谈如何培养学生创新能力

初中数学是学生进一步学习的重要基础,是为今后各专业学习提供必备的数学知识、思想方法和解决问题的工具。目前,全社会都在关心我们现行的教育状况和教育改革的问题,是现今教育工作者无法回避的问题。如何把学生培养成学识水平高,创造能力强,为祖国的建设有所作为的新型人材。不是学生学习的知识"所学非所用",而是学校里传授的知识有些是不合适的。有些教师完全不知道如何通过传授知识培养学生的能力,只知道按课本去教学,让学生把课本的知识学会就行了。有一些教师想去做,但心有余而力不足,不知从何下手。在众多的能力中,学生自我学习新知识的能力应该最重要的。     

Towards Inclusive Teacher Education: Sensitising individuals to how they learn

Higher education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences, and performance. Research is reported in which 80 undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, their learning preferences, and perceived impact on their teaching practices. All students completed the CSA measure of cognitive style, the ASSIST, two further questionnaires exploring learning preferences and perception of good teaching during the course, and an evaluation at the end of the teaching unit. Significant differences were found between the three cognitive styles investigated: wholist, intermediate, and analytic. In terms of learning preferences, using ANOVA statistically significant differences were found between the three styles with wholists being most concerned about speed of delivery and least liking computer‐assisted learning. In addition, wholists preferred less structure than analytics in their teaching and claimed to use more images while analytics claimed to use more speech in their teaching. Intermediates demonstrated a greater preference for tangential approaches to teaching and were least happy with the nature of the teaching they had received while at university. Many of the differences reported in the literature between the different cognitive styles were not evident in this study. However, the interpersonal and intrapersonal characteristics of wholists and analytics, respectively, were evident and perceived to impact on planning and delivery in the classroom. While further school‐based research involving greater numbers is required, interest in learning styles remains especially relevant if one intends to offer a truly inclusive education for all learners.     

小型企业如何开展继续工程教育

小型企业继续工程教育的特点 小型企业与大中型企业继续工程教育一样,对象都是具有中专以上学历或初级以上技术职务的在职科技人员。但是,小型企业又有着自己的特殊性,因而形成了继续工程教育方式的自身特点。 其一,小型企业的工程技术人员一般理论基础较低,进修有一定的困难。如沈阳化工局所属的48家小型企业中的735名技术干部,具有中专以上学历的仅有341名,占工程技术人员的46％。     

Key Ideas: What are they and how can they help us understand how people view proof?

This paper examines the views of proof held by university level mathematics students and teachers. A framework is developed for characterizing people's views of proof, based on a distinction between public and private aspects of proof and the key ideas which link these two domains. This revised version was published online in August 2006 with corrections to the Cover Date.     

Helping Hong Kong business students to appreciate how they learn

Hong Kong students enrolling in the tertiary sector exhibit tendencies to passivity and non-participation. There is also some evidence that, in common with other countries, the tertiary educational environment in Hong Kong may encourage the adoption of inappropriate approaches to learning. A programme was developed within the first year of a business studies degree with the purpose of enhancing students’ approach to learning. This was attempted by making them aware of different approaches, giving them the analytical tools to examine their own conceptions of and approaches to learning and by involving them in different forms of learning experience. Most students conceived ofieaming as a quantitative increase in knowledge. They exhibited similar patterns in respect of SPQ scores to other Hong Kong students, scoring slightly higher than their Australian peers with respect to “deep” and “achieving” approaches and slightly lower on the “surface” approach. Evaluation of the programme was based on a range of sources including unprompted views using the “slip” technique, course evaluation questionnaires and a second administration of the SPQ at the beginning of the students’ second year. The evaluation shows that student reaction to the programme was mixed, though with an overall balance in favour. The SPQ results showed.that although the mean scores for the “surface” approach rose and those for the “deep” and the “achieving” approach fell, they did so to a much lesser extent than on similar programmes.     

生物教学中如何开展研究性学习

研究性学习是国家教育部2001年1月颁布的<全日制普通高级中学课程计划(试验修订稿)>中综合实践活动板块的一项内容.它泛指学生探究问题的学习,贯穿在各学科各类学习活动中.21世纪是生物学的世纪,这是许多科学家的共识,生物科学是一门以实验为基础的科学,生物学上许多成就无不源于生物实验的探究,实验探究是生物学的重要部分.许多生物热点问题就是探究性课题,现代生物学的研究是当今世界科学研究的热点之一,是尖端科技的标志,它的发展就是一个研究性学习过程.本文拟对生物教学中开展研究性学习谈几点想法,供大家参考.     

如何减少拼写错误探析

无论在学习还是工作中经常出现拼写错误。本文强调了英语语言拼写的重要性,并从音节与词重音、字母与字母组合读音规则和词的构成形式等方面探求了提高英语拼写能力的方法。     

中学生物教学中培养学生创新能力的几种途径

启迪和培养学生的创新能力是实施素质教育的主要内容和目的 .试从如何激发学生的创新意识和开发他们的创新潜能 ,以及如何培养学生的创造能力等方面做了一些有益的尝试 ,取得了较好的教学效果     

争当“多面手”,慎防“四不像”——论当代高校辅导员的人格魅力塑造

作为大学生健康成长的指导者、引路人和知心朋友,高校辅导员在培养人才中的特殊地位与作用,决定着其应该具有高尚的人格。高校辅导员的人格魅力对学生的教育和培养有相当密切的关系。为此,本文通过阐述如何保持人格独立、兼容并包思想、角色灵活转换等三方面,来论述辅导员人格魅力的塑造。     

浅谈计算机教学中学生创新能力的培养

创造性是人的本质特性之一,是每个人都具有的一种潜在能力。人们的创造性思维和创造潜力的发挥,决不取决于天生生理因素的遗传,更重要的是后天的努力和实践。其中,教育是重要的一环,学校教育应更多地关注学生创新能力培养。文章从四个方面阐述了教师在计算机教学中对学生创新能力的培养:转变教育观念→激发兴趣→传授方式→自主学习。     

Mandatory trialling of support services by international students: what they choose and how they reflect

This paper evaluates a strategy to promote the uptake of support services by international students (ISs) at an Australian university. As part of their assessment, ISs completed a so-called ‘University Service Reflection Task’ (USRT) in a core first-year course. To complete the USRT, all ISs accessed one support service (e.g. language consultation, study skills workshop, careers guidance), then submitted a written reflection about the experience. Using responses to a questionnaire by 155 participants, the researchers investigated which services ISs attended for the USRT and patterns of prior attendance. Students' perspectives were explored by analysing 73 reflective essays. The results showed that two-thirds of the students participated in a service for the first time in order to complete the USRT and favoured services that had closest application to their coursework. Students expressed positive feelings about their experiences and reported learning gains, particularly in the areas of study skills and development of academic language.     

Classroom behaviour and academic achievement: how classroom behaviour categories relate to gender and academic performance

Latent profile analysis was used to identify different categories of students having different ‘profiles’ using self-reported classroom behaviour. Four categories of students with unique classroom behaviour profiles were identified among secondary school students in Oslo, Norway (n = 1570). Analyses examined how classroom behaviour categories are related to gender and school performance and whether a dual understanding of gender in school is helpful when trying to explain achievement differences as supposed to classroom behaviour categories. Analyses showed that gender was a better predictor of school achievement than classroom behaviour categories, even though the behaviour categories did contribute to the explanation of variance in students’ academic marks above and beyond gender.     

Individual strategies in a spatial task and how they relate to aptitudes

Thirty-two subjects were first submitted to a series of aptitude tests, then participated in a mental rotation task with advance information (Cooper, 1975), and finally gave retrospective reports about their solution strategy. The verbal reports showed that different subjects used different strategies to perform the rotation task, and also that some subjects shifted strategies, in that they successively adopted several ways of processing the same task. The coding of verbal reports led to distinguish five types of strategies (called rotation, partial rotation, verbal, projection, multiple). Five groups of subjects using preferentially one of these strategies were constituted. For each group hypotheses on performance were tested via analyses on reaction times and errors. These analyses confirmed that the five strategy groups produced different patterns of RT in conformity with verbal reports. Moreover the comparison of the mental aptitude profiles across the different strategy groups suggests that strategy choices are affected by steady and general characteristics of cognitive functioning.     

Using invention to change how students tackle problems

Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving.     

浅谈对学生地理基本技能的培养

地理基本技能给我们用地理的观点观察周围事物提供了一种有效工具。培养学生地理基本技能是地理教学的主要目标之一。本文主要探讨了地理基本技能的构成、重要性以及地理技能的培养问题。