Enhancing the quality of learning: what are the benefits of a mixed age,collaborative approach to creative narrative writing?

This study, based in a small rural school, explores the opportunities provided by collaborative learning with a mixed aged class of 7–11 year olds (Year 3–Year 6). This paper specifically focuses on those children aged 7–8 years (Year 3) and how they worked on improving the quality of their writing through optional and directed collaborative group work. Data were collected predominantly through a series of observations and interviews. The findings suggest that optional collaboration does not always lead to shared ideas or improvements in the quality of writing. However, directed collaboration and structured conferencing can enable powerful learning to take place within a group context. The study concludes that with skilled adult support children are not only ‘learners’ but can also become ‘peer teachers’ within a supportive context.     

怎样指导小学生描写小动物

动物是儿童的天使,小学生习作往往喜欢从写小动物开始。《全日制义务教育语文课程标准》指出：“习作教学应贴近学生实际,让学生易于动笔,乐于表达,应引导学生关注现实,热爱生活,表达真情实感。”[1]明确“课标”这一重要理念,指导小学生写好自己想写的小动物,是激发他们作文兴趣,落实课标要求的有效举措。     

抓住机会 适时写作——浅谈小学作文教学

小学写作教学中,部分学生存在怕写作文现象,其原因是无东西可写。教师应从五个方面抓住写作教学的适当时机,即阅读之时,学科交叉之时,游戏之时,偶发事件之时,活动之时,以有效启发学生,解决写作时\"无话可说\"的困境。     

‘Six packs and big muscles,and stuff like that’. Primary school‐aged South African boys,black 1 and white,on sport

This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play.     

培养创新思维须从娃娃抓起——小学低年级数学“合作学习”研究拾零

本文着重阐释了培养创新思维须从娃娃抓起的必要性和可能性,并明确指出和证明,必须针对其心理特点和思维方式,选择合适有效的教学手段和方法而行之,方能见效。     

关于小学社会课教学创新的探索

本文围绕课堂教学、活动课及社会实践几方面探讨了小学社会课教学中实施创新教育的方法和途     

论文撰写是培养化学师专生创新能力的重要途径

化学论文的撰写是培养化学师专生创新能力的重要途径,是专业人才培养的重要手段之一.在撰写论文过程中可以培养学生的合理怀疑意识、探索精神和创造能力.     

小学高年级留守儿童创造性思维与创造性人格的调查与分析

选取254名小学五、六年级学生为被试,采用创造性思维、创造性人格测验,考察了留守儿童与非留守儿童在创造性思维、创造性人格上的差异,结果发现：留守儿童与非留守儿童的创造性思维、创造性人格得分差异不显著;在创造性思维总分及流畅性、独创性维度上,被试类别与年级的交互作用显著;对创造性思维总分而言,还存在着性别与年级的显著交互作用;在创造性人格的好奇性维度上,六年级儿童显著高于五年级儿童;留守儿童创造性人格对于其创造性思维有着显著的影响,其中的挑战性、想象性、冒险性与创造性思维的相关较高。     

谈小学作文教学中的“三真”

当前小学作文教学带有太多的功利性,学生习作\"假、大、空\"情况较为普遍。作文教学的最终目的是育人,小学作文教学应当以学生说\"真话\",抒\"真情\"为基础,只有这样,才能培育出符合时代要求的具有鲜明个性的\"真人\"。     

写作教改对“艺术兴学”理念的探索与实践

回顾基础写作教改10年历程。把＂艺术兴学＂的理念贯穿融入到教学之中,是该课程改革最显著的特色,也是其获得成功的最关键因素之一。写作教改对＂艺术兴学＂理念的探索与实践取得了丰硕成果,获得了教育部专家的充分肯定。     

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.     

新课标下的英语写作教学策略探索

写作是学生英语水平的综合体现,是英语教学的难点。英语教师在进行英语写作教学的时候,要根据学生的实际情况安排教学,并且利用学生的兴趣点进行写作启发,让学生在启发中思考,在思考中不断前进,不断探索英语写作新模式。文章基于英语写作教学现状,对英语写作教学策略进行研究。     

小学作文计算机训练方法

小学生在写作方面存在文字书写困难,难以充实、流畅地用文字表达内容,难以层次分明地表达思想和写出正确完整的句子。随着计算机的发展,电子写作将成为主要的语文表达手段,这就对未来的写作能力提出了新挑战,为此提出小学作文计算机训练方法。训练分为口头表达能力训练、录入自己的口头表达、自己修改完善、批注完善四个阶段。     

小学写作教学的主要问题及对策初探

目前小学的写作教学存在教学观念落后、训练形式单一、写作素材匮乏等问题.小学教师要积极寻求对策,通过以阅读促写作、引入影视作品、开展写作分项训练等措施,切实解决小学写作教学存在的问题,提高学生的写作素养.     

小学生英语写作中母语负迁移问题及其对策

小学生英语写作长期受母语词汇,语篇,字母、标点,句法、词距等母语负迁移干扰,主要原因在于存在语言标记性差异、东西方思维差异、小学生情感过滤过强、教师词块教学存在问题等。有鉴于此,应该引导学生增加可理解性语言输入,超越\"最近发展区\",实施词块教学法,鼓励小学生借用思维导图串联词块自主作文等。     

What goes on inside my head when I'm writing? A case study of 8–9‐year‐old boys

This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing – children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower‐attaining Year 4 (8–9‐year‐old boys) the article considers the implications of assessing writing without acknowledging the role of the writer.     

新课改下的农村写作教学尝试

根据新课程标准对写作教学的要求,设计渐进性的训练方案,从培养学生的语言表达能力入手,与阅读教学相结合,合理利用范文,通过课外阅读积累语言,把写作和生活结合起来,开展互动式评价,培养学生修改作文的能力,逐步提高学生的写作水平.