实行随班就读师资全员培训势在必行

随班就读师资是指直接从事随班就读教育教学工作的教师资源。本文中的＂随班就读师资＂,主要是指小学担任随班就读学生学科教学的任课教师、在资源教室工作的资源教师、随班就读学生的班主任及学校领导。     

普特合作开展资源教学的实践探索

从2007年9月起,为推进长宁区初中随班就读工作,区特教中心分别派遣了3名特教教师到3所随班就读初中,为初中从事随班就读工作的教师提供咨询与支持,并对校内的随班就读学生开展资源教学。同时,3所学校也各设有兼职的资源教师1名,对校内的随班就读学生进行资源教学。因此,长宁区3所初中的随班就读学生接受了普特两位教师的资源教学辅导,实行了一种"双资源教师"的模式。一、普特合作对初中随班就读     

随班就读视力障碍学生定向行走训练的个案研究

在普通学校就读的视障学生需要尽快熟悉校园环境,在校园内实现独立自主行走,减少对他人的依赖。文章以个案研究的形式,探讨一名随班就读视障学生通过接受定向行走训练,从而实现在校园内独立自主行走,适应普通学校校园环境的过程。通过总结教学实践经验,研究探讨为随班就读视障学生开展定向行走训练的内容和策略,为随班就读视障学生开展定向行走训练提供借鉴与参考。     

提高随班就读课堂教学实效的策略

江苏省昆山市随班就读工作起步于上世纪90年代。近年来,昆山市随班就读工作不断规范,2004年成立了特教指导中心,制定了《随班就读工作合格学校评估细则》,将随班就读工作纳入《中小学教育综合考评方案》,开展随班就读工作合格学校评选。昆山市每学期组织随班就读教学研讨活动,每年组织随班就读论文评选,本期从中选编了部分随班就读教育教学论文,希冀有更多普通学校教师参与到随班就读教学工作的交流中来,推动随班就读工作更好地发展。     

北京市随班就读学生课外体育活动现状研究

通过对北京市18个区县小学随班就读学校课外体育活动现状的调查研究,结果显示:随班就读学校重视课外体育活动工作,能够较好地开展和保证课外体育活动,但缺乏针对随班就读学生特点的课外体育活动.多数学校能够保证随班就读学生每天1小时的课外体育活动时间,组织课外体育活动时能够考虑学生的差异,但策略比较消极和被动.多数随班就读学校只开展适合健全人参加的课余运动训练项目,绝大多数学校没有开展残疾人运动项目,而且多数教师对残疾人体育项目不了解.     

基于“双班制”的随班就读“一人一案”思考

普通学校对随班就读学生除了按普通教育的要求进行教育教学外,还要针对随班就读学生的特殊需求提供必要的支持和服务,最大化地促进其融入普通教育。随班就读学生的“双班制”安置方式体现了“以学生发展为本”的理念,是“一人一案”的有效实施途径。     

随班就读轻度智力落后学生学校范围内社会支持现状的调查

本研究通过对上海市青浦区 1 89名担任随班就读工作教师进行的《随班就读学生在学校范围内获得社会支持现状的调查》问卷调查 ,旨在探讨现有的社会支持系统是否满足有效的随班就读工作的需要 ,以帮助这些孩子回归主流社会。本研究从学校行政领导、教师以及同伴等方面来调查随班就读学生学校范围内获得社会支持的现状。问卷结果表明 ,学校行政、教师以及同伴所提供的社会支持仍旧非常有限 ,还有待进一步加强。     

对随班就读教师差异教学能力构成的分析

随班就读经过二十年的发展,已经成为我国特殊教育发展的主体,提高随班就读教育教学质量成为特殊教育面临的新任务.本研究认为,差异教学适应了特殊教育发展对教师教学能力提高的要求,通过对随班就读教师差异教学能力构成的研究,得到以下结论:在随班就读中实施的差异教学是差异教学的一种实践形式,随班就读教师差异教学能力可以用一般教学能力模型来进行构成分析.由于随班就读学生有特殊教育的需要,随班就读教师应具有比普通教师更为宽厚的知识结构,除了具有普通教育的知识、技能以外,还需要特殊教育知识、技能.同时,随班就读教师获取校内外资源、主动运用随班就读支持保障体系的能力,也是随班就读教师的差异教学能力之一.     

加强农村特殊儿童随班就读管理的几点措施

江苏省无锡市锡山区共有178名特殊学生,100％接受义务教育,全区现有特殊教育学校1所,开展随班就读教育的学校26所,特殊教育的主要形式是随班就读。如何根据特殊学生的身心发展特点加强对随班就读工作的管理,提高随班就读的质量,我们重点抓了以下几方面的工作。     

随班就读有效教学的几个模式

成功的教育,不在于选择适合教育的人给予教育,而在于给不同的受教育者以合适的教育。要让随班就读的学生得到自己应有的发展,教师在正视和研究随班就读学生与正常学生之间的差异后,必须针对随班就读学生的个性特点,组织安排好课堂教学,在满足正常学生健康成长需要的同时,尽可能提高随班就读学生学习的有效性。在长期的实践中,我们和随班就读学校共同探索形成了随班     

An Analysis of Aptitude as a Predictor of Achievement in an Individualized Mode of Health Instruction

This author questions the traditional relationship between aptitude and achievement in an individualized mode of health instruction. Measures were taken on time in instruction, gain scores from pre- to post-tests and score on the American College Test Battery on 120 students in an open learning centre. An individualized mode of instruction was used with printed and mediated materials. An analysis of these data indicated that time was a more significant predictor of gain than aptitude. As students spent more time in this programme, their gain scores increased. This seems to be typical of the learning theory.     

契约学习在开放大学远程教学中的应用与效果研究

契约学习强调学习者如何学习的过程而不是强调学习的内容,在远程教育教学中优势明显。采用实验研究、问卷调查等方法,对契约学习在远程教学中的应用效果进行分析,得出结论：契约学习是培养开放大学成人学习者自主学习能力和自我控制的有效途径,并能提高学习者学习的积极性与主动性;帮助教师实行个别化教学,有利于教师与学习者之间的良性互动。     

Using Preservice Teachers to Improve Computer Skills of At-Risk Alternative High School Students

This research examined the impact of preservice teachers delivering individualized instruction of basic computer skills to at-risk, ethnic minority alternative high school students in an urban school district in South Texas. The alternative high school students' achievement of computer skills, motivation to use computers, and self-efficacy as current and future students was assessed. University preservice teachers taught a keyboard/computer skills curriculum developed specifically for this collaborative teaching and learning project in 10 1-hr-long sessions 2 times a week over a 5-week period. A series of 2 by 2 repeated measures analysis of variance showed achievement gains as measured by a survey instrument within the treatment group. This small, preliminary study supports the use of preservice teachers in the delivery of an individualized, computer-based program of instruction for at-risk students.     

盲校教学组织形式的改进策略

适应差异的教学组织形式应为每个学生提供适合其特点的教学活动形式和学习环境。以课程选择、学习方式变革为主导策略的教学组织,可以为我国盲校个别化教学的深化提供多样灵活的教学形式。     

Effectiveness of Computer-Based Chemistry Instruction in Enhancing the Learning of Content and Variable Control Under Guided Versus Unguided Conditions

Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge.     

Supporting Self-Regulated Learning for College Students with Asperger Syndrome: Exploring the “Strategies for College Learning” Model

In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in target courses and direct instruction of learning and self-regulation strategies under the provision of a peer mentor. The pilot study resulted in successful implementation of SCL and the acquisition of numerous learning strategies among participants. Qualitative data indicated participants felt SCL was both useful and acceptable. As the incidence of autism spectrum disorders increases, so has the need to accommodate students with highly individualized learning needs. The pilot is among the first to explore peer mentoring as an approach at bolstering SRL and academic achievement for college students with Asperger syndrome. The limitations of the study are discussed as well as implications for future research and practice.     

大学英语中个性化教学的探索与实践

个性化教学不是一种学习方式或方法,而是一种教育理念。在每个学生接受传授的同时,以学生为中心,目的是让学生按自己的进度,用自己的方法来学习他们所需要的内容,计算机和网络技术是必要的硬件保证。文章探讨了使用计算机进行个性化教学的利与弊以及如何进行个性化教学。最后,作者以一次教学尝试说明了个性化教学的可行性和效果。     

论《孟子字义疏证》对程朱理学的批判

戴震生活的时代,“理”成了社会优势阶层压制弱势阶层的工具,在道德领域最主要的表现就是“以意见为理”和“理欲二分”。戴震认为这些道德理论问题源于程朱理学在本体论、人性论、认识论、修养方法等方面出现了错误,而这些理论错误最终根源于程朱理学受到老、庄、释氏思想的浸害而偏离了孔孟传统儒学的精髓。戴震这种敢于批评封建正统思想并步步深入、挖掘根基的精神无疑具有革命性意义,然而囿于时代局限性,他并没有看到社会道德问题的真正根源是等级制度本身。     

Talent Sleuth Extraordinaire: An Interview With Camilla P. Benbow

Independent study is one of the most effective methods for providing individualized instruction to the gifted child in the regular classroom.     

烟水散人考辨

烟水散人是清初引人瞩目的小说家,但是在对他的研究中存在诸多疑点.通过对烟水散人有关的资料梳理研究,可以论证出"古吴烟水散人"、"鸳湖烟水散人"、"檇李烟水散人"、"南湖烟水散人"都是浙江嘉兴人徐震的别号,天花藏主人与烟水散人并非同一个人,从内证入手结合新发现的材料可以探讨徐震的生活年代问题.