Measuring learning quality in Ethiopia,India and Vietnam: from primary to secondary school effectiveness

Abstract

This paper examines the way in which learning quality has been conceptualised and measured in school effectiveness surveys conducted by Young Lives, a longitudinal study of child poverty. Primary school surveys were conducted in Vietnam in 2010–11 and Ethiopia in 2012–13, and surveys at upper-primary and secondary level were conducted in Ethiopia, India and Vietnam in 2016–17. The paper discusses the design of cognitive tests to assess Maths and reading at primary level, and then focuses on the development of cognitive tests to assess Maths, functional English and transferable skills at upper-primary and secondary level. In particular, the paper explores how learning quality can be conceptualised and measured in relation to ‘twenty-first century skills’, which are increasingly seen as an important outcome of secondary education. The challenges of designing cognitive tests to measure and compare learning quality across three diverse country contexts are also explored.     

小学英语课程中传统文化的缺失及对策研究

随着"国学热"这一思潮的的涌现,教育逐渐成为传承传统文化的媒介,而小学教育更是成为弘扬传统文化的首站。我国英语教学的发展突飞猛进,但小学英语课程中却到处充斥着西方文化价值观,我国优秀的传统文化知识严重缺失。对此,我们应该及时研究与分析,使小学生在英语学习中了解西方文化的同时,继承我国优秀的传统文化。     

美育在小学数学教学中的渗透

美育在小学数学教育中有着较为重要的地位,但目前理论与实践结合的研究成果较为薄弱,对小学数学教学实践中的美育现状也少有研究。在此,本文提出了美育在小学数学中如何进行渗透的几点建议,为一线的教育工作者提供一些参考!     

在小学教育中两个立体教育的结合

苏霍姆林斯基提出教育的和谐性、全面性。而小学教育是儿童真正接受教育的开始,根据小学儿童的身心发展的阶段性和规律性,只有在不同的发展阶段,给予适当的教育方法,才能使他们身心在教育过程中得到发展与提高,才能有效地促进儿童发展的协调性。     

浅论小学低年级语文教学中生命化教育的渗透

教育除了有鲜明的社会性之外,还有鲜明的生命性。可是当今语文教育太过于忽视对学生德行的培养、人性的完善和生命的呵护。对于小学低年级学生而言,这种忽视会严重影响其对我国母语的兴趣,而且对其语文素养的培育,非常不利。那么,应该如何还语文教育以本真,体现语文教育的语文性呢?就小学低年级语文教学中生命化教育的渗透,本文作了浅论。     

人教版小学数学教材中蕴含的数学文化

文章探讨人教版小学数学教材中蕴含的数学文化,主要从数学家的故事、数学发展史、中国古代典籍《九章算术》、数学的广泛应用这四个方面来阐述。     

小议小学语文教学中对学生的审美教育

语文作为小学教学中的基础课程之一,是构建学生知识框架的关键,也是培养学生语言能力的重要课程。因此,在小学语文教学中,教师应该创新教学方法,提高学生对语文课程学习的兴趣。新时期,小学语文教学改革要求教师在教授学生知识的同时,还要注意培养学生的审美能力,使学生在树立健康的审美观念基础上,养成良好的生活习惯,为未来的生活与学习打基础。本文主要针对小学语文教学,探讨学生审美教育的几点教学策略。     

构建阅读场 促进常态读

为了培养学生良好的阅读习惯,积极践行“阅读常态化”的理念,我校以心理学家勒温的场动力学理论为依托,充分发挥团体动力的作用,创设浓郁的阅读“场”环境,通过思想引领、环境营造、活动促进,星级评价构建师生常态阅读氛围。     

蚕桑文化在小学美术教学中的开发与实施研究

积极开发和合理利用本土文化资源是小学美术新课程实施的重要组成部分,蚕桑文化作为地方文化资源,它的开发与利用对学生的成长和民族优秀文化的传承具有重要意义。在小学美术教学中,开发和实施凸显特色的本土蚕桑文化资源,不仅要注重内容的收集和选择,而且要注重美术课堂教学和实践活动的结合。     

Attitudes of preschool and primary school pre-service teachers towards inclusive education

Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.     

论中小学教师教育中的校本培训

校本培训是最经济有效的教师教育方式。为积极发挥这种培训方式的作用,我们必须做到以下几点:端正认识,明确目标;建立和完善校本培训管理体系,使之系统化;框定校本培训内容和范围,使之明确化;创新和总结校本培训途径和方法,使之可操作化。     

试论小学学校教育与家庭教育的结合

教育是一项包括家庭教育、学校教育、社会教育及教育者的自我教育的系统工程。教育学生，学校固然负有重要的责任，而家庭教育也是不可缺少的。客观地讲，学校教育和家庭教育各有优势，也各有局限性，特别是小学生，跟父母在一起的时间较多，如果家庭教育与学校教育配合不好，就会影响学校教育的质量和效果，从而影响孩子的健康成长。要使教育达到预期目的，教育工作者必须高度重视和认真研究学校教育与家庭教育的结合问题。     

The construct of media and information literacy in Singapore education system: global trends and local policies

This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.     

大学本科小学教育专业建设问题

大学本科小学教育专业应定性在教育,定向在小学,定格在本科,对小学教育专业学生进行综合培养,促进学生全面发展。要合理构建小学教育专业课程体系,使学生在教育理论、学科专业知识、教育科研方法、教学实践能力等方面明显高于中师和小教大专;处理好文化基础与专业基础、教育理论与学科知识、科学与人文的关系。在提高小学教师学历层次、学术水平、科研能力、教学能力和管理能力的同时,促进教师专业化发展。     

中小学校园安全教育的机制研究

近年来,中小学校园安全问题成为社会关注的热点问题,中小学安全教育越来越受到国家的重视和社会的关注,相关的法律法规政策制度等日渐完备,但尚未形成完善的校园安全教育机制。安全教育是中小学生知识结构中的重要组成部分,也是中小学生人文素养的重要内容,更是学校正常教学秩序和学生生活学习的前提条件和根本保障。但在应试教育的体制下,考试科目的学习成为重要内容,学校安全教育不受重视,制约着我国中小学安全教育的实施和发展。     

情境教学在小学数学教育中的应用研究

数学新课程的教学设计尤其注重充分发挥学生的主体作用,这就要求教师要在教学中设计合适的教学情境和教学条件,充分调动学生的学习热情和动力,引导学生主动参与到教学之中。本文以情境教学在小学数学教学中作用、实现情境教学的方法和应注意事项为重点,对情境教学在小学数学教育中的应用开展了较为详细的研究。     

小学体育课适应学生兴趣差异教学探讨

个体差异是影响教学活动的一个重要因素。教师在培养学生体育兴趣的同时须正视学生的兴趣差异，在体育课中围绕教学目标，根据学生身心发展特点，创设情境，善用游戏，迎合学生兴趣。努力开设多样项目，开叟器材多种功能，创设丰富“玩法”，让学生自主选择，依兴趣自由组合，以满足学生兴趣需要和特长发展要求。还要通过因人而异的积极评价维护各水平段学生兴趣，促进学生终身体育锻炼意识不断增强。     

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.     

怎样在小学语文教学中渗透传统文化

中华传统文化是中华民族几千年的文化结晶,是一笔宝贵的文化财富。传统化有着无比丰富的知识资源让我们在教学中去发现、开采、渗透。如果在小学语文教学中渗透一些浅显易懂的传统文化知识,对培养学生的学习兴趣,高尚品格的形成、鉴赏能力的提高都有帮助,更能够培养小学生的民族自豪感和爱国热情。本文简要介绍了传统文化的概念及小学语文教学中渗透传统文化的意义,并结合教材内容及课堂教学实际,论述了小学语文教学中通过深入挖掘教材中蕴含的传统文化,引导学生大量阅读传播并积淀传统文化,以书法教育为契机渗透传统文化观念等优化策略渗透传统文化。