你也可以不同凡响——针对进城务工子女的差异化阅读教学策略

针对部分进城务工家庭的学生对阅读不感兴趣,没有阅读习惯,家里的书籍不多,父母没有良好的阅读习惯,家庭缺乏亲子阅读,更缺阅读方法的指导等情况,通过运用分享式阅读激发阅读兴趣,竞赛式阅读激发阅读动力,阅读评价培养阅读习惯,亲子互动创设阅读氛围,有声阅读增强阅读自信等策略,营造阅读环境,提高阅读能力.     

仅能阅读是不够的

阅读存在于所有的时间之中,阅读存在于所有的空间之中,阅读存在于所有的人群之中。人的一生与阅读结下了不解之缘!从广义的视角来看,阅读就是阅世,就是经历世事,认识世界。于是,可以阅读高山,阅读大海,阅读森林,阅读草原,阅读长江黄河,阅读白云蓝天,阅读飞禽走兽,阅读昆虫鱼虾,阅读草木花卉,阅读蔬菜瓜果,阅读街巷里弄,阅读锅盆碗盏,阅     

多方位阅读技能训练(下)

五、侧重阅读智力的训练 阅读七式 阅读的智力,一般指阅读的专注力、阅读思考力、阅读判断力、阅读联想力、阅读想象力以及阅读组合力等。阅读的这些智力素质,直接关系到阅读的质量,即阅读的效率。下面简述的阅读七式——纲目式、楔入式、评判式、设疑式、窥测式、逆式及创造式阅读,有助于改善和提高学生阅读的智力素质。     

论语文阅读的内涵与理念

语文阅读活动古已有之。阅读的内涵有广义和狭义之分,准确把握阅读与语文阅读的内涵,倡导积极的阅读理念,对于有效实施语文阅读学习具有重要意义。本文在解析阅读与语文阅读内涵的基础上,提出了语文阅读的新理念,即在生命阅读理念引领下,快乐阅读、成长阅读、审美阅读。     

初中语文整本书阅读策略探微

整本书阅读是新课标对语文阅读提出的新要求,也是语文新课改的趋势。它有利于扩大学生的阅读量,拓展阅读视野;丰富学生的阅读体验,提高语文素养;教会学生科学的阅读方法,培养阅读习惯。语文教师要精心组建阅读小组,制订阅读计划;推荐合适书目,激发学生阅读兴趣;渗透阅读方法,指导学生有效阅读;组织交流分享,提升学生阅读效果,从而使学生乐于阅读,善于阅读,爱上阅读。     

传统蒙学读物对小学生阅读教育的价值与影响

当下我国小学生阅读存在轻阅读、浅阅读、枯阅读等问题,因此亟须转变阅读教育思路,对传统蒙学阅读教育进行严肃的体认与灵活的继承。《弟子规》中所蕴含的阅读态度、阅读原则和阅读方法,对扶正阅读态度、提高阅读质量、戒除浮化以求真理有着重要的参考价值。寻根传统蒙学对阅读教育的启示,有利于明晰阅读价值、指导阅读实践、规范阅读范式。     

刍议全阅读教育理念下儿童早期阅读策略

全阅读教育理念影响下的儿童早期阅读并不排斥传统的知识获取和认知发展,书本阅读仍然是全阅读教育实施的基本阅读介质和对象。与传统早期阅读教育不同的是,全阅读教育更强调为儿童创设一个全息化的阅读环境,为儿童提供多元化的阅读方式和多样态的阅读对象,由此,除了书本阅读外,全阅读教育还提倡环境式阅读、亲情式阅读、生态式阅读等。     

陪伴孩子走上幸福阅读之路

正现在大多数家长开始重视孩子阅读兴趣的培养,心中都有这样的期许:让我的孩子成为一个爱阅读、会阅读的人。然而,良好的愿望未必能心想事成,有些家庭就陷入了误区:孤家寡人式阅读(阅读仅限于孩子)、清规戒律式阅读(阅读仅限于某个空间)、功利主义阅读(阅读局限于教辅书)、本本主义阅读(阅读仅限于纸质书籍)、单科阅读(阅读仅限于某一方面)、搬家式阅读(阅读仅限于读情     

浅谈小学生数学课外阅读能力的培养

一谈起课外阅读,大家一般都会想到语文课外阅读或科普阅读,不屑于数学的阅读。其实数学更需要培养学生的阅读兴趣和能力。数学阅读往往要求更高。一般是建立在思维基础之上的逻辑性阅读、符号化阅读、图表化阅读。作为现代社会的人,单有语文阅读能力是远远不够的,而应具有以语文阅读能力为基础,包括外语阅读能力、数学阅读能力、科技阅读能力等多种阅读能力在内的综合阅读能力。     

浅议学生阅读品质的培养

阅读是一种从语言文本中获取信息的学习方式,也是一种基本的智力技能。认知心理学把阅读分为阅读注意、阅读想像、阅读思维、阅读记忆、阅读品质、阅读情感等诸多因素。其中,阅读品质是阅读活动顺利进行和富有成效的保证,是一个人语文素养的核心,因而要大力培养。培养学生良好的阅读品质,可以促进学生自觉地学习阅读技巧,不断改进阅读方法和阅读习惯,提高阅读质量。学     

初三数学复习中折叠与展开题型的教学

在初三数学复习的教学中,适当创设数学情境,引导学生在"做数学"中进行数学思考,获得数学感悟,可以进一步提高学生分析数学问题和解决数学问题的能力。     

Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling

The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N?=?111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.

     

Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills

This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school.     

Mathematical performance predicts progress in reading comprehension among 7-year olds

The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.     

Characterizing Reading Comprehension of Mathematical Texts

This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.     

Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children

This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6–7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and phonological awareness, using a mix of standardised and experimenter-designed tests. The experimental hypothesis was that mathematical word problems will call upon cognitive skills that are different and additional to those required by numerical operations, in particular verbal ability and reading comprehension, while phonological awareness and reading accuracy will be associated with both types of mathematical problems. The hypothesis is partly affirmed and partly rejected. Reading comprehension was found to predict performance on mathematical word problems and not numerical operations, and phonological awareness was found to predict performance on both types of mathematics. However, the predictive value of verbal ability and reading accuracy was found to be non-significant.     

阅读元认知训练对农村初中生英语阅读的影响

以实验探讨了为期十周的元认知训练对农村初中生英语阅读动机及阅读成绩的影响。结果表明英语阅读元认知训练能有效提高学生的阅读元认知水平与阅读成绩;阅读元认知训练还能有效提高学生的阅读动机,尤其能明显提高阅读的内部动机及有效降低因阅读困难而回避阅读的动机。在农村初中英语阅读教学中渗透元认知训练不仅可行而且是有效的。     

Reports on Computer Assisted Instruction in Israel

This project is a modular CAI system intended to produce better learning in elempntary mathematics, seeking real solutions to real problems. The central computer hottses a model of knowledge which is the changeable component of the structure. After the initial experience with mathematics a reading comprehension course and an ‘English as a second language’ course will be prepared. The system includes pedagogic strategies as a teacher model.     

Teaching the language of mathematics at three levels of an English-medium primary school

This study, situated in a multilingual, English-medium educational context, draws on theory from mathematics and language education to capture teachers’ perspectives on the place of language in their mathematics pedagogy. The benchmark study explored this topic through surveying and interviewing teachers. Additionally, it sought to relate teachers’ views to their practice by focusing on observing three teachers’ mathematics lessons at primary one, three, and five. Findings are that mathematics teachers placed importance on teaching language, being specifically concerned with language as input and comprehension. They taught vocabulary and reading skills in supportive ways explicitly yet differently at the three grade levels. Particularly at the lower levels, teachers contextualised language in the concrete examples employed for mathematics teaching. At all three levels, prominence was given to teaching pupils how to read word problems as well as how to solve them. However, at primary three, a tension was observed between the two aims of teaching mathematical vocabulary and teaching the reading skills for word problems. This paper illustrates the tension and discusses its possible causes.     

对初中生坐标概念发展的研究

中小学数学课程的改革需要研究学生数学概念的发展水平，概念本质上是一个系统，理解概念就意味着去建立一个系统确定相关概念之间的依存关系，这是学生概念科学化的过程，进行数学课程改革，要认真研究学生数学概念发展的最近发展区，并以此作为课程改革出发点，数学教学必须要以学生的发展为基础。