几种中学生物学教学策略的运用

教学策略是实现教学目标的关键环节。在中学生物学教学中采用主动学习、构建学 生自我知识体系、多种技能培养和小组活动的教学策略，可以培养学生的创新精神和实践能 力。     

例外带来的失败

朋友在一家日用品公司做高管。最近公司迫切需要资金来扩大产量。就在节骨眼上,投资商不请自来。原来在某次展销会上,一家德国企业早已看上他们。很快,德方派来考察小组,对公司进行为期一个月的内部管理和外部市场的考察。终于,所有的考察完毕,就等第二天签合同。德方的首席代表很兴奋地说:"说实话,我     

And Santayana lives on: Students' views on the purposes for studying American history

This paper explores 30 students' views on the purposes for studying US history. Twelve students were 5th graders, 12 were 8th graders, and six were high school students. Responses were drawn from detailed interview protocol data compiled over three years in the context of a larger research programme that extensively studied the teaching and learning practices in five American history classrooms, two at 5th grade, two at 8th grade, and one at the high school level. Two questions from the protocol frame this exploration:'Why do you think they teach you American history in school?' and 'How might learning American history help you in your life away from school?'. Responses indicated that (a )all the students were able to construct some answer to the questions; (b ) rationales for learning history varied considerably by age, interest and ethnic background, but versions of the Santayanan rationale and utilitarian responses were most common; (c ) students seemed initially puzzled by the questions as though they had never considered them before; and (d ) students appeared to hold a 'stabilized', consensus view of history, meaning that they thought of history as a collection of putative facts and that their task was to learn them. Implications are considered against the backdrop of teaching and learning American history and the current history curriculum.     

对一份百年前生物学教案的赏析

1910年，商务印书馆创办的《教育杂志》第九期刊载了一节植物学教案（时称“教授案”）。据考证，这篇教案可能是我国迄今有案可稽、发现最早的生物学系统化教学设计，对研究我国生物学教学发展历程有着重要意义，让我们拂去历史的尘埃赏析这一难得珍品，全文如下：     

母爱缺失的“创伤性经验”——《沉没之鱼》别解

《沉没之鱼》是谭恩美全新突破的一部作品,文中的幽灵叙述者陈璧璧是潜在的主人公。她幼时缺乏母爱的＂创伤性经验＂对她以后的成长产生了重要的影响,她在兰那王国之旅逐渐走出自己的心理创伤,并去了解爱、接受爱的过程。     

Consultation outcome as a result of in-service resource teacher training

The effects of learning disabilities teacher training for consultation with classroom teachers were investigated. Twelve learning disabilities resource teachers and 60 elementary school classroom teachers within one school system served as subjects. Four learning disabilities resource teachers received communication skills training, and four resource teachers received conceptual assumptions training. In addition, four resource teachers served as a control group for the study. Each resource teacher conducted three 20- to 30-minute conferences with each of five elementary school teachers. Following the third conference, information was collected concerning: (a) classroom teacher ratings of satisfaction with services, (b) joint ratings of the child's progress toward goals set during the first conferences, (c) the percentage of recommendations implemented, and (d) classroom teacher ratings of joint responsibility, and of resource teacher respect, empathy, and congruence. There were three findings in this study. First, no differences resulting from either type of training were found at posttest for classroom teacher respect, resource teacher congruence, joint responsibility, or joint ratings of the child's progress. Second, training resource teachers in communication skills resulted in significantly higher classroom teacher ratings of resource teacher empathy. Finally, significant differences due to resource teacher experiences prior to this study were noted with classroom teacher ratings of the child's progress, and the number of recommendations implemented.     

Students' perceptions of academic quality and approaches to studying in distance education

Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses.     

Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity

In this article, we argue that conceptions of content should be broadened beyond the ideas, skills, and proficiencies of particular subject matter disciplines. We frame mathematics teaching as a paradigm case in which to argue that a focus on pedagogy should also include an explicit concern for the kinds of dispositions that students are developing towards a particular discipline as they engage in (or oppose) classroom instructional activities. Our purpose in developing this perspective is to focus on students' access to discipline-specific literacies wherein all students have an opportunity to participate legitimately in classroom practices that lead to competence in the short term and to continued engagement in the discipline in the long term.     

Factors in Students' Endorsement of Counseling as a Requirement for Graduation from a Counseling Program

This study investigated factors involved in students' endorsement of personal counseling as a requirement for graduation from a counseling program. Implications for counselor educators are discussed.     

Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.     

教学中几种探究式问题组的构建及应用

在教学中,笔者尝试根据不同的课型、目的要求、学习对象等构建“问题组”情境,激发学生的学习兴趣,并通过学生自己的探究而获取知识,使生物学教学形成一个想学、乐学、会学的新局面。下面谈一谈几种问题组的构建及其应用。1导入探究式问题组1.1构建目的这是为导入新课而创设的问题组,要使学生学习生物学概念和规律等新知识,就必须回到已有的认知结构中去,熟悉与新课相关的旧知识,掌握它的内涵和外延,使新知识成为一个以旧知识进入“临近发展区”的旧知识的延伸,并用类比、演绎、归纳等方法揭示新旧知识的联系,其目的就是为了引入新课铺垫。1…     

Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language

This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English composition course. Fifty-one L2 learners at a university in central Taiwan participated in this project. Procedural scaffolding and collective scaffolding were provided to promote students' self-regulation and thus to foster the development of students' writing skills. A cross-referencing questionnaire survey was adopted to investigate students' perceptions of Wiki-based collaborative writing and students' perceptions of their work in each stage of collaborative writing. As the results indicated, a high percentage of students' satisfaction showed positive perceptions of this Wiki-based collaborative writing environment, and the instructional design of implementing a Wiki-based collaborative writing project with a five-stage writing process does assist EFL learners to accomplish a collaborative writing task on the internet with less limitation of time. This article also points to new possibilities for future research.     

充分认识学生生命成长是践行生命成长教育的前提

践行生命成长教育必须充分认识和了解学生的生命成长,特别是学生生命成长的内涵和特点,这两者不仅是认识学生生命成长的起点,更是认识学生生命成长其他组成部分的前提和基础.学生是其生命成长的主体,学生生命成长是一个动态、快速的生成发展过程.学生生命成长具有主体性、整体性、独特性等特点.     

学生的主体作用在中职生物教学中的发挥

在中职阶段生物教学活动开展的过程中,教师要突破以往理论教学方面的局限,更好地提高课堂教学的主动性,真正地帮助学生实现综合素质的发展。基于中职学生素质和特点,强化教学过程和创新教学方法。本文对中职生物教学中发挥学生主体作用进行了分析和探讨。