高中课程改革与教师观念转变

高中教师是高中课程改革的执行者和实践者,教师观念的转变与否关系到高中课程改革的成败。为了真正落实高中课程改革,高中教师一定要转变教育教学观念,建立新型的学生观、教学观和学习观,改进教学手段。     

Student use of animated pedagogical agents in a middle school science inquiry program

Animated pedagogical agents (APAs) have the potential to provide one‐on‐one, just‐in‐time instruction, guidance or mentoring in classrooms where such individualized human interactions may be infeasible. Much current APA research focuses on a wide range of design variables tested with small samples or in laboratory settings, while overlooking important practical issues relating to large‐scale, school‐based implementations. The present study provides an early step in addressing this gap by investigating the patterns, affordances and challenges of sustained classroom use of APAs. During a 15‐class‐period science curriculum, middle school students in the treatment groups (n_{Dr C‐1} = 191; n_{Dr C‐2} = 181) had uninterrupted classroom access to one of the two APAs, while control group students (n = 149) completed the same curriculum without APA access. Usage patterns indicate that students accessed the APAs on a fluctuating, “as needed,” basis corresponding to the introductory, information‐gathering, and synthesis and reporting segments of the curriculum. Survey results revealed no statistically significant difference in student feelings toward the APAs between the two treatments. While treatment students reported that the APAs were unique, reliable, timely resources, interviews indicate little difference between their experiences with the curriculum and those of the control group. Results presented here provide guidance for researchers and practitioners.     

A computer science and robotics integration model for primary school: evaluation of a large-scale in-service K-4 teacher-training program

Education and Information Technologies - Integrating computer science (CS) into school curricula has become a worldwide preoccupation. Therefore, we present a CS and Robotics integration model and...     

A case study of high school teachers' decision making models for planning and teaching science

The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision-making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach.     

A study of learning and motivation in a new media enriched environment for middle school science

This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework.     

中小学优秀教师成长规律初探

章在调查访问的基础上对中小学优秀教师的成长规律进行了分析研究,认为热爱教师职业,忠诚于人民教育事业是其成长的思想基础;宽广厚实的业务知识,扎实的理论基础,过硬的教学基本功是其实力基础;成才和竞争意识,战胜困难和挫折的坚强意志是其必要的心理基础,既学习他人又不断创新,结合教学实践进行一定的科学研究是其成才的重要途径,良好的环境和条件是其成才的必要外部因素。     

中菲中学科学教育的比较

中国正在进行新一轮课程改革,理科的课程标准采用两种模式,其一是分科的课程标准,其二是科学课程标准。通过对菲律宾的科学教育进行考察,从教育体系、师资素养及管理、教学环节、课外教学等四个方面,对比中菲两国科学教育中存在的差异,提出我们应改进的一些建议。     

技校学生与中师学生人格特征比较研究

采用卡特尔编制的16PF问卷作为测量工具,对技校生和中师生进行调查,结果表明:技校生与中师生在聪慧性和有恒性人格特征上存在差异;二者在次级人格因素X2(内向与外向)X、3(感情用事与机警安详)和X4(怯懦与果断)上存在差异;二者在应用预测因子Y2(专业成就)、Y3(创造能力)和Y4(环境适应)上存在差异。     

河北省初中学生身体形态现状调查及对策研究

运用数理统计法、资料分析对比法,对河北省部分初级中学生形态、机能素质和运动能力的现状进行分析,并将调查数据分别与全国同龄组平均值进行比较研究。主要结论：河北省初级中学生身高、胸围指数低于全国同龄组,体重偏高,形体、形态健康问题较为严重;与全国同龄组相比,肺活量偏低、其它指标互有高低等。建议加强河北省初级中学生形体健康的意识培养与实践。     

A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed.     

A secondary school student's understanding of the concept of function - A case study

This article is concerned with an average student's understanding of the notion of function. It presents an analysis of a dialogue held with Kasia, a sixteen-years-old pupil of a general academic secondary school. The conversation concentrates on a non-standard problem – a functional equation. The theoretical framework used here is the PROCEPT THEORY formulated by Gray and Tall (1993, 1994).The article diagnoses Kasia's procept of function revealed during the dialogue. Her difficulties with understanding this notion can be described as based on a very limited procept of function and a misinterpretation of the symbols used in the functional equation. Three kinds of sources of the difficulties are identified:firstly, the intrinsic ambiguities in the mathematical notation, secondly, there stricted context in which some symbols occur in teaching and a limited choice of mathematical tasks at school, and,thirdly, Kasia's idiosyncratic interpretation of mathematical tasks. Moreover, the paper describes several important changes in understanding of symbols and of the concept of function that took place in the course of the dialogue. This article shows that we can use functional equations as both a research and a didactic tool in mathematics education. This revised version was published online in July 2006 with corrections to the Cover Date.     

Type of high school biology program and its effect on student attitude and achievement in college life science

A specially designed questionnaire and a modification of the “Science Classroom Activity Checklist” by L. H. Krockendorfer were used to categorize 299 life science students at the University of Iowa into two groups; those with high school biology backgrounds founded in the BSCS philosophy and those with traditionally oriented backgrounds. These groups were compared with respect to grade achievement in a college life science course, ratings of their background for the college course, and their attitude toward biology as established by their high school experience. With respect to inquiry and student-centered methods, texts were revealed as poor indicators of types of programs offered.     

A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school

This work assessed the efficacy of a middle-school-based mentoring program designed to increase student use of self-regulated learning (SRL) strategies, self-efficacy for and the perceived usefulness of SRL as well as mathematics and language achievement. A longitudinal cluster randomized trial study design obtained evidence that found differential effects of a school-based mentoring program. Specifically, the performance of 94 seventh grade students naturally nested within four classrooms was measured at baseline and after 3, 6, and 9 months. Two classrooms were each randomly assigned to treatment or control conditions. First, the results indicated that participation in the mentoring program led to significant improvements with regard to all the dependent variables after the 9-month intervention, and significant effects had been observed at 6 months for some variables. Second, the program appears to play a more important role for SRL variables compared with academic variables. Third, the effect sizes were small, small-medium, or medium depending on academic mentoring, the type of variable used to assess the efficacy of the program, or the level of analysis considered, respectively. The effect size of this intervention was equal to or greater than those reported in prior studies. In conclusion, our findings underline the importance of academic mentoring programs that practice SRL strategies and emphasize the relevance of using study designs that provide both cross-sectional and longitudinal data.     

Student teachers' ways of experiencing the objective of health education as a school subject: A phenomenographic study

The aim of this phenomenographic study was to identify student teachers' (N = 20) ways of experiencing health education as a school subject, using semi-structured interviews and essays. The findings indicated that the target phenomenon was discussed through the general objective of the subject in five ways: health education as 1) a context for delivering theoretical knowledge, 2) a channel for providing pupils with practical knowledge and skills to contribute to health-related choices, 3) a means to promote pupils' self-regulative knowledge and independent thinking, 4) a context for personal growth, and 5) a means for developing responsible behavior in society. The hierarchically-ordered categories arrived at varied along six themes of expanding awareness. The findings can be used as a basis for planning educational settings, with a view to deepening student teachers' understanding.     

家庭教育对中学生素质教育影响的思考

自从素质教育提出以后,学校、家庭、社会等等都在探索一条真正通往素质教育的道路,而作为素质教育的第一场所,家庭教育在素质教育中的发挥的作用也可想而知。因此,如果从家庭教育的重要性出发,了解家庭教育存在的主要问题,并针对出现的问题提出解决办法,可以更好地对学生进行素质教育。