Perceptions of elementary teachers on the instructional leadership role of school principals

In this research, elementary school principals＇ instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A ＂semi-structured interview technique＂, one of the qualitative research methods in the literature was used in the research. The study group was made up of elementary school teachers working in Nigde, Turkey, during the 2008-2009 academic year. For the study sample, one teacher from each school was selected at random, resulting in group of twenty elementary school teachers. Based on the content analysis, five themes of instructional leadership behavior were found. These themes are： （1） determination of the school＇s purpose; （2） management of instruction; （3） evaluation of students; （4） support to teachers; and （5） creation of a regular learning-teaching environment.     

打造有效识字教学

识字是整个小学阶段语文教学的关键,是学习各种知识的必由之路.如何有效进行识字教学呢?文章认为,应让孩子们在玩中学;反复书写提高识字效率;大量拓展学生阅读识字途径;及时肯定学生等.     

《初等数论》教学方法探究

首先介绍初等数论的知识体系,然后指出学生在学习时所遇到的问题,最后结合教学的体会,初等数论的教学目标、特点、规律,给出了有关初等数论教学的几点思考。     

中小学生沉浸体验量表编制研究

在文献分析与专家咨询的基础上,构建适应我国文化背景的中小学生沉浸体验量表。验证性因素分析结果表明,《中小学生沉浸体验量表》由六个维度构成,分别是明确的目标、及时反馈、专注于任务、内在奖赏、时间感丧失和忘我,共25个项目。经检验,该量表具有良好的内部一致性信度、分半信度和结构效度,可以作为测评中小学生沉浸体验发展状况的有效工具使用。     

Exploring the role of flow experience,learning performance and potential behavior clusters in elementary students' game-based learning

Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research.     

论小学教师职前培养中体验的价值

我国小学教师培养过程中存在目标学历化、课程结构理想化和课程内容理性化的问题,其根源在于追求理性的价值倾向分离了理论与实践的关系,忽略了主体在问题中的价值和遗忘了对教育现实的生动体验。针对于此,文章提出体验性课程的设想,从体验实现了教育类课程的融合,实现了师范生知识与技能的整合,实现了教师职业情感的养成等方面论述了体验的价值。     

遵循注意的规律开展小学英语课堂教学

因为英语词汇、语法的繁多,又因为受到文化差异和语言迁移的影响,天性爱玩而自信不足的小学生在学习之中难免会出现畏难的情绪,从而对英语的学习望而却步。对此,英语教师应该根据英语教学的学科所长,在教学设计中明确加入对小学生注意的思考,应用注意的规律来进行英语词汇、语法的教学,来讲解文化的差异并巧用语言的迁移,来对学生进行提问和转移学生的注意,以使小学英语课堂教学取得高效的教学成果。     

中小学信息技术与其他课程整合的教学模式

信息社会的到来,对人才提出了更高的要求,传统的教学模式培养的人才已严重滞后于信息社会的需求。建立中小学信息技术与其他课程整合的教学模式已势在必行,应结合中小学信息技术与其他课程整合的基本要求,建立整合的教学模式。     

沉浸理论与大学英语课堂教学

沉浸是指由于全神贯注投入而更好地完成任务的一种忘我的心理状态,产生时有高度的兴奋和充实感。沉浸体验会产生最佳学习和教学效果。英语水平的提高既依赖于学生的学也依赖于教师的教。从认知心理学和教育心理学的角度将沉浸理论引入英语学习和教学的研究,探讨如何促进学生和教师沉浸体验以优化大学英语课堂教学意义重大。     

小学生英语学习策略发展特征的研究

以1303名小学生为研究对象,探讨了不同学校、不同年级、不同性别、小学生英语学习策略的差异。结果表明：（1）普通小学学生的学习策略频率普遍高于名牌小学的学生;在3—5年级学生群体中,年级越高,英语学习策略频率越低,6年级学生英语学习策略水平再次升高,但与3年级相比仍然较低;男生的记忆策略、认知策略、元认知策略使用频率高于女生;（2）学校、年级、性别分别都对小学生英语学习策略不同维度有不同程度的预测作用,其中,学校对小学生的记忆策略、认知策略、元认知策略、情感策略、社会策略的预测作用最大;在补偿策略上只有年级对其有预测作用。     

加强顶岗实习师范生信息化教学设计能力的研究

顶岗实习师范生要胜任教师角色,需要具备较高的信息化教学设计能力。通过对信息化教学设计能力进行阐述,并对顶岗实习师范生进行培训和调查,分析他们的信息化教学设计能力现状,从而提出提高顶岗实习师范生信息化教学设计能力的对策和建议。     

我国课程与教学论专业研究生培养30年:历史、现状与思考

我国自1981年正式招收教学论专业研究生至今已有30余年。在30余年发展历程中,课程与教学论专业研究生教育规模不断扩展。特别是最近10年,随着高等教育超常规发展,研究生招生人数成倍增长。当前课程与教学论专业研究生培养中存在诸多问题,亟需审时度势,重新思考和厘定研究生培养的目标与定位,有效管理现有的学位点,优化导师队伍,尽快更新不合理的培养模式,以提高研究生教育质量与水平。     

小学生网络游戏成瘾倾向与家庭环境的关系——以福州466名小学生为例

当前,我国青少年网络游戏成瘾呈现低龄化趋势。调查发现三至六年级小学生群体中网络游戏成瘾倾向的比例很高,占总人数的20．6％;家庭环境因素中家庭关系,尤其是家庭矛盾性与家庭亲密度对小学生网络游戏成瘾倾向有预测作用。该结果说明,小学三至六年级阶段是预防青少年网络游戏成瘾的一个关键时期,良好的家庭关系是预防小学生网络游戏成瘾倾向的积极因素。     

On the Problem of Sample Size for Multivariate Simple Random Sampling

When no dedicated weighted least-squares procedure is available, misapplying a case-weighting strategy as a method of implementing a weighted least-squares regression analysis can lead to gross inaccuracies. The magnitudes of many of the obtained estimates depend strongly on the absolute magnitudes of the weights applied during fitting and, in addition, several of the crucial regression estimates are incorrect. Among all possible rescalings, the most successful weights are those that have been rescaled so that they sum to the original sample size. However, even with the application of these rescaled weights, the estimation of the error (residual) variance continues to be incorrect. A simple and easily applied adjustment to rectify this problem is presented.     

Teachers’ capacities to meet students’ additional support needs in mainstream primary education

Mainstream primary school teachers generally acknowledge the need to implement adaptive teaching; however, meeting a variety of students’ needs is a challenge. Studies have addressed the conditions under which teachers attribute their (in)capacities, but these have mainly involved vignettes. Therefore, it remains unknown whether teachers are capable of meeting their own students’ needs and what is of help or hindrance to them. The current study drawn from survey data obtained from 108 Dutch teachers addresses teacher-perceived (in)capacities to meet their students’ needs and perceived sources of help or hindrance in meeting them. Teachers’ self-efficacy beliefs were expected to partly explain teachers’ capacity. Results show that teachers feel fairly adequate in meeting students’ needs. They discern four sources of help or hindrance to which teachers attribute their success, including the teacher him/herself, student characteristics and school/working conditions. Attributions at the teacher and school levels were mostly related to teacher-perceived capacities rather than to teachers’ self-efficacy beliefs.     

An investigation on value orientations,attitudes and concern towards the environment: the case of Turkish elementary school students

Environmental attitudes depend on the relative importance that individuals attach to themselves, other people, or all living things. These distinct bases have been found to predict environmental concern, and may act as statistically significant determinants of pro-environmental behaviours. We claim that examining the complex nature of value orientations and concern levels among elementary school students as well as the interrelationships between these attributes could guide researchers and educators in Turkey. This study aimed (1) to explore Turkish elementary students’ ecocentric and anthropocentric attitudes, and environmental apathy; (2) to investigate their egoistic, altruistic and biospheric value orientations as well as their environmental concerns; (3) to examine relationships among environment-related attributes and (4) to determine the role of gender on these attributes. Participants seemed to be highly concerned and held favourable ecocentric attitudes. Furthermore, students with higher levels of anthropocentric attitudes tended to exhibit higher levels of environmental apathy, and those expressing biospheric concerns held lower levels of egoistic concerns. The findings suggest that girls were significantly more concerned about environmental problems and tended to value nature more for its own sake than boys.