论学习理念对学生课堂提问的影响

传统的关于人类学习的研究忽视了人们对学习的理念,形成这些理念中文化的作用,和人们必然的学习行为。通过对比中西方人学习理念的差异,强调学习理念不同导致人们实际学习的差异,中国学生很少在课堂上提问,而趋于沉默。     

The Use of Curry Teaching Simulations in Professional Training

Summary

This article describes how a teacher changed her method of teaching after acquiring knowledge about graphing calculators in a Professional development program. It describes one particular unit on understanding variables and graph interpretation taught in a seventh-grade science and math class. The use of graphing calculators proved to be effective in increasing student understanding of relationships between variables, graphing, and experimental design. The teacher in our project also found graphing calculators to be effective tools for teaching constructively. Our study implies that math and science teaching can be improved through the use of graphing calculators.     

Student-focused approaches to teaching in relation to context and teacher characteristics

The purpose of this paper is to gain more insight into the relationship between teachers’ approaches to teaching on the one hand, and the characteristics of context and teacher demographics on the other. Data were collected from 50 teaching staff at the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information given by the participants, and information obtained through the personnel department of the university. Only the conceptual change/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA) showed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching discipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual change/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention to participate in teacher training. Several interpretations of these data and perspectives for further research are discussed.     

在探究中学习探究 理解探究--中美"密度"教材比较与思考

本文介绍了探究学习的特点,指出与探究学习相适应需要有与传统教材不同的教材,着重介绍了美国的"密度"教材的特点,并与中国的"密度"教材进行比较,有助于我们更好地开展科学教育.     

和谐处理初中科学课堂教学中学生出现的错误

在初中科学教学中,教师应本着以人为本的教育观,面对学生已出现的错误要换位思考,不斥责、挖苦学生,应更多地关注学生的情感体验,让学生在纠错、改错中感悟道理、领悟方法、发展思维、实现创新,促进学生全面和谐发展。     

Teaching efficacy: exploring relationships between mathematics and science self-efficacy beliefs,PCK and domain knowledge among preservice teachers from the United States

This mixed-methods study investigated the relationships among preservice teachers’ efficacy beliefs, pedagogical content knowledge (PCK) and their domain knowledge (DK) as related to mathematics and science teaching. Quantitative results revealed that participants’ PCK was significantly correlated with their mathematics and science efficacy beliefs. Additionally, participants’ mathematics and science DK did not predict their mathematics and science personal efficacy beliefs, however, their PCK score predicted participants’ outcome expectancies. Interview analysis revealed five inter-related key themes, labeled as: Previous academic experiences, Mathematics and science PCK beliefs, Personal efficacy, Outcome expectancies and Emotions. These common themes describe participants’ views of their quality teacher training and thinking about planned instruction. Educational implications are discussed in relationship with study findings.     

The relationship between conceptions of teaching and approaches to teaching

The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four‐category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education, approaches to teaching lower forms, with little pressure from external examinations or school ethos, followed logically from conceptions of teaching. There was also evidence that contextual influences, if they were sufficiently strong, could play a part in teachers’ approaches to teaching in the lower forms. For senior forms, the most marked contextual influence on approaches to teaching came from the external examination syllabus. Of the 13 teachers who taught senior form students, eight reported using approaches to teaching that were significantly different from those they used for lower forms. The remaining four used essentially the same approach for junior and senior forms because these were consistent with the orientation of examinations that measure skill and knowledge acquisition. Finally, the data suggest that both the educational background of the teachers and the banding levels (designation of the school as high or low achieving) of the schools they were teaching in were related to the combined conceptions and approaches. The influence of banding levels could be due either to teachers choosing a type of school consistent with their beliefs or the environment of the school influencing teachers’ beliefs and practices.     

通过实验教学提高学生创新能力的尝试

为了培养学生的创新能力,提高其综合素质,针对材料类课程实验教学存在的问题,在材料专题实验一课中进行了新教学方法的尝试。新方法强调实验教学应以学生为主体、充分调动积极性、以创新能力培养为核心。在课内,学生不再照方抓药;课外,由于不提供实验指导书,学生必须查阅大量资料才能组织、撰写实验报告,考核方式上则强调重实验过程而不重实验结果,哪怕实验失败只要学生能充分找出失败原因也可拿高分。新方法调动了学生的积极性,也给我们提供了一些提高教学质量的新经验。     

开发资料信息 服务教学科研

院系资料室的主要职能就是收集、贮藏、传递和交流资料信息，为教学科研服务。要想为教学科研人员提供新、广、快的全方位的信息服务，就必须了解、参与和渗透到学院教学和科研活动之中，从而使服务由被动变为主动，由静态变为动态。     

‘Asking how instead of why’: exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project

The association of inclusive education with an equity discourse means that the question of ‘how’ to include is one currently faced by many teachers in the UK. Written by Eve Griffiths, who teaches English, literacy, media studies and drama in a special school in Wolverhampton, this article constructs a set of inclusive principles for teaching and learning and reports on pupil and teacher responses in mainstream and special schools to a three‐week literacy project in which these approaches were implemented. Research diaries and small group‐based interviews were used in both educational settings to access the opinions of 20 pupils with a Statement of special educational needs. The research found that the pedagogical approaches were successful in breaking down some barriers to inclusion between the two groups of pupils, but Eve Griffiths concludes that significant changes would need to be brought about for there to be any longevity in the eradication of these obstructions.     

Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys,GPS, and social media

ABSTRACT

Despite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies.     

An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy

We describe the implementation of a specially designed teaching innovation, embedded in the context of energy, for the promotion of specific aspects of the nature of science (NOS). We present empirical results from the implementation of the teaching and learning materials in three intact sixth-grade classes that involved a total of 64 students. We report on students' learning gains and we discuss the ensuing implications for teaching and learning with an emphasis on epistemic ideas. The integration of activities promoting understandings of energy and specific aspects of the NOS seems to work well in impacting on students' epistemic awareness. The findings reveal interesting aspects about the interplay between understandings of energy and the NOS. The article also illustrates that it is possible to teach productively specific aspects of a consensus view of the NOS from a fairly young age without having to rely on advanced science knowledge or explore the intricacies and differentiations across science disciplines.     

Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation

This study investigated how attentional control and study‐related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information‐processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale‐2 (DFS‐2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined.     

Integrating qualitative and quantitative approaches to the analysis of video data on classroom teaching

Video data provide a means of integrating quantitative and qualitative approaches to the study of classroom teaching. This chapter begins by discussing the usefulness of integrating quantitative and qualitative analyses, and then describes how large-scale video surveys can enable a cyclical process of generating and validating discoveries. The importance of sampling and technology as they bear on efforts to implement the process is noted. The advantages video data offer to researchers are described. Finally, the TIMSS Video Study, a large-scale international video survey of mathematics lessons, is used to illustrate how this cyclical process can be applied to the analysis of lesson content.     

Diversity between and within: approaches to teaching about distant place in the secondary school curriculum

This study outlines some challenges of teaching about distant place and demonstrates how different strategies can influence school students’ framings of diversity. The analysis is based on an interpretive case study of 13–14?year-old students learning about Japan in a UK school. Their changing representations of Japan were tracked in detail over a 10?week period of study. The findings show that students’ representations of Japan were multi-stranded, demonstrating different levels of sophistication depending on the aspect of the country under consideration. Learning activities that enabled contact with the lives of young people from the distant place or that involved multiple images were shown to challenge stereotypes and to encourage more nuanced understandings of diversity between and within.     

Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: helping students improve through transmission

This study surveyed 1064 Chinese school teachers’ approaches to teaching and conceptions of assessment, and examined their inter-relationship using confirmatory factor analysis and structural equation modeling. Three approaches to teaching (i.e. Knowledge Transmission, Student-Focused, and Examination Preparation) and six conceptions of assessment (i.e. Student Development, Teaching Improvement, Examination, Control, School Accountability, and Irrelevance) were identified. Teachers indicated they used Student-Focused most frequently and this positively predicted the assessment purposes of Student Development and Teaching Improvement, while loading negatively on Control, School Accountability, and Irrelevance. The Knowledge Transmission teaching approach, in contrast, positively predicted the assessment purposes of Examination, School Accountability, Control, Student Development, and Teaching Improvement. Thus, despite a predominantly student-focused approach to teaching, knowledge transmission was seen as a teaching approach that contributed positively to student learning. Possible explanations for this anomalous result are discussed.     

因材施教,灵活多变——英语教学方法与学习风格初探

因材施教是每一位教师必须遵守的教学原则。在英语教学中,教师往往会面临这样一个问题:如何使自己的教学方法适应学生不同的学习风格和学习目的?本文通过对比,论述了两种不同的教学方法,即“以教师为中心”的教学方法和“以学习者为中心”的教学方法所各自拥有的优势和不足。由于学习者之间的差异,本文认为:作为一位专业的英语教师,我们必须充分考虑学生不同的英语学习风格和方法,并采取灵活多变的教学方法来使自己的教学风格与学生的学习风格尽可能地协调和统一,只有这样才能提高教学质量,提高学习者的语言学习效率。