共查询到20条相似文献，搜索用时 15 毫秒
1.
ABSTRACTThis article examines the initial journey of a middle school in South Carolina from a STEM (science, technology, engineering, and math) curriculum to a STEAM (STEM + art) curriculum. This is the first of a three-year longitudinal study that investigated the perceptions of the effectiveness, relative importance, and sustainability of a STEAM curriculum in which the arts animated learning on a daily basis for both teachers and administrators during the first year of implementation beginning in the fall 2014. The article also investigates the response that the faculty of a STEM-oriented middle school had to the induction of STEAM curriculum training. 相似文献
2.
随着科学技术的高速发展,信息技术课程教学越来越被人们所关注。让学生在课堂教学中掌握必要的信息能力,是信息技术课程教学的重要目标,STEAM教育理念对信息技术课程这一教学目标的实现有着很好的促进作用。STEAM教育理念强调将信息技术与多学科进行融合教学,让学生形成整体性的学习思维,有效提升学生的综合能力和素养。文章从STEAM教育理念概述入手,对STEAM教育理念在信息技术课程教学中的应用意义、应用策略进行探索研究。 相似文献
3.
关于计算机辅助中学数学教学的问题及其解决 总被引：6，自引：2，他引：6
随着信息技术的发展,广大中学数学教师越来越重视应用计算机辅助教学．当前,中学数学学科开展计算机辅助教学在课件制作、运用方面存在以下不足：重视演示内容,忽视师生之间的交流;贪求多媒体的形式多样,不顾及教学效果;重视演示现象,忽视揭示过程;重视教师的教,忽视学生的学．开展计算机辅助教学应使教学实践成为理论指导下的实践;要把数学实验引入数学教学。 相似文献
4.
Amélie Roy Frédéric Guay Pierre Valois 《International Journal of Inclusive Education》2013,17(11):1186-1204
In the province of Quebec, Canada, a trend towards full inclusion has impelled teachers to adapt their instruction to meet the needs of both advanced and weaker learners in regular school settings. The main purpose of the present investigation was to develop and validate the Differentiated Instruction Scale (DIS), which assesses the use of instructional adaptations and academic progress monitoring strategies in general education classrooms. A total of 125 elementary school teachers participated in a cross-sectional study, allowing us to develop and validate the DIS. Overall our results show that the DIS is composed of two factors that are consistent with the predicted constructs (instructional adaptations and academic progress monitoring). Evidence of convergent validity is provided through correlations among DIS' subscales and two criteria: (1) teachers' autonomy support and (2) perceptions of school climate. Results also reveal that teachers tend to use instructional adaptations that do not require much preparation or tailored instruction. The DIS could thus be used in future research to investigate outcomes of differentiated instruction. Moreover, it could provide useful information on optimal strategies for promoting learning in children with different abilities in general education classrooms. 相似文献
5.
通过对中方县举办的计算机辅助教学赛课活动的分析,对计算机辅助教学在山区农村中小学的应用进行了实事求是的评价,既看到了优点,又看到了不足,在此基础上提出了教育技术在山区农村中小学推进的策略. 相似文献
6.
Lisa M. Liberty 《Clearing house (Menasha, Wis.)》2018,91(3):118-123
Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students. 相似文献
7.
In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010 相似文献
8.
陈承声 《广东教育学院学报》2006,26(5):104-108
从整合课程资源的目的出发,对《化学教学论》等三门高师化学专业必修课进行重新组织,成为化学教学论整合课程．既突出了化学教学活动的实践性特点,又能让师范生充分认识到化学课程与教学理论的指导作用．在主动学习的过程中逐步形成化学教学的知识、技能和实践能力,符合中学化学教育实习的要托 相似文献
9.
陈军 《喀什师范学院学报》2011,32(3):80-82
信息技术与中学物理教学整合,改变了传统的学习方式和教学方式,利用信息术营造一种新型的教学环境.信息技术与中学物理教学整合,有利于创设物理情境,激发学生探索热情;在构建物理模型中培养学生创新思维能力;同时可增大课堂容量,培养学生信息处理能力. 相似文献
10.
目前教学大纲及教材出现的一纲多本、多纲多本的局面 ,使教师在教学目标的确定和教学内容的选择上有更多的自主权 ,为教师教育思想的形成和发展创造了条件。要适应 2 1世纪教育改革的需要 ,教师不能仅仅满足于传授知识 ,而应站在实现教育目的 ,培养全面发展的高素质的人才的思想高度来考虑哪些历史知识是与我们现实生活有联系的 ,对学生的思想、行为产生影响 ,对实现历史教育目标有帮助。这样才能发掘历史知识中有教育价值的内容 ,赋予历史知识以生命力 相似文献
11.
随着我国阅读教学改革的逐步推进,信息技术与阅读教学的整合研究已成为语文教改的热点或焦点,这一课题的研究对于中学阅读教学具有重要的理论参考价值和实践指导意义。 相似文献
12.
要改变初中音乐课堂教学的效率,最好的办法是改变教师的教学手段,即应用现代教育技术手段,整合教学资源,优化教学过程。其策略包括:通过教育手段的现代化,营造情景氛围,激发愤悱情绪;整合优化资源,突破难点;发挥转换优势,变节奏为图形,以突出重点;再现生活场景,驰骋想象空间,以创编词谱;等等。以此激发学生学习音乐的兴趣,促使学生加深对音乐的感受和理解,在潜移默化中培育他们丰富的感情、美好的情操、健全的人格。 相似文献
13.
美的课堂教学能调动学生的学习积极性,使学生产生对知识的渴望,促进师生共同发展,因此,课堂美是科学课堂所追求的目标.教师可以通过生活事例、科学故事、课堂游戏、科学实验、新闻事件、古诗文的运用开发课程资源,让课堂教学达到美的境界. 相似文献
14.
中学诗歌教学应该在学生读懂的基础上培养学生的体会和感悟能力,诵读和涵泳是诗歌有效教学的重要方法。诵读和涵泳是确保诗歌教学有效性的基石,培养学生的鉴赏能力是提高诗歌教学有效性的妙方。 相似文献
15.
钱天平 《昭通师范高等专科学校学报》2005,27(2):73-76
通过具体案例,介绍信息技术与中学生物教学整合的两种模式:作为教学工具的整合和作为学习工具的整合. 信息技术与中学生物教学整合应遵循以下策略:生物知识与思维训练相结合,情境激励与实践感知相结合,自主学习与合作探究相结合,寓教于乐. 相似文献
16.
Nicole C. Miller Bethany R. McKissick Jessica T. Ivy Kelly Moser 《Clearing house (Menasha, Wis.)》2017,90(3):86-92
The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more critical. One way to meet the needs of all students is through cooperative grouping. Through cooperative grouping, middle-level educators can differentiate instruction and promote active learning by leveraging the naturally social nature of young adolescents. In this article, the authors present research on cooperative grouping as well as several considerations for effectively designing and implementing cooperative grouping for middle-level learners in an inclusive setting. Suggestions and examples with regard to group size, membership, group structure and roles, and classroom management and clear expectations are provided. Additionally, the four-clue group strategy is presented as a specific instructional method to support effective group learning experiences in the inclusive middle-level classroom. 相似文献
17.
《The Journal of educational research》2012,105(2):120-127
Abstract Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1,200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned. 相似文献
18.
龚勇敏 《潍坊教育学院学报》2012,25(3):101-103
只有关注学生的全面发展,才能降低英语课堂的恩格尔系数,教师善教,学生乐学,实现英语课堂的有效教学。文章从教学内容视角、教材的含义和地位、教材的有效使用以及三维目标的整合方面对初中英语课堂的有效教学进行论述。 相似文献
19.
Doris Ash 《科学教学研究杂志》2008,45(1):1-30
In this study I rely on sociocultural views of learning and teaching to describe how fifth–sixth‐grade students in a Fostering a Community of Learners (FCL) classroom gradually adopted scientific ideas and language in a socially complex classroom. Students practiced talking science together, using everyday, scientific, and hybrid discourses as they studied endangered species. Students' overarching content themes, or “thematic continuities,” acted as generative scaffolds for developing complex lines of inquiry, leading ultimately to the appropriation of aspects of the biological principle of adaptation. Thematic continuities provided an organizing framework for thinking and talking about previously disconnected science facts, and set the stage for the adaptationist stance. Mixed method data analyses relied on written assessments, in‐depth guided clinical interviews, video and audiotaping of small and large group participant structures, in‐class student work, and ethnographic notes. Data analysis included two discrete levels, the macro (whole and half class) and the intermediate (case study of one small group) to capture both holistic and detailed aspects of dialogue. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 1–30, 2008 相似文献
20.
诵读是语文学习的基本方式。开展课堂语文诵读学习活动,推行课外系列诵读活动,实施多元诵读评价,可以有效提高学生语文学习的兴趣,增强学生的语文素养。 相似文献