提高高中化学教学效率的策略分析

<正>由于长期以来受到应试教育的影响,教师往往对高中化学实验教学不够重视,导致高中化学课堂教学缺乏生动性和直观性,影响了课堂教学效果。笔者联系高中化学实验教学实践,就充分利用实验来提高高中化学教学效率的策略做一分析。一、利用化学实验导入,加快进入新课进程化学实验具有很强的直观性和影响性,借助化学实验导入新课,可以在一上课之初     

巧妙导入是提高课堂教学效率的法宝

正新一轮课程改革如春风,吹拂着长江南北、长城内外的校园,在践行高中化学有效课堂模式的过程中,涌现出了不胜枚举的典型事例.其中,广大化学教师注重新课的科学导入,为打造高效课堂模式唱响了前奏曲,不仅使教学引人入胜,而且激发学生的求知欲望,为提高课堂教学效率顺利拉开了"帷幕".笔者顺应时代发展潮流,大胆尝试了高中化学有效课堂导入模式,具体从以下四方面着手:一、生活导入,引人入胜生活万花筒处处与化学现象密切,而人们的感知往往是人们从现实生活中得到的,当然也与旧的经验相联系.因此,我们     

浅论高中化学课堂导入方法

在高中化学中,课堂导入是教学过程中的重要部 分,高中化学课程对学生们来说是难度较大的一个科目。教师 在课堂进入知识点的讲解前,构建良好的课堂导入有利于学生 们接下来的学习、帮助同学们对知识进行理解与吸收。设计有 效的课堂导入能够吸引学生注意力、激发好奇心,使其带着求 知欲进行接下来的学习。本文从实践实验,生活经验这两个方 面进行阐述,旨在于有重点地导入新课,使学生的思维迅速定 向,集中探索知识的本质,为进一步学习打好基础,让课堂效率 得到提升、课堂质量得到保证。     

浅谈高中化学课堂教学中新课的导入

如果把化学课堂的教学看作一个整体,那么新课导入就是其间的第一个环节．新课导入的主要作用就是引导学生了解本节课的学习主题,激发学生的学习兴趣,进一步提高课堂的效率．因此本文就针对高中化学的课堂导入展开讨论．     

福建省农村高中生的体育行为调查研究

通过对福建省14所农村学校高中学生的问卷调查,就农村高中生的体育行为等方面进行了调查分析;并在此基础上对我省高中体育的指导思想和体育教学形式进行了反思,提出了以学生为本设计高中体育课教学形式的观点．     

农村高中学生心理健康状况调查报告

本研究采用自编基本情况调查问卷和中学生心理健康诊断测验（MHT）的方法,对福安二中全校学生的心理健康状况进行测查．结果表明：在MHT量表中的健康总分显示学生的心理健康总体水平正常,在MHT的各因子中,检出率最高的为学习焦虑,其次是过敏倾向和身体症状．学生的心理健康水平在绝大多数维度上存在显著性别、班级层次差异．     

探索提高生物课堂教学有效性的策略

在新课程标准实施的过程中,高中生物教学增加了许多生物学实验和研究性学习,要探究的内容增多了,而时间却总是太少.探讨采用多种不同的学习形式呈现教学内容,提高课堂教学效率和有效性.通过根据不同教学目的、教学内容选择正确教学方法;依据学生兴趣和生活经验设计教学活动;注重以学生为主体的学习方式;利用多种教学手段,包括多媒体教学手段,提高课堂容量等多方面提高课堂实效,使学生成为学习的主体,发展自己的个性,培养解决问题能力,提高高中生物课堂的有效性.     

Inclusive education： Proclamations or reality （primary school teachers＇ view）

This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina： its position in various proclamations and in primary school teachers＇ reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Liken scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton （specific for its education reform implementation）. The aim was to examine the attitudes of the direct implementators of the education reform and the inclusive education （2003-2009）--primary school teachers, with particular reference to： teachers＇ acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers＇ everyday experiences, problems, proposals, notes and suggestions.     

School violence roles and sociometric status among Spanish students

This study examines the relation between the social adjustment in the classroom and the role of aggressor or victim, in school violence situations. Participants were 1,635 students （aged 14-18 years old）, from a representative sample, with different levels （compulsory secondary education, specific/initial training courses and vocational programs）. Students filled out a questionnaire that included measures of types of violence （exclusion, verbal violence, physical violence）, from the point of view of the three roles that are implicated （aggressors, victims and observants）, and a sociometric questionnaire. The variables measured were： frequency of school violence （exclusion, psychological violence and physical violence） and the peer status （rejected, controversial, neglected, average or popular）. The statistic analyses used were χ^2- and F- tests. From the results we can point out the importance of these variables in the school violence situations. The implications of these findings and the relevance for preventive programs are discussed.     

Values of Estonian students, teachers and parents

R. Inglehart （1990, 2005） considers values to be one＇s reactions to changes in the environment. According to his approach values develop in the socialisation process. Values can be divided into traditional, modernist and postmodernist. According to Rokeach （1973）, values are an element of culture, an image of the desirable that might not be directly expressed in human behaviour. Kalmus and Vihalemm （2004） found, based on Rokeach＇s and Schwartz＇s （1992） questionnaires, that Estonians consider most important values to be health, strong family ties, peace in the world, clean environment, happiness and state security. Also, the results of the study “infants＇ and toddlers＇ intelligence and the impact of the growth environment” financed by Estonian Science Foundation, allow to conclude that parents consider most important that children are healthy, happy and smart （Veisson, 2001）. In the framework of the state financed project of Tallinn University “school as developmental environment and students＇ coping” （2003-2007） questionnaires were administered to 3838 students, 2048 parents, 620 teachers and 120 school directors. According to the mean value a hierarchy of 14 values was formed. It appeared that students and parents think that the most important is academic success, whereas teachers place academic success on the 3rd-4th place and school directors even on the 8th place. Teachers and school directors consider the most important is their school students＇ security and the second is honesty. Also students and parents think that honesty is the 3rd most important value at school. Students consider politeness and parents discipline worth giving the second place among school values. Students＇ health is relatively highly valued by teachers and school directors （in case of both groups the 3rd place）. Unfortunately, children themselves and their parents think that in their school health is not very highly valued （10th place）. Joy of school came on the last place in the values hierarchy.     

Learners＇ and teachers＇ conceptions and dispositions of mathematics from a Middle Eastern perspective

The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed.     

高中学生生物实验设计能力的培养

生物学是一门实验科学,学生生物实验设计能力的培养和提高,有助于学生获取及巩固知识,激发学习兴趣．培养创新能力,提高科学素养．结合中学生物学教学实践,从研究经典实验、加强实验实践、鼓励创新、强化训练、交流点拨等方面．谈高中生生物学实验设计能力的培养．     

Puppets in science lessons Experiences and stories from Norwegian teachers who are using puppets

Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science.     

Promoting accountability and enhancing efficiency： Using national education accounts to track expenditure flows

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.