Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes

Abstract:

The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES =.22) and 12 (ES =.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.     

Cognitive Research and Elementary Science Instruction: From the Laboratory,to the Classroom,and Back

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and transfer of the “Control of Variables Strategy” in elementary school science. Beginning with investigations motivated by basic theoretical questions, we situate subsequent inquiries within authentic educational debates—contrasting hands-on manipulation of physical and virtual materials, evaluating direct instruction and discovery learning, replicating training methods in classroom, and narrowing science achievement gaps. We urge research programs to integrate basic research in “pure” laboratories with field work in “messy” classrooms. Finally, we suggest that those engaged in discussions about implications and applications of educational research focus on clearly defined instructional methods and procedures, rather than vague labels and outmoded “-isms.”     

探究学习的内涵、过程建构及实施策略——以中小学数学教学为例

深入推进学生探究学习是实现学科育人和核心素养培育的重要支撑。在明确探究学习内涵的基础上,建构以“我”为根基的“问、答、行、思”数学探究学习过程,并结合案例,对有“问题”“情境”即探究、有“活动”“对话”即探究以及无“专题”“项目”不探究等使探究学习虚化问题进行了诊断,并提出解决方案。探究学习符合学生学习天性、契合数学学习特点、满足深度学习需要,并能奠基问题解决过程。有效指导探究学习教师需要审视自己的数学观念、经历必要的数学探究并把握教学指导的程度。     

面向主动学习的信息专业教学方法及平台探索

信息类专业课程教学的关键是如何引导学生进入主动学习的良性循环,而主动学习活动的主要目标是引导学生进行主动学习。提出了建设面向主动学习活动的教学支持平台的思想和设计方法。该平台突破传统的以个人为中心的工作模式,以专业课程为基本单位,＂固化＂教学经验,促进教学经验交流。     

以创新教学模式促进课堂中的“主动学习”

近年来随着教学理念的更新,越来越多的高校和教师开始在课堂教学中采用能够促进学生“主动学习”（ Active Learning）的方法和技巧,推进诸如研讨型课程、小组学习等的教与学模式。然而,面对中国高校生师比偏高、班级规模偏大等现实问题,不少教师在实践中遭遇困难,效果不佳。基于对“主动学习”实施中所面临的“课堂时间不够”、“参与质量不高”、“学习能力不一”等三种困境的分析,结合两种课堂教与学模式的介绍,希望能为教师在当前教学现实条件下如何促进学生在课堂中的“主动学习”提供一些可行的思路。     

外语教育中的整体语言方法

整体语言方法旨在培养能够协商、构建并交流意义的语言学习者.整体语言方法认为语言必须整体教、整体学,教师必须鼓励学生在合作、互动中学习语言的多种技能.整体语言艺术为我们大学外语教学改革带来了新观念和新方法.     

化学教学中科学素养目标的达成途径

科学素养是当前世界各国教育研究课题的核心内容,青少年的科学素养水平已成为一个国家教育水平和国际竞争力的重要标志之一.目前在我国要全面提高青少年学生的科学素养,必须以学科教学为实践出发点.在化学教学中,可以通过多维度拓展教学内容,采用灵活多样的探究式教学方法,建构多元发展的教学评价机制等措施,注重教学过程中的人文关怀,以促进科学素养教育.     

Curriculum Materials for Vocational Youth Organizations

Middle and Secondary teachers often find it difficult to help their students read textbooks and other instructional materials. In order to ensure they read the text, teachers may rely on “round robin reading” and other ineffective strategies. In this article, the authors explain why this strategy hinders comprehension, fluency and development of independent reading skills and provide alternative, research-based reading instructional strategies for adolescents.