眼中有景 心中有意 歌中有情——以“信天游”为例谈初中民歌教学

初中音乐教学的目标就是培养学生的审美眼光,使学生能够分辨什么才是"美"。在初中音乐的民歌教学中,教师要从教学目标的确定入手,找准切入口,引发学生学习兴趣,运用唱研结合的方式,引导学生体验民歌之美,同时,也要求教师做一个传统文化遗产的传播人,真诚做好表率。     

The influence of being ready to learn on children’s early school literacy and numeracy achievement

This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success.     

ENHETLIGHET OCH DIFFERENTIERING I SKOLELEVERS KAMRATVÄRDERINGER

Søvik, N. 1977. Individual Instruction in Norwegian (The PODIN Project). Scandinavian Journal of Educational Research, 21, 197‐232. As the principle of integration instead of segregation has become dominant in the planning and organization of the Norwegian school (1st to 9th grade), different kinds of individualized instruction have been recommended to the teachers to use. The main problem behind the project reported here was to investigate whether, and to what extent, an experimental program of individualized instruction within an ordinary school class would improve students’ performance in oral and written Norwegian compared with traditional instruction. It was carried out in three parallel studies with first‐graders and a new series of three experiments with second‐graders.     

Transition to school practices: comparisons from Iceland and Australia

This paper is the result of collaboration among early childhood education researchers from different cultures on opposite sides of the globe. The project sought to identify what practitioners in both preschool and primary school settings in Iceland and Australia regarded as successful transition to school practices. Independently developed surveys of these practitioners, both based on earlier work in the USA, gathered data on what the practitioners identified as ‘good ideas’ in transition practices. There were similarities across the countries: popular practices included children visiting primary schools prior to the start of the school year and informational meetings for parents. There were also differences: Icelandic primary school teachers were, for instance, more likely than Australian teachers to write to their prospective students before they started school.     

Experimental Effects of Word Generation on Vocabulary,Academic Language,Perspective Taking,and Reading Comprehension in High-Poverty Schools

Abstract

With a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced version of Word Generation on student outcomes at the end of Year 1 and of Year 2. Word Generation employs analysis, synthesis, critique, and problem-solving activities to build students’ academic language, perspective taking, and ultimately their reading comprehension. Results indicate that the program improves the proximate outcome of academic vocabulary included in the curriculum after the first and second year of implementation for all students (Y1 effect size (ES)?=?.22, Y2?=?.28 for fourth and fifth graders; Y1 ES?=?.13, Y2?=?.16 for sixth and seventh graders). For those in the fourth and fifth grades, their perspective positioning skills also improved at the end of the first year (ES?=?.14), and their academic language skills (ES?=?.06), perspective articulation and positioning skills (ES?=?.12, .19), and reading comprehension (ES?=?.15) improved at the end of the second year. Among sixth and seventh graders, there were improvements in perspective positioning skills (ES?=?.19) and reading comprehension (ES?=?.10) at the end of Year 2. Effects after both Years 1 and 2 were stronger in high-exposure classrooms.     

初中生学业求助特点及对策研究

采用《学业求助量表》对633名初中学生进行了调查,结果表明：1.初二、初三年级学生的执行性求助极显著高于初一学生,初二、初三年级间差异不显著;2.重点学校学生的工具性求助极显著高于普通学校学生,而普通学校学生的执行性求助、回避求助却极显著高于重点学校;3.女生的工具性求助极显著高于男生,男生的回避求助显著高于女生。     

云南边疆哈尼族中学生自我价值感研究

为了研究云南省边疆地区哈尼族中学生自我价值感的特点,为边疆少数民族的心理健康和教育提供依据,采用黄希庭、杨雄编制的青少年自我价值感量表对三所中学的656名哈尼族中学生进行调查研究。结果显示:哈尼族中学生自我价值感许多方面显著高于全国常模;哈尼族中学男生的总体自我价值感和个人取向生理自我价值感显著高于女生;哈尼族女生的人际自我价值感和个人取向道德自我价值感显著高于男生;初二学生自我价值感的各个方面都显著高于初一和初三学生;初一学生个人取向的一般自我价值感、社会取向的人际自我价值感和社会取向的道德自我价值感显著高于初三学生;初三学生的总体自我价值感、个人取向的特殊自我价值感、社会取向的心理自我价值感、社会取向的家庭自我价值感显著高于初一学生;杂居地区哈尼族中学生的总体自我价值感和特殊价值感均显著高于聚居地区的哈尼族中学生。     

基础教育阶段现代学校制度建设论纲

现代学校制度特指在知识社会初见端倪和全面建设小康社会的大的社会背景下,能够适应市场经济和建设学习型社会的基本要求,以新型的政、校关系为基础,以现代教育观念为指导,学校依法民主、自主管理,能够促进学生、教职工、学校、学校所在社区的协调和可持续发展的一套完整的制度体系。在我国基础教育阶段,现代学校制度建设的第一大阶段,应该以能够提升学校管理民主化,推动教职工、社区人士、学生和学生家长有效地参与学校管理方面的制度为建设的重中之重。     

价值多元化背景下学校德育重建的研究及反思

通过对我国道德教育的变迁和西方道德教育的现状进行考察,对我国中小学学生价值观变化及学校德育环境进行文献分析和实地调研,我们从课程目标、课堂教学、班级建设、环境优化和教师专业发展诸方面展开了重建学校德育的尝试,并提出若干尚待深究的问题。我们的研究主要围绕如下相关联的核心问题展开：（1）我们处于什么样的价值多元背景下,这一背景的由来如何？（2）中小学学生身处这样的背景,价值观发生了什么样的变化？这些变化的环境原因是什么？（3）要应对这样的变化,学校德育应如何进行重建？（4）这样的背景及学校德育重建对教师的专业成长提出了哪些要求？     

中学图书馆如何适应信息时代的发展

图书馆建设是学校建设的一个重要组成部分，也是师生获取知识信息和进行素质教育的一个重要场所。随着信息时代的到来，中学图书馆必须适应新形势。尤其是在素质教育中的地位，对信息资源的利用以及图书管理员的素质等方面必须充分重视，加快建设和发展，为培养符合新世纪要求的高素质人才作贡献。     

Who intends to learn and who intends to leave? The intention to leave education early among students from inclusive and regular classes in primary and secondary schools

ABSTRACT

Early school leaving is a serious problem for individual students, especially for students with special educational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 students from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade students aged 9–11 and 12–14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student–teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are predictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early.     

Gendering processes in the field of physical education

In Finnish secondary schools, girls and boys are taught physical education (PE) in separate groups. A male teacher normally teaches the boys and a female teacher teaches the girls. Focusing on PE teachers’ comments in two different ethnographic studies of seventh graders (13–14‐year‐olds), we examine the processes that reproduce or challenge the gender system and the possibilities of agency in the context of PE. Our findings suggest that the bodies of male students are regarded as strong and are, therefore, appreciated by both female and male teachers. Moreover, male teachers’ competence in PE is evaluated higher than that of the female teachers. None of the teachers questioned the male teachers’ ability to teach girls, however, heteronormativity arose as an issue. There were more doubts over female teachers’ competence to teach boys.     

Sense of belonging and transition to high schools in Peru

Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an indirect effect through achievement. Rural students had a higher sense of belonging than their urban peers. This is likely due to rural children seeing the larger, better equipped high schools as improvements over their relatively small and more isolated primary schools. Some general orientation activities were organized by teachers and principals aimed at all incoming first graders but nothing was designed specifically for students who might face difficulties in adjusting to high school.     

新课程背景下的中学管理“第一”观

"关注人"是新课程改革的核心理念。学校管理就是要将这种关注具体化、立体化和系统化。为此,结合工作实际探讨了4个维度的管理观念,即方向第一、教师第一、学生第一、发展第一等4个"第一"的中学管理观念。     

A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg

In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, we found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.     

在新课程的实施中改进和加强学校的德育

在新课程的实施中改进和加强学校德育,需要从三个方面着眼和强化:重视新课程中综合实践活动课;注重学科教学中德育渗透;构建教师主持,师生之间平等、民主、和谐的新型课堂关系。     

Special educational resources in the Swedish upper secondary schools: a total population survey

This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.     

Primary school size and learning achievement in Senegal: Testing the quantity–quality trade-off

The literature on the effects of primary school size on learning achievement in sub-Saharan Africa is rather limited. To address this gap, we examine the causal relationship between primary school size and learning achievement of two cohorts of students, followed with collection of three rounds of data in Senegal. These two cohorts attended grades 2 and 4 at the beginning of the 2009–2010 school year. We implement an empirical strategy that hinges on value-added models estimated with a doubly robust approach; we find that fourth/fifth graders (and not second/third graders) attending mid-sized schools perform significantly better than their counterparts attending smaller or larger schools. These results are robust to a number of sensitivity analyses. The potential mechanisms through which school size operates include student’s gender, family socioeconomic status, class size and the urban/rural location of the schools. Importantly, we suggest optimal sizes of primary schools for both policymakers and parents. These optimal sizes are contingent upon schools’ urban or rural location.     

Right from the Start: Critical Classroom Practices for Building Teacher–Student Trust in the First 10 Weeks of Ninth Grade

Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.

     

Preschoolers’ and first graders’ reasons for liking or avoiding school

ABSTRACT

This qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman’s [1996. “Friendship Quality as a Predictor of Children’s Early School Adjustment.” Child Development 67 (3): 1103–1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships.