聚焦课堂 有效探究 促进发展——武汉市小学科学高效教学交流展示活动掠影

2010年5月20日-1日．武汉市小学科学高效教学交流展示活动在武汉市武汉小学举行。 中央教科所研究员、教科版《科学》教材主编郁波老师到会做了题为《促进深层理解的教学设计》的精彩的学术报告：武汉市2010年小学科学优质课竞赛获得一等奖的5节课在会议上做了交流展示;     

读者意识：小学习作教学的新视角

作文教学一定要让学生懂得,我们是为读者而写作的,写作要与他人分享交流。唯有让学生产生强烈的读者意识,他们才能在快乐的自我表达和与他人的交流中映射出真实的自我。     

海报:一节优秀美术课的教学策略

本文对学生学习积极性的重要性进行了分析,提出了一种美术教学策略:海报,指出了其与其他学科的融合。     

浅谈小学数学教学设计策略

当今时代,教学改革不断深入,教学设计越来越受到数学教师的关注,如何让教学设计更好的服务于学生,服务于教学,是我们探讨的重点。     

小学语文教学中如何激发学生的学习兴趣

小学语文新课程教学理念注重全体学生的全面发展,注重发挥学生的主体性,以激发学生的学习兴趣为手段,调动学生的学习积极性,实现学生自主而全面地发展。新教学理念如果得以贯彻就能够有效改变传统教学中以教师为主体的"一言堂"式的教学形式,改变以升学为目的的枯燥乏味的课堂教学状况。小学语文新课程教学改革的实施,以兴趣为先导,调动了学生的学习积极性,营造了良好的课堂氛围,能够更好地实现学生知识进步和能力提高。     

小学科学课程教学中的电子展示技术

在小学科学日常教学过程中合理地运用电子展示技术,可以让学生更加直观地接触到自然科学知识,从而调动学生学习的积极性和主动性,促进小学科学教学中的师生互动,从而提高小学科学教学效率。     

科学课堂中的探究教学浅析

只要我们真正把学生的主体地位放在第一位,真正从学生的学习需求出发来设计教学活动空间,真正把交流讨论组织成学生科学能力和态度培养的重要载体,以此开展探究教学,我们的科学课堂就会有真正的科学味。     

浅谈小学科学教学的优化

课堂教学的优化环节是教师能力总体的表现。科学课堂优化讲究的是"全面优化教学面孔",使学生有焕然一新的感觉,从而集中注意力,调动学生在科学课堂的积极性,让学生投入科学课堂,对其产生兴趣。教学优化没有固定的方法,至于用哪种方法使学生爱上科学课堂,就应该从实际出发,做到具体问题具体分析,结合学生的情况和各方面的客观条件对症下药,才能达到效果。     

新世纪教材高中英语任务型教学的尝试--用海报制作导入课文教学

文章从<全日制义务教育英语课程标准>(实验稿)所倡导的英语教学改革精神出发,使用任务型教学尝试"新世纪"版高中英语课文导入部分的教学,通过同伴间的合作完成一份有关友谊话题的海报,使学生在任务的驱动下学习语言知识和进行技能训练,提高学生的学习兴趣,培养学生的合作精神,建构学生对友谊的正确理解,并为课文教学奠定基础.     

几何直观——小学数学教学新视角

几何直观是当前数学教学的有效方式,利用几何直观能将一些较为复杂的数学关系形象地表现出来,让学生更直观地理解数学。本文分析了几何直观在数学问题的初步理解、解决和深刻内化三个阶段中的应用,以期提高学生对几何直观的理解。     

浅谈传统玩具在中小学科学教学中的应用

中国传统玩具是中华民族传统智慧的结晶。合理地运用传统具,可以培养学生的观察、思维和创新能力,促进学生主动学习、探索。本文对传统玩具进行了分类,并结合具体的课程,探讨了在中小学科学教学中的应用。     

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools

This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.     

Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains

This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.     

Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication

Calls for teaching and learning that cross subject boundaries have been making themselves heard in recent Higher Education literature in different national contexts. Communication is pivotal in any such learning encounter: it is in the process of negotiating meaning across disciplines that its rewards and challenges lie. And yet, the question of what characterises interdisciplinary classroom communication in the sector is little researched and little understood. How such interaction differs from that in the monodisciplinary university classroom is under-theorised. Adapting Applied Linguistic theory in Intercultural Communicative Competence (Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.) and drawing on a taxonomy of academic disciplines (Becher, T., & Trowler, P. R (2001). Academic tribes and territories.Buckingham: Society for Research in Higher Education/Open University Press.), the article proposes a model of Communicative Competence as a conceptual tool to shape thinking in developing and researching interdisciplinary teaching and learning in the university classroom.     

A typology of approaches to science teaching in schools

Bentley and Watts (1986) have recently argued that fundamental changes in science are necessary if girls’ needs and expectations in school science are to be met. They explore the implications of a radical shift, from a masculine to a feminist view of science, in terms of the context and conduct of school science, and warrant their attempt to reconstruct a feminist science largely by reference to ‘new paradigm’ research in the social sciences. By exploring the reasons underlying the adoption of ‘new paradigm’ methods in the social sciences, I argue that their explication of a feminist science lacks an important feature that would hinder its consideration as an alternative vision of scientific inquiry and as a basis for changing the content of science curriculum in schools. I further question their need to look to the social sciences as a model, when many social scientists have turned to the physical sciences for inspiration in attempting to reconstruct their own disciplines. By exploring the tenets most commonly held in present‐day science and examining the nature of scientific understanding, I argue that their view of ‘normal’ science is a highly simplified and incomplete stereotype of scientific inquiry. It is suggested that the nature of science is not the root problem, as Bentley and Watts would have us believe.     

Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland

This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment.     

How to link geography,cross-curricular approach and inquiry in science education at the primary schools

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the ‘effect of noise on the surroundings’ explores the facts mentioned above, in geography teaching. It verifies the pupils’ knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.     

浅谈农村小学低年级科学课的教学问题及对策

新小学科学课程标准中,加大了对小学生科学素养的培养力度,在小学低年级开设了科学课,但是农村小学由于教学资源短缺、教师家长对科学教育的不重视、教师缺乏专业素养等问题造成农村小学科学课出现科学实验难以开展、课程虽有但是学时不够、教师无法活跃课堂等教学问题。针对以上问题,可通过平衡学校的资金投入、加强科学教师队伍建设、了解低年级学生的心理特点以及认知水平、改变评价方式等手段解决。     

Teaching sustainable development in primary schools: theory into practice

The work described here is set in a context of considerable national and international debate about the nature of sustainable development and education for sustainable development (ESD). It describes how nine primary school teachers translated a particular conceptualization of ESD into classroom teaching. The conceptualization which informed the work was that set out in a report produced by the Panel for Education for Sustainable Development, a working group which advised on the introduction of ESD in the revised National Curriculum for the year 2000. The findings are based principally on interviews with teachers and pupils, both before and after teaching. Examples of pupil learning are given to illustrate what might count as ESD in these young children. A concluding section examines the teaching and learning in light of current literature on the nature of ESD.