小学数学实验手段教学价值的探讨

数学可以做“实验”，数学学习也不离不开实验，用实验的方式进行教学是对传统教学方式的有益的补充，重视数学实验，正确且恰当地应用数学实验，使学生进行探究性的学习，是实施素质教育的一个有力途径。     

Teaching Children in Poverty: three Australian primary school responses

Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in educational practice for children in poverty. This paper focuses on relationships established in three differently‐located Australian primary schools: Greytown, a medium sized inner‐city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rural school in New South Wales. Each school is a designated disadvantaged school and funded accordingly through a federal Disadvantaged Schools Program, is located in a working class area, and is ethnically diverse. The schools’ pedagogical responses to children in poverty are contrasted and analysed in terms of their capacity to contribute to socially just outcomes from schooling.     

Battling through the system: a working-class teacher in an inner-city primary school

This paper explores the told story of a white working-class woman still teaching in an innercity primary school in the UK. Issues of her continuing exclusion despite early career success demonstrate how social class bias can operate within the UK education system in a variety of ways. Her story is set in the context of new EAZ, the appointment of ‘superheads’ to failing schools and other government initiatives aimed at improving the education of children from lower socio-economic backgrounds. Jenny is from this background herself and finds the cost of trying to maintain and celebrate her class identity very high—she describes it as a ‘constant battle’. Her voice responds to Maguire's exploration of how Teacher Education in the UK reaffirms the middle-class ‘promise’ of becoming a teacher by both denying and disowning working-class cultures. This paper calls for more extensive research into the lived reality of difference when students from non-traditional backgrounds attempt to enter the profession and teach within it.     

Enhancing participation in primary school and class councils through visual communication

In the context of citizenship education, many UK primary schools have recently set up school councils. Previous research has overlooked the importance of exploring communicative practices specific to school councils and the implications for children's participation. This paper draws on an action‐orientated research project with teachers in three Norfolk primary schools, which began with ethnographic observation of school and class council meetings. By developing alternative visual strategies for facilitating communication in meetings (based on a methodology known as PRA), teachers were able to encourage involvement by more children and enable them to have a greater voice in decision‐making. We argue that the common focus on adult procedures in school councils puts the emphasis on teaching children about their future role as citizens and can limit children's ownership of decision‐making processes. The alternative is to create contexts in which children have a sense of the democratic purposes of their school council in the here and now, by providing children with means (such as the visual strategies) that are consistent with those purposes and prioritizing action as an end.     

The teacher as co-creator of drama: a phenomenological study of the experiences and reflections of Irish primary school teachers

Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers’ experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school teachers which focused on their experiences of co-creating drama with their students. Co-creating drama is held in this work to be the coming together of teacher and students in a collective creative enterprise during the drama lesson. The term proposes a partnership whereby they operate as co-participants and co-artists in the drama experience. The ‘creating’ aspect of co-creating can be considered the artistic enterprise of making drama in a way that is new and unique to the group. In considering the teacher as a potential co-creator of drama, the paper probes the emergent and changing ontological attitudes of the participants throughout the process: the values, attitudes and perspectives that informed their teaching. The paper illuminates the phenomenon of teachers co-creating drama in all its complexity, and seeks to reflect on the meaning of this for the teachers.     

在小学语文阅读教学中生成习作智慧

新课改这对小学语文教师提出了新的要求,语文教学需要与时俱进、实现自身的变革。阅读、写作作为语文学科的重要学习模块,教师必须注重阅读和写作教学两者的结合,在阅读训练中加强知识的输出训练,从而帮助学生们生成写作智慧。本文结合笔者教学过程中的具体案例,对如何在小学语文阅读教学中生成习作智慧这一问题阐述几点自己的看法,以供其他教师借鉴。     

Challenging perceptions of school councils in the primary school

As part of citizenship education, school councils have been set up in primary schools based on adult models of democratic committees. This article looks at children's and teachers' perspectives on their school councils and goes on to analyse the ways in which alternative strategies for addressing the constraints identified were developed in three Norfolk primary schools.     

小学英语语法教学若干问题研究

英语语法教学的目的是使学生掌握基本语法知识,更好地进行听、说、读、写等语言实践活动。在小学阶段,语法学习虽不是语言学习的最终目标,但却至关重要,因此,小学英语语法教学的若干注意问题值得我们探讨研究。     

Enhancing fluent and flexible thinking through the creative drama process

The purpose of this study is to examine whether flexible and fluent thinking skills, two important elements in divergent thinking, can be enhanced through creative drama process. The research was conducted on 30 subjects, 15 in an experimental group and 15 in a control group. Each group consisted of 9 females and 6 males. All subjects were postgraduate students, and the average age was 25. Flexibility and fluency were assessed through “circle drawing” and “alternate uses of objects” sub-tests. Both groups were given an initial pre-test. Then the experimental group attended a 10-week creative drama course, 3 h a week. A week after drama process was completed, a post-test was applied to both groups. Determining the pre-test and post-test score differences of the two groups, the one-way MANOVA analysis with a 2 × 2 design was applied. The results show that creative drama process can help enhance the two important aspects of divergent thinking, fluency and flexibility, in adult groups.     

小学英语语法教学的理念与实践分

随着经济全球化的发展,国际贸易日益频繁,英语作为世界上使用范围最广的语言,在国际贸易中的作用越来越明显,近年来,在世界范围内兴起了一股学习英语的潮流,中国也不例外。英语作为一门语法课教程,在我国的小学课堂就开始有这门课程。小学是孩子初步接触英语的时候,小学英语的语法教学如何才能上好呢?本文通过对小学英语课程语法教学的现状进行分析,对小学英语语法教学的理念和实践提出了一些看法和意见。     

History through drama an enactive approach to learning

The prevailing accountability climate assumes that we can identify the quality of teachers by discovering what their pupils have learned from them. However teachers are only good if they are responsible for worthwhile learning. The current pressures to improve test performance are linked with some learning of questionable value. In any case we are necessarily limited in our ability to attribute responsibility for learning to particular teachers and to identify in any detail what learning has taken place. We need a radical change of direction. We should judge teaching quality on the basis of audited self-review.     

The construction of national identity through primary school history: the Irish case

Much recent sociological work on education makes reference to gender, sexual, ethnic, local and political ‘project’ identities, yet there remains a need to bring the nation, and the state, back in; to also question the way in which ‘national’ identities are constructed in a context of globalisation and localisation. Through an analysis of Irish primary history curriculum statements from 1971 and 1999, I identify some key features of the state’s response to identity construction in a globalised context. They include a focus on pupils becoming skilled in reflexively producing identity, and a focus on a ‘boundless’ globalised identity. These changes are not unproblematic.

You will know all too well that Ireland is a country at war with its past—or, at least, with conflicting versions of its several pasts. But we are each of us in a struggle with those … on a much more deeply personal level than we sometimes know. (The character ‘Sr. Mary Rose Kennedy’ in Joseph O’Connor’s novel Inishowen) (O’Connor, 2000 O’Connor, J. 2000. Inishowen, London: Secker & Warburg.  [Google Scholar], p. 42)     

Cold comfort in the primary school

This paper contributes to the debate about conceptualising policy research by considering Howell's (1990) call that researchers reveal the ‘principle of choice’ which guides the selection of topics, strategies and resources in research. Specifically, it addresses the question of what information must be made available to other researchers so that there can be productive continuing conversations’ (Ball 1994:174) about policy research and its conceptualisation. An examination of the policy sociology literature indicates that the specification of the ‘principle of choice’ requires discussion of the intellectual resources deployed in the research and a consideration of the processes of intellectual work which render these resources meaningful. This specification is then applied in relation to my current research, the ‘Social Organisation of Education Practice’ (soep) project to investigate the changing relationship between education and training in Australia. The products and processes of intellectual work that have constituted the principle of choice in my own research are outlined and justified. The way this principle of choice has shaped the conceptualisation of the soep project is discussed and attention drawn to the practical limits of explicit conceptualisation and justification in research. The paper concludes by affirming the importance of making the principle of choice explicit but queries how this can be done in shorthand.     

小学数学教学培养学生初步实践能力的探索与实践

根据教育改革发展的方向,数学学科教育革新的需要和新数学教学理念的引领,我们开展了在小学数学教学中培养学生初步实践能力的探索与实践,探索了小学数学教学培养学生初步实践能力的途径和策略。不同的数学观,就会有不同的数学教学观,教师在教学中就会采取不同的数学教学方法。传统的数学观使得数学教学远离儿童的生活实际,忽视了“应用”这一数学的要义。随着数学观的发展,应当树立以下四大理念来指导我们的数学教学行为。(一)数学是人们认识世界的有力工具,可以作为一门技术帮助我们认识世界。在教学中应密切联系学生日常生活的现实,把所…