小学生数学自主学习策略的教学

课堂教学是培养小学生数学自主学习能力的重要路径。就自主学习的认知策略而言,教学要遵循选择合适的认知策略、联系小学生的生活实际、循序渐进等原则;而就自主学习的元认知策略的教学而言,则可以采用思维外显化、程序化训练、系统训练等方法。     

浅析小学语文教学中的问题意识

针对目前小学语文教学中,长期存在的不重视培养学生问题意识的现状进行分析,在此基础上,指出培养小学生问题意识的重要性。文章着重提出了可供具体操作的教学策略：融洽师生关系,使学生敢问;改变教学思想和教学策略,让学生想问;指导质疑方法,使学生会问。探究在教学的过程中,使学生发现有价值、有意义的问题,然后进行积极的思维,通过实践、努力,最终解决问题,从而激发学生的潜能,提高小学语文教学效率。     

Teaching methods for inventive problem-solving in junior high school

Fostering pupils’ competencies in inventive thinking and problem-solving has remained a rather unresolved issue in traditional schooling, mainly because many people regard creative thinking as a God-given ability, something an individual either possesses or does not possess, but can only be slightly learned or improved. The current study is aimed at evaluating the impact of teaching pupils problem-solving principles based on the ‘idea focusing’ concept, rather than the ‘idea generating’ approach through random search or brainstorming. Data included pre- and post-course quizzes, interviews and observations of class activities. The finding indicated that the participants significantly improved their achievements in suggesting original solutions to problems in comparison to a control group, and successfully utilized the method they had learned in their final project. Some pupils reported that they used the thinking patterns they had procured during the course in other contexts as well, for example, in school or at home. These results suggest that there is benefit in teaching pupils methods for focused thinking in problem-solving; these methods, however, should be regarded as a kind of heuristics that can help guide the thinking process rather than being used as strict algorithms. The important point is to provide pupils with opportunities to develop their own thinking methods and explain their ideas.     

“沉积岩石学”课程教学改革与创新型人才培养

如何激发学生对＂沉积岩石学＂课程的学习兴趣、提高教学质量,是值得深入研究的课题。通过教学实践和改革探索,本文认为,多样化的教学模式、适当的科学问题、综合性的教学实例可有效激发学生的学习兴趣;通过科研、学术交流等形式,把握学科前沿,培养学生的创新思维能力和创新意识;实践教学是提高教学效率的重要途径;自学能力、动手能力和科研素养的培养对创新型人才教育具重要意义;良好的师生交流平台是教学效果的有力保障。     

Words You Want to Learn

An approach to teaching spelling similar in some ways to the Breakthrough to Literacy scheme for teaching reading – where children choose for themselves the words they want to learn – is being developed by David Moseley, reader in applied psychology, School of Education, Newcastle University. The classroom study described here suggests that the principles underlying the precision spelling course and related computer programs, which have been used successfully with pupils who have specific spelling difficulties, could be usefully adapted to help pupils with mild and moderate learning difficulties.     

Prompting teachers’ constructive reflection: pupils’ questions as critical incidents

Constructive reflection is seen as an important ingredient in the professional development of teachers, in order to stimulate significant change in approaches to classroom practice and the general provision of science education in schools. This paper explores the use of pupils’ questions in provoking ‘critical incidents’ in the professional lives of teachers. It is suggested that pupils’ questions can be both indicative of their own conceptual change as well as being sophisticated prompts for teachers to examine their own thinking. Case studies of two teachers ‐‐ one primary and one secondary ‐‐ are used to illuminate how such critical incidents can lead to changes in teacher thinking, resulting then in changes in classroom practice in science. Suggestions are made for the use of pupils’ questions as critical incidents in the professional development of teachers.     

小学生数学思维能力的培养

小学生数学思维能力的培养是小学数学教学中的一项重要内容.数学是思维的体操,发展学生思维是数学教育的灵魂.将从调动学生学习数学的积极性,促进学生积极参与思维过程;加强对学生的数学思维训练,促进学生数学思维能力的提高;加强思维方法指导,发展学生辩证思维,培养学生创造性思维能力等3个方面对如何培养小学生数学思维能力进行论述.     

谈如何在小学数学教学中培养学生独立思考的习惯

在当今多元化教育模式下,教师侧重于培养小学生自我探索、独立思考的能力,格外重视小学生逻辑思维能力的培养,让学生在潜移默化中形成独立思考的习惯。小学阶段的数学教育教学对学生来说非常重要,教师要让学生养成独立思考的习惯,提高独立思考的能力,要学会活学活用知识,避免死板地吸收数学内容。     

Inclusive pedagogy in action: getting it right for every child

A key assumption underpinning formative assessment strategies is that individual pupils must be fully involved in the process. While such engagement and attention on the individual is important, studies suggest that teachers do not always readily engage with formative assessment as a reciprocal process which involves pupils. Additionally, a focus on individual differences between pupils can be problematic if the work that is set for some is differentiated to such an extent that they are not able to participate in classroom activities with others. Inclusive pedagogy is an approach to teaching and learning that attends to individual differences between pupils but avoids the marginalisation that can occur when pedagogical responses are designed only with individual needs in mind. Using participant observation and video footage from three classrooms that captured ‘learning moments’ identified by teachers and pupils, this study documents how the professional craft knowledge of teachers develops as they learn to use what their pupils have to say about learning in the context of whole class teaching. By concentrating on the findings from one site, this paper shows how teachers can use what they learn from listening to pupils’ self-assessments of their learning in ways that meet the standard of inclusive pedagogy.     

彝族农村小学高年级学生数学问题解决观念的调查研究

通过对233名彝族农村小学4～6年级学生进行数学问题解决观念问卷的抽样调查,结果发现:学生数学问题解决观念归为数学问题、常规和非常规数学问题解决、数学问题解决动机和数学问题解决能力五方面的自我认识和看法;凉山彝族农村4～6年级学生数学问题解决观念总体上不理想,在数学教学中应给予充分重视;民族和性别因素在方差分析中主效应明显,可能与彝族学生思维方式、语言习惯等文化背景差异及当地小学数学教学现状有关;数学问题、常规和非常规数学问题解决、数学问题解决动机等观念显著影响数学问题解决观念。     

以信息化为主导的高校教学管理策略

随着信息时代的到来,以信息化为主导的高校教学管理在高等教育的改革和创新中发挥着越来越重要的作用.尽管信息化在高校的教学管理中发挥着一定程度的作用,但是仍然存在一些问题没有得到解决,需要予以充分的认识.在明确实现信息化为主导的高校教学管理的必要性基础上,研究让教学管理变得更加科学、专业化的措施,转变思想,适应时代的发展,保证高校的教学管理顺利进行.     

小学教师教学态度与学生思维类型的形成与发展

小学生思维发展中所形成的思维类型和特征,与学校教学中教师的教学态度是有密切关系的。教师的教学态度的类型和适宜性会直接影响学生的思维类型和特征的形成与发展。     

Prospective Primary Teachers' Understanding of Climate Change, Greenhouse Effect, and Ozone Layer Depletion

Climate change is one of the most serious global environmental problems and for that reason there has been lately a great interest in educating pupils, the future citizens, about it. Previous research has shown that pupils of all ages and teachers hold many misconceptions and misunderstandings concerning this issue. This paper reports on research concerning student teachers' perceptions about aspects of climate change as well as about greenhouse effect and ozone layer depletion. The aim of this research is to take findings into account for teaching student teachers about these issues. An open-ended questionnaire was used in order to gain a more comprehensive understanding of their thought. From their answers it appeared that these students believe that climate change is under way and base their beliefs on their own experience. They are unaware of the proper actions to be taken for slowing down the climate change, they also hold the misconception that ozone depletion, acid rain, and pollution in general are conducive to climate change. They confuse greenhouse effect with ozone depletion as far as the mechanisms through which they occur is concerned and the causal compounds. By taking into account these research findings the possible implications for teaching are discussed and some suggestions for more effective teaching are made.     

Using a Diagnostic Test of Pupils’ Alternative Conceptions to Plan a Teaching Strategy on Electric Circuits

This paper describes a project on electricity education, aiming at the construction of a teaching strategy which takes into account pupils’ alternative conceptions on electric circuits. With this project we want to provide teachers with feasible diagnostic tools and teaching materials in order to promote conceptual change among pupils. The research findings indicate the effectiveness of a teaching strategy in one of the higher forms of secondary education in which an explicit confrontation takes place between the pupils’ own alternative conceptions and some physics concepts in the domain of electricity.     

Language in Art and Art in Language

The National Curriculum is bringing a systematic attention to the place of language in the teaching and learning of Art, but may be suppressing some of the liveliness of language in art. Art teaches a specialist vocabulary with benefits beyond the art lesson, but there are dangers (and opportunities) in the use of words in art which have different meanings elsewhere. Art rooms have traditionally promoted a rich variety of language uses, but new pressures could lead to formulaic didactic lessons with too little pupil discussion. One language use in art, from which English teachers could learn, is discussion about the aesthetic qualities of artefacts which pupils make or are shown. English teaching too often treats poems as documentaries, but art can teach pupils to use words for looking and thinking about artefacts in their own terms. A danger here, in art as in English, is that introducing a canon can encourage talking about art in second-hand language which does not connect with pupils’ experiences. Language would drive a model of pedagogy in which experience and perception inform the formation of new concepts, then new concepts inform the search for new experience and perception, in an ascending spiral of aesthetic understanding which could also be both a pleasure and an education of the feelings.     

品德与社会教科书如何充分体现小学生历史思维能力的培养

历史一直是社会科课程重要的学习领域之一。在品德与社会教科书中,如何结合小学生的认知规律和思维水平,开展有效的历史学习并培养他们的历史思维能力,是教科书编写的难点。在以儿童的社会生活为主线的指导下,现有教科书尝试淡化历史学科体系的痕迹,倡导主题式的呈现方式。这种尝试在增进学生对历史的了解时,也存在着时序不清晰等问题。基于此,教科书历史内容的编写应突出时间顺序,增强对学生历史思维能力尤其是时序思维能力的培养。     

Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and their Teaching of the Grammar Element of the Statutory Test in Spelling,Punctuation and Grammar (SPaG)

The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research explored teachers’ responses to teaching grammar to a statutory test format, and how teachers implemented rapid curriculum change in their classrooms. The research sought to learn the perspectives of teachers as they adjusted to new English assessments and new expectations for children’s language in the primary school. This paper draws on teacher interviews (n = 16) and an online survey of teaching staff (n = 170). Teachers discuss their knowledge, understanding and enjoyment of grammar at their own level, and their skills for teaching pupils; they also discuss their observations of how pupils have responded to explicit grammar teaching and the grammar test. The data give some insights into the processes for teachers of applying new requirements for teaching and testing grammar, and how teachers strive to make grammar accessible to children. The findings discussed in this paper are: (1) since the introduction of the statutory SPaG test in primary schools, time spent teaching decontextualised and contextualised grammar has increased significantly; (2) grammar is now taught explicitly and formally as a classroom literacy routine; (3) the test format influences grammar teaching content and approaches; (4) teachers observe that pupils enjoy learning grammar and taking the test; (5) teachers disagree about the extent to which explicit grammar teaching and testing have a positive impact on pupils’ language and literacy skills; (6) teachers feel more confident about teaching grammar.     

Understanding why things happen: Case-studies of pupils using an abstract picture language to represent the nature of changes

This research is concerned with investigating children’s understanding of physical, chemical and biological changes while using an approach developed by the projectEnergy and Change. This project aimed to provide novel ways of teaching about the nature and direction of changes, in particular introducing ideas related to the Second Law of Thermodynamics in a way accessible to pupils aged 11 upwards. To accomplish this, the project developed an abstract picture language through which the scientific story is told. An intensive study of the learning of a number of different groups of pupils was undertaken, based on records of their written work, observational notes of lessons, and small group interviews. This paper follows the progress of three pairs of 12-year-old pupils over a period of eight months studying a variety of topics, drawing on the written assignments and tests they did, as well as on the observational records. The abstract picture language and the teaching approach aim to provide a coherent and systematic account of the fundamental nature of all changes. The analysis reveals some of the issues which are involved in understanding the nature and causes of change and how this understanding can be fostered.     

Selecting Appropriate Strategies for Laboratory Teaching: a Problem in Teacher Training

Teaching how to teach in the laboratory is one of the main aims of science teachers’ in‐ and pre‐service training. But teacher‐trainers must make some essential decisions concerning the type of laboratory teaching they are training for. At the time of ‘learning by discovery’ and of learning of discovery ('syntax of discovery'), the enquiry oriented laboratory was expected to give the pupils opportunities to perform miniature‐‐but exemplary‐‐research programmes. Later, a new approach stressed the technological and social implications of knowledge, i.e. its relevance to the pupil. At about the same time, constructivist theories of ‘conceptual change’ provided teachers with explicit instructions concerning the teaching of scientific concepts and principles. Another issue was the position of general cognitive skills such as logical and critical thinking, in laboratory teaching. Recently, the computer has opened new possibilities and introduced new strategies. Teachers must be trained to appreciate the various approaches as complementary and educationally fruitful, so as to select rationally the most appropriate strategies.