课堂应答系统在大学课堂教学中的应用

信息技术在当今高校教育中已经得到广泛应用,但是在构建师生互动课堂方面,中国高校教学方式没有太大改变。课堂应答系统作为在国外教学中应用比较成熟的一种教学手段,对于改进我国高校教学是一个很好的补充。主要介绍了什么是课堂应答系统,其应用环境及使用流程,介绍了两种基于课堂应答系统的最常用教学模式,并对此系统在应用过程中的优势与不足进行了分析。     

课堂重构:从“知识课堂”到“生命课堂”

从课堂的模式来看,传统的课堂模式是一种“知识课堂”,它是知识为本或知识至上的课堂;新课程倡导的课堂模式是一种“生命课堂”,它是以人的发展为本的课堂。新课程的实施最终要在课堂教学中落实,因此,对于广大中小学教师而言,认识和分析两种课堂的特点,完成从“知识课堂”向“生命课堂”的转变,无疑有着十分重要的现实意义。     

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.     

Active classroom participation in a Group Scribbles primary science classroom

A key stimulus of learning efficacy for students in the classroom is active participation and engagement in the learning process. This study examines the nature of teacher–student and student–student discourse when leveraged by an interactive technology—Group Scribbles (GS) in a Primary 5 Science classroom in Singapore which supports rapid collaborative knowledge building (RCKB). We envisaged nine design principles for RCKB in the design of lessons and postulated a logic model that links and explains the effects of our design principles to the ultimate goal of learning efficacy. We presented a case study of a GS lesson which shows that GS affordances leveraged by good lesson and activity design could enable the students to have more epistemic agency. Students had opportunities to participate spontaneously in class discussions by fully expressing their ideas without inhibition. The technology effect is used to support instant formative feedback and interactions among students effectively.     

浅析中国课堂与留学生课堂的差异

随着来华留学生的增加,目前我国需要大量高素质人才来弥补对外汉语教师不足的情况。然而,习惯于中式教育的我们如何适应对留学生的教学与管理成为了即将走上此岗位人士的重点讨论话题。     

生态性课堂的构建

随着教育的发展,在教学过程中越来越重视各种要素的和谐相处,于是就有了构建生态性课堂这一说法。本文主要讲的是在教学过程中关于生态性课堂的构建的问题。     

论课堂结构

本文运用系统科学的理论阐述课堂结构系统及其功能，设计出四种优化的课堂结构。     

The standardised classroom

What would classrooms be like if they actually took completely to heart the advice of politicians and those outside the educational service who judge everything by results? Frank Serafini presents here a chilling analysis of the dangers here and highlights the implications of standardising education. Hopefully we will not go along this road, which, as Frank argues, presumes mistakenly that people and children can be standardised as well.     

For the classroom

Patterns and Sequences. Phonics for Basic Language
An Oxford Spelling Book
Fuzzbuzz. Level 3
A Review of Reading Tests
Graded Phonics
1000 Pictures for Teachers to Copy
A Taste of Freedom
Schools Council Mother Tongue Project     

重建课堂秩序

课堂秩序是教师在课堂教学过程中所面临的基本问题。由于师生对课堂情境的定义存在一定的冲突,会导致课堂秩序处于不和谐的状态。课堂秩序的形成经过制度化、合理化两个阶段。课堂秩序的重建依赖于教师教学观念、课堂控制行为方式的转变,依赖于教师交往技能的提高、教学策略的改革以及师生之间有效的“磋商”。