小学数学课堂教学设计与反思

教师在课堂教学前进行合理的教学设计,教学就已经成功了一半,同时,教师教学设计的好坏也直接影响学生的学习效果和学习能力的锻炼,因此课堂教学设计显得尤为重要。教学设计中,教师要努力为学生提供一定的动手素材和思想素材,同时把数学问题生活化,贴近学生生活实际,不仅使学生的思维能力得到训练,而且还可减少学生对数学的畏惧感和枯燥感,以便更好地激发出学生学数学的兴趣。     

The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school

The use of learning support assistants in schools has become increasingly common in England, partly as a result of government support for this strategy. One suggested advantage of the deployment of learning support assistants is to provide additional support to low achieving pupils. However, so far research on the effects of this strategy is very limited. In this study the effect of using trained learning support assistants to help pupils underachieving in mathematics is examined using a quasi-experimental design whereby pupils receiving support were matched to those not receiving support on prior achievement and pupil background factors.     

谈小学数学探究性学习的课堂教学策略

本文对如何有效地指导学生进行探究性学习提出了四条课堂教学策略：营造宽松的学习氛围,为学生创设良好的学习环境;创设问题情境,激发学生探究欲望;让学生在探究学习中既独立思考又合作、交流、讨论;教师要以一个参与者的身份给学生以支持。     

对日本新的小学数学教学内容改革的认识

着重探讨日本新的小学数学教学内容的改革 ,课程和教学内容的改革要充分考虑社会、学生、学科的发展需要。     

小学数学教学中人文数学的实施策略

在数学教育中渗透人文教育,弘扬人文精神,是素质教育的要求,是我国新课程改革所规定的数学教育的目的,更是数学教育发展的必然。人文数学是数学与人文的结合,是用数学的精神、原则、思想和方法对学生进行文化陶冶和人格塑造,让数学教育在传授科学的同时起到提高人的文化素养和教化人格的作用。教育者可从创设特色人文课堂情境、引导学生自主学习、重视学生的个体差异三个方面实现人文教育在数学教学中的渗透,进而实现科学与人文在数学教学中有机的结合,进而促进学生人文素养的提升。     

数学新课程实施中学生合作能力的培养

培养学生的合作学习能力可通过合作＂做＂数学、＂思考＂数学、＂体味＂数学等途径实施师生合作,而在学生之间的合作应特别培养合作的主动性、和谐性和交互性。     

概念图在中小学数学教学中的应用

90年代末概念图传入我国,并在教育领域取得一定的成果。从概念图的内涵出发,以概念图在中小学数学教学中应用的意义和策略展开议论。结合前人的研究成果,试图探讨在中小学数学教学中如何通过构建概念图进行有效教学的问题。     

The effect of information mapping strategy on mathematics conceptual knowledge of junior high school students

The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was carried out on 132 students from one junior high school in Rokan Hulu Riau, Indonesia. It was completed in 6 weeks. Instruments used in this study were mathematics conceptual knowledge test and mathematics achievement test. The results of this study indicated that there were significant differences in mathematics conceptual knowledge between the information mapping strategy group and the traditional group. It was concluded that using information mapping strategy may impact students＇ conceptual knowledge. There was a relationships between mathematics conceptual knowledge and mathematics achievement.     

Influence of curriculum reform: An analysis of student mathematics achievement in Mainland China

This study investigated curriculum influences on student mathematics achievement by following two groups of students from fifth to sixth grade that were taught either the reformed curriculum or the conventional curriculum. Analyses with three-level modeling were conducted to examine learning outcomes of the students who were assessed three times over a period of 18 months. Achievement was measured with regard to computation, routine problem solving, and complex problem solving. Affective aspects included self-reported interest in learning mathematics, classroom participation, views of the nature of mathematics, and views of learning mathematics. The results showed overall improved performance among all the students over the time on computation, routine problem solving, and complex problem solving but not on the affective measures. There were differentiated patterns of performance between the groups. On the initial assessment, the reform group performed better than the non-reform group on calculation, complex problem solving, and indicated higher interest in learning mathematics. The two groups did not differ on the other achievement and affective measures at the first time of assessment. There was no significant difference in growth rate between the groups on the cognitive and affective measures except that the non-reform group progressed at a faster pace on calculation. Therefore, the non-reform group outperformed the reform group on computation at the third (last) assessment. These results are discussed with respect to the possible influence of the curriculum on student learning.     

提升初中生数学文化素养策略分析

数学反映的不仅是一种现实世界的空间形式和数量关系,数学还是一种文化。当前初中生数学教学的形式化、功利化,导致数学文化缺失,针对这些现状,努力提升初中生数学文化素养的策略具有十分重要的现实意义。     

数学课堂教学应如何激发学生的兴趣

兴趣是最好的老师。如何激发学生学习的兴趣是每一位老师面临的一个重要课题。数学,因其学科的特点,让很多学生对数学没有兴趣,觉得数学枯燥乏味。那么,激发学生学习数学的兴趣则对每一位数学教师提出一个更高、更难的要求,是每个数学教师教学工作中的关键,是数学教学中的永恒话题。有兴趣才有动力,有兴趣才会有良好的学习效果,才会使学生的逻辑思维能力不断发展提高。     

将运动成就感融入小学体育教育的建议

目前对于运动成就感的理论和研究不多,在体育课中的作用也没有充分的得到重视,本文对运动成就感提出了一些看法,以期能够提高运动成就感在体育教学中的被重视程度,以及对体育课上提高运动成就感的方法和手段做出一些建议。     

探究“自学辅导法”在中职数学教学中的应用

探讨如何在中职数学教学中应用＂自学辅导法＂,以提高中职数学教学的质量和效率.     

小学数学线上线下相结合创新教学模式

随着科学技术的发展,教育呈现出理念人性化、手段科技化、内容多元化的表现,线上教学模式兴起。线上、线下相结合的模式让教育教学有了新的活力,有助于学生的个性化学习和创新能力的培养。基于此,本文针对小学数学线上、线下相结合的教学模式创新进行阐述和分析。     

Factors influencing the academic achievement of the Turkish urban poor

This study estimates the individual and combined effects of selected family, student and school characteristics on the academic achievement of poor, urban primary-school students in the Turkish context. Participants of the study consisted of 719 sixth, seventh, and eighth grade primary-school students from 23 schools in inner and outer city squatter settlements. The findings indicated that the set of variables comprising student characteristics, including well-being at school, scholastic activities and support, explained the largest amount of variance in academic achievement among the urban poor. Although the effect sizes are small, family background characteristics and school quality indicators were also found to be significantly related to academic achievement. The implications of this study for improving primary schools in urban poor neighborhoods are discussed.     

小学数学教学中培养学生想象力的策略研究

培养具有创新意识和创造力的人才已经成为当今教育更新、更高的要求。要培养创造力必须重视对学生想象力的培养。学生阶段是培养想象力、开展创造性学习的最佳时机。教师在课堂上应该给予学生充分发挥想象力的机会,让每一位学生都能插上想象的翅膀,进而促进其创新意识的开发。     

SEN inclusion and pupil achievement in English schools

This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools.     

重庆城乡小学英语教师专业素质达标研究

本文通过问卷调查的方式进行数据搜集,并参照达标体系对照重庆城乡小学英语教师专业素质现状．就存在的问题提出了在观念、管理、组织、实施方面的具体建议。     

研究性学习在小学数学中的教学策略

研究性学习在小学数学中的应用着重点在于小学生对于知识的再创造过程,本文从小学数学学科特点出发,提出了几种研究性学习的教学策略,希望促使小学数学与研究性学习紧密结合,并试图为小学数学教师培养小学生创造性提供可借鉴的操作策略。     

Gender and high school chemistry: student perceptions on achievement in a selective setting

This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.