Increasing Classroom Participation with Self-Monitoring

Abstract

The applicability of self-monitoring to the problem of increasing classroom participation was investigated. Accordingly" classroom participation of 18 college classes was recorded for three meetings" after which 9 classes self-monitored their participation for three days while 9 others continued under no self-monitoring conditions. Significant increments in participation were associated with self-monitoring manipulation. These results experimentally verify the efficacy of self-monitoring in facilitating classroom participation in a sample of college students.     

参与式教学课堂实例及评析

对体验型、实操型、研讨型三种参与式教学的典型案例进行了介绍和分析,分别指出其优点和推广的价值所在,同时也提出了改进建议。     

英语课堂焦虑和参与方式

焦虑是影响学生课堂口头参与的主要因素之一。文章以焦虑和参与的关系为基础,通过问卷调查和课堂观察等实证方法,研究了学生课堂焦虑水平对其参与方式的影响,并给出了教学启示。     

大学英语课堂话轮分配与学生参与分析

通过分析大学英语课堂话轮分配与学生参与的情况,讨论课堂话轮分配技巧对学生参与言语互动的重要性,发现课堂上教师话轮分配方式的局限性和话轮分配量的不足是影响课堂交际教学质量的主要原因,掌握话轮分配技巧对提高教师教学质量具有重要意义。     

大学生课堂参与行为分析

利用参照弗兰德斯的互动分类分析体系修订的"大学课堂师生言语互动分类分析表",采用课堂观察的方法,对大学生课堂参与行为进行定量与定性分析,从而建立观察数据与大学生课堂参与行为之间的意义联系.在此基础上提出提高学生课堂参与积极性的建议.     

信息技术环境下提高学生课堂参与性的策略探究

长期以来学生的课堂参与性存在着若干问题,信息技术以其强大的多媒体性与交互性在提高学生课堂参与性方面存在着独特的优势,给传统的课堂教学提供了新的发展空间.利用信息技术可以创设教学情境,引发学习动机;可以化抽象为形象,促进学生理解;可以实施新的教学方式,培养学生的自主学习能力等等.     

外语课堂中的焦虑因子和参与频率

影响学生课堂口头参与的主要情感因素——焦虑是一系列综合症状,由诸多因子组成;各个因子对课堂参与的影响大相径庭。通过问卷调查和课堂观察等方式取得了相关数据,考察了学生课堂焦虑因子和他们自述参与频率之间的关系。研究发现：交流负评价焦虑、落后焦虑、对英语课的消极态度、英语测试焦虑等四个焦虑因子和参与频率负相关,但相关度并不高;而与本族语者交谈焦虑和参与频率之间正相关。这一结果表明：课堂焦虑不是一种简单的负面情感,教师应利用有利因素增加学生课堂参与的数量和质量,从而提高语言产出。     

对课堂自主参与教学活动的实践与认识

为了让缺少经验、渴望帮助的教师用现代教育理论指导课堂教学的实践,有序地进行课堂教学,使课堂充满生机活力,帮助学生掌握知识、形成能力,我们课题组最初将目标定为架设一座理论联系实际的桥梁,引导教师在课堂上学习教学,从学生学习的角度研究教学、设计教学,从而构建体现主体教育思想的课堂自主参与教学模式。然而,经过实践探索,课题组发现仅仅构建课堂自主参与教学模式,还不能完全改变课堂单调沉闷、学生被动学习的状况。那么,怎样才能彻底改变这种课堂状况呢?课题组最终将研究目标定为:“研究如何才能帮助教师在课堂教学中让学生‘动’…     

学生课堂参与的影响因素及方法研究

学生的课堂参与度已成为新课标下评价优质课的重要尺度。因此,以学生为本,提供学生参与的平台,提升课堂参与度,从而提高课堂效率已是广大教师面临的核心任务。为此,在教育教学中,教师可从学习兴趣、教学方法、教学技巧等方面入手来提升学生课堂参与度。     

新课程背景下英语课堂中学生的有效参与

英语课堂教学中,教师要积极引导学生学会学习,注重提高学生的课堂有效参与,提高参与的质与量,关注参与的点和面,从而提高课堂的效率。有效参与是引导学生学会学习的切入点,是提高课堂效益的有效途径,也是提高学生自主学习能力和培养创造洼思维的最佳途径。     

构建参与、合作、研究的高级英语课教学平台

高级英语课是一门以阅读和赏析内容广泛、题材多样化的材料和名家作品为主的课程,阅读过程应成为此阶段解决语言问题的认知过程。在教学双方的互动过程中,教师应把握自身的角色,界定语言输出和输入的目标,尽量营造学生参与、合作的课堂氛围,使高级英语课堂成为“教-学-研”的平台。     

如何让学生主动参与物理课堂学习

新课程理念下的物理教学,以问题方式和探究活动切入新受内容,让学生从生活实际中去感知新的知识。在这种理念下的物理课堂,如果学生不主动参与,就无法达到预期的教学效果。要达到预期教学目的,必须让学生主动参与课堂的教学活动,     

对话型同步网络课堂中学生参与度研究

对话型同步网络课堂是指教师与学生基于互联网,在不同空间和相同时间进行远程在线互动和教学活动,且学生行为占有率等于或在0.3以上的网络课堂.此种模式的网络课堂能在很大程度上提高学生的参与度,从而提升课堂实效.本文旨在通过行动研究法和内容分析法,应用YY团队语音工具,对教学活动的对话型同步网络课堂进行实证研究,制定出网络教学中学生参与度的评价标准,为学生的课堂学习评价提供规范,并在最后给出提高网络课堂中学生参与度措施的参考意见.     

Classroom Debates: Using Speed Rounds To Encourage Greater Participation

The primary obstacle that can derail the effectiveness of a debate is one in which few students are involved and all of the energy and learning is limited to a few students. This leaves the majority of students passively absorbing information and does not encourage participation among those students that typically do not talk in class. This quick fix proposes a technique to increase the involvement of all students in the debate.     

如何培养学生的参与能力,激发课堂活力

数学教学最为基本的教学模式就是课堂教学,这种课堂教学模式起源于夸美纽斯(1597-1670),至今为止拥有近300的历史。课堂教学的优越性已经被社会普遍认可和接受,小学数学的教学目标都是通过实实在在的课堂教学所完成的。因此,教育工作者必须培养提高小学生的课堂参与能力,从而激发课堂活力,提高课堂效率。     

主体参与型教学模式在生物课堂上的应用

主体参与型教学模式是以主体教育思想为指导,以学生主体参与教学全过程为特点,以培养学生主体意识和创新能力为目标的新型课堂教学模式,其最大特点是注重教学活动中的学习主体,使学生在尝试、探究、交流等活动中,找到了充分的“自由发展区”。笔者在新课标生物教学中运用这→模式进行探究和实践,具体概括出“激趣诱思→实践探究→交流修正→反思提高”四个教学环节。     

The Discursive Practice of Participation in an Elementary Classroom Community

This study examines the discursive practice of participation in an elementary classroom community aiming towards collective meaning making and joint creation of knowledge. The theoretical and methodological basis of the study is shaped by the sociocultural and sociolinguistic approaches. Through examining the communicative practices and discursive roles of the students and the teacher, the study highlights the participation rights and responsibilities of classroom members and demonstrates how these shape the location and nature of knowledge constructed during a lesson. The empirical data for this study emerge from a Finnish third grade class consisting of seventeen students. Detailed, multi-level analyses were carried out on transcribed video-recordings of classroom interactions located within the contexts of Collective problem-solving in mathematics, Group investigation in science and Open-ended dialogue in philosophy. The results show that the cultural rules for communicative participation in this classroom provided the students with a space to take authority in cognitive work, whereas the teachers responsibility was more directed to the management of interactional practices. The nature of knowledge negotiated during the lessons was by and large based upon view sharing and defining, as well as asking for and providing evidence, instead of mere information exchange. The study also shows that the communicative roles and responsibilities of the classroom members differed across the learning situations. Intentions of collective meaning-making did not always result in multilateral interactions that would invite all classroom members into active participation. Moreover, challenges were identified in the integration and application of the participants personal histories and experiences as resources for joint meaning-making. In all, the study shows how the discursive norms of the classroom can be aligned with supporting active participation and collective creation of knowledge, but can also be counterproductive in these domains.     

Capitalizing on Participation: Latina/o Adolescents and the Classroom Economy

Interactions with capital??how it is identified, accumulated and exchanged??occur within fields of action, and every field has its own set of rules, or habitus, shaping the ways in which these interactions unfold. Classrooms, the fields in which students interact in schools, shape and privilege certain ways of thinking and acting, thereby building (or neglecting) opportunities for students. Yet little research has focused on student perceptions of classroom interaction, and particularly whether or how classroom participation might be a form of capital for them. Deploying data collected through classroom observations and interviews with Latina/o students at a large urban high school, this study focuses on examining the ways in which distinct groups of Latina/o students (in a set of schools within a school) understand and experience classroom participation. Findings reveal that while a shared understanding of classroom habitus may be more common than previously thought, we cannot just tell students to participate, or merely depend upon a general belief in the value of participating. Instead, we must simultaneously and explicitly bolster student participation and the cultivation of student networks so that a shared habitus turns the promises of participation into meaningful and equitable praxis.