让学生在历史课堂中“动”起来

在历史课堂教学中,教师应采取多种有效措施,使学生动脑、动嘴、动手相结合,课堂真正＂动＂起来,让学生在做中学,在学中做,并在活动中培养、发展学生的能力。     

让学生在游戏中健康成长——小学体育教学案例分析

一、设计理念 本课依据＂健康第一＂指导思想,以学生的发展为宗旨,采用多种教学手段激发学生参与体育活动的兴趣,注重培养学生自主创新,合作探究的意识和能力。创设开放性的课堂教学氛围,在学练的过程中开发学生的智力,     

动中求活 活中求实

教师作为课堂教学活动的引导者、参与者、组织者,应该赋予学生必要的自由活动时间和自我发挥空间,尊重学生的内心思维活动,让学生真正＂动＂起来,让课堂＂活＂起来,这样才能求得课堂实效。一、让学生＂动＂起来——允许学生说话说话是一个人的基本权利。在课堂教学中,教师要调动学生的积极性,     

语文课堂要活而有度

课堂教学是师生双边的活动过程,在这一活动过程中,师生之间不仅存在知识的传递,而且还存在着情感的交流。＂让学生动起来,让课堂活起来＂,这是新课改的要求,因此,在课堂教学中,师生之间要重视＂沟通＂与＂合作＂,重视探究式学习、合作性学习、体验性学习,     

基于课堂“情境——探究”模式的教学案例设计与思考——以《细胞增殖为例》

＂情境——探究＂课堂教学模式是一种让学习者在合适的情境中自主探究、主动建构知识的课堂教学体系,其中情境为知识产生或使用的具体环境,探究为学生在情境中自主进行的各种学习活动。演播教学法是＂情境——探究＂课堂教学模式的一种教学方法,     

浅谈探究在小学数学课堂教学中的运用

小学数学自主探究学习是以学生为主体,充分发挥学生潜能,大胆放手,让学生自学、尝试、实践、猜想、讨论等活动,去发现问题、探究问题、解决问题,从而达到让学生＂会学＂的目的。如何在课堂教学中灵活运用探究,充分发挥探究活动在课堂教学中的作用,是课堂教学获得成功的一个重要途径。     

新课标下的课堂互动与探究式教学

在课堂教学中,注重课堂互动,开展探究式教学,对打造活泼主动、和谐高效的物理课堂起到至关重要的作用。在课堂互动活动中,科学合理地设计学生的探究活动,师生合作、生生合作,让学生在学中玩、在玩中学,能激发学生探究的欲望,进而增强学生学习的有效性。     

小学理想课堂教学“四·三·四”模式初探

小学理想课堂教学＂四·三·四＂模式,按照＂以学生发展为本,为学生终身发展奠基＂的总目标,让每个学生得到充分和谐的发展。课堂教学力求达到＂三全＂：全员参与、全程体验、全面发展。教学设计力求达到＂三化＂：教学内容活动化、活动设计显性化、活动过程具体化。     

动起来的小学英语——TPR活动在小学英语教学中的运用

《基础英语》作者埃克斯利说：＂凡是能激发学生喜爱英语学习的方法,便是教英语的好方法。＂活泼好动是小学生的天性,因而在教学中特别是低年级教学中我经常引入TPR活动,给学生创造轻松愉快的学习氛围,让他们在玩中学,在学中玩,实施快乐教学。下面我谈谈教学体会。     

让学生动起来的生物课

＂活动化教学＂具有源远流长的理论和实践基础。但大都冠以＂课外＂前提。教师在生物学科课堂教学中开展活动化教学,给学生提供参与课堂教学的机会,同时为学生创造自我实现的条件,从而激发学生主体积极性,让学生在活动中学,在快乐中学,有利于提高生物课堂教学质量,培养学生知识、技能、情感等综合素质,促进学生的全面发展。     

学前教育专业学生儿童文学素养现状调查——以成都大学为例

学前教育专业的学生是未来的幼儿教师,所具备的儿童文学素养现状值得关注。对成都大学学前教育专业277名本科学生的儿童文学素养进行问卷调查并做仔细分析和研究,对提高学前教育专业学生的儿童文学素养的策略和方法提出相应的建议:培养积极的儿童文学情感;加强儿童文学理论知识的学习;丰富阅读儿童文学的经验,提高鉴赏水平;加强课堂教学与实践操作的结合。     

浅议幼儿教师在语言教学活动中的无效教学行为

在幼儿语言教学活动中,幼儿教师的无效教学行为严重阻碍了幼儿的语言发展,影响了幼儿的身心健康,这就需要幼儿教师采取优化策略转换教学行为,以取得幼儿语言教学的理想效果。     

对高校学前教育专业美术课堂教学质量提高的探索

根据高校学前教育专业《美术教学大纲》的规定,学前教育专业美术课周课时一般为2学时,要按时完成众多的教学内容,无疑要求教师必须要重视课堂教学。本文试图从美术教师的人格魅力、在教学中引领新的教学观念和创新教学实践、在教学中开发各种资源激发学生的创造力等方面进行探讨,有效提高学前教育专业美术课堂教学质量。     

高职学前教育专业学生教育活动设计能力培养

幼师生的教育活动设计能力是指在活动设计意识的指引下,综合运用学前教育学、学前心理学和领域教育理论等专业知识以及相关专业技能对幼儿活动目标、过程、内容、方法的一种预先筹划。调查发现,高职学前教育专业学生活动设计意识淡薄,活动设计知识匮乏,活动方案撰写质量不高,以通过课程教学、创设专业主题墙、顶岗实习等途径可以培养幼师生的教育活动设计能力。     

构建弹性课堂 促进幼儿智慧成长——瑞吉欧方案教学的借鉴运用与保障机制简

瑞吉欧方案教学倡导“指南针”式的课程,计划性与随机性相结合,充分发挥幼儿主体作用,注重师生共同建构,是以儿童为中心的过程模式.当前我国幼儿园教育实行“列车时刻表”似的课程,存在预设占绝对地位、过多强调教师主导作用、忽视幼儿主体作用、弱视活动过程的意义等弊端.为克服这些弊端,可借鉴瑞吉欧方案教学模式,构建弹性课堂,促进幼儿智慧成长.在这一过程中,教师必须处理好幼儿自发生成与教师预设教学的关系,处理好小群体活动与大班级教学的关系,处理好幼儿自主学习与教师主导作用的关系.同时,方案教学的有效实施需通过完善教师专业培养机制,改革幼儿园管理评价机制,加强幼儿园、社区、家庭三位一体的协作机制提供切实保障.     

Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching

This study aims to explore preschool teachers’ attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers’ Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers’ attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers’ characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.     

幼儿园音乐有效教学的策略探析

在幼儿园的音乐教学活动中,教师通过多种多样的形式和丰富的内容,实施有效的音乐教学,能够为幼儿开启审美与欣赏的心灵之窗、提供自我表现与表达的平台、激活创造性与想象力的源泉、开通情绪与情感的培养路径。在教学过程中,教师应从目标、内容、过程和评价等方面入手,挖掘课堂内外有用的音乐教学资源,营造与音乐教学主题相适宜的情景,选择适合幼儿身心发展特点的内容,通过灵活多样的游戏实施教学活动,根据不同着力点进行音乐教学评价,以此来实现幼儿园音乐活动的有效教学。     

What is science in preschool and what do teachers have to know to empower children?

In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a “misconception” concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.     

多媒体在幼儿语言教学中应用的效果研究

在幼儿语言课堂教学中,通过对传统教学班和多媒体教学班教学效果进行比较研究,记录课堂教学过程中的幼儿注意力不集中次数、回答问题次数、回答问题效果以及课后复述学习内容效果等数据,检验多媒体教学是否更有利于幼儿的语言课堂学习,并结合幼儿的认知水平和思维兴趣,分析多媒体教学在幼儿教学中应用的必要性与可行性。     

‘Inclusion in Practice’: Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics

This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged from ‘low’ to ‘minimal’, with teachers more frequently implementing practices that only partially promoted participation for children with disabilities in academic and social classroom activities. The analysis also revealed that the quality of programming was not influenced by the model of special education provision, the group size, the number of children with disabilities, the training teachers had in special education or their teaching experience. The results are discussed both at a national and international level, revealing areas that need further examination into preschool inclusion quality.