共查询到20条相似文献，搜索用时 15 毫秒
1.
张金鑫 《佳木斯教育学院学报》2012,(10):79+85
启蒙教学是中提琴初级教学的基础,音乐教师在中提琴教学中要注重孩子学习兴趣的培养,为孩子营造良好的学习氛围,让孩子在快乐中学习,在学习中成长。与此同时,音乐教师还要加强孩子艺术修养和整体素质的培养,及时了解孩子的思想动态,有计划、有步骤、有目标地制定科学合理的授课方式。除此之外,孩子在中提琴初级学习的启蒙阶段,家长要积极主动配合音乐教师,对孩子给予正确的督促和鼓励。 相似文献
2.
20世纪80年代以来,教育史学科的方法论问题逐渐被置于议事日程。心态史学法是法国年鉴学派的成果之一,经历了萌芽、降格和方兴未艾三个阶段,开辟了史学研究新领域。心态史学法在具体应用中,聚焦于群体的无意识心态,注重研究的整体性和微观性,从跨学科的研究视角解构问题,并运用一切可用之资料解决问题。教育史作为历史学和教育学的分支学科,在当前全球化视野下,研究心态史学对教育史学大有裨益,有利于拓宽教育史学研究领域的深度和广度,并树立整体的教育史观,强化教育史研究的反思性和问题意识,从而使教育史学在反思的基础上化解“危机”、骎骎日上。 相似文献
3.
万绍林 《涪陵师范学院学报》2004,20(5):32-33
新课程标准的全面推广，对高校的初等教育提出了新的挑战。当前的初等教育存在着不完整的学习经验导致学生专业认识和学习实践偏离培养目标与培养规格等问题。因此，根据新课程标准，对小教大专生的定位是培养成为全面发展、多能一专的复合型教师，同时把教育实践贯穿小学教育培养的全过程。 相似文献
4.
《History of education》2012,41(1):57-72
UK-based teacher educators formed the core membership of the History of Education Society when it was founded in 1967, and they were frequent early contributors to the Society’s journals. Given these origins, one might imagine that the history of teacher education would have featured more prominently in the pages of the first 40 volumes of the journal than it has. This article identifies and discusses examples of research into teacher education that have featured in History of Education since 1972, making connections with the contexts of political, social and educational change. The influence of feminist scholarship is particularly noted and it is argued that work relating to teacher education, which peaked in the 1990s, has both reflected and shaped new methodological approaches to studying the history of education. Notwithstanding the journal’s publication of some important work, it is argued that the theme remains under-researched and, in the period ahead, it is to be hoped that interest can be re-invigorated. 相似文献
5.
连云港地区的小学教师教育已经有了90年的历史.目前基本形成了两个板块、一个主体的发展格局.当前连云港地区小学教师教育格局的形成,是我国教育体制,特别是师范教育体制改革宏观推动的结果,也是连云港地区基础教育改革和发展促进的结果,更是连云港地区小学教师培养事业自身成长的结果.90年的历史积累,对当前小学教师教育事业的发展具有历史性的启发和推动意义. 相似文献
6.
印度初等教育普及项目述介 总被引：1，自引：0，他引：1
初等教育普及项目（SSA）是印度政府为普及初等教育和提高初等教育质量而实施的旗舰项目。为促进初等教育发展,转变人口压力为人力资源的需要,印度政府提出了该项目。该项目主要内容包括经费来源、措施和目标,“十一五”教育规划对其相关内容作了调整以提高实施质量。这是印度教育发展史上的重大举措,它促进了经济与教育的协调发展、调整了教育内部结构、注重教育公平,对印度初等教育的发展具有重要意义。 相似文献
7.
《Studying Teacher Education》2013,9(3):227-244
The aim of this self-study was to better understand and improve my practice in preparing elementary credential candidates to create positive, educative learning environments for all children, especially those in high-need urban contexts. I felt I could learn most about this question by studying how graduates were engaging in this work and how their students were responding. Thus, a second aim of the research was to investigate what the implications of studying former students might be for the methodology and practice of self-study. I observed and interviewed six graduates and gathered affective data from their children. With the help of a “critical friend,” I discovered that for the most part my graduates had much strength in this area, which helped to clarify which aspects of my practice should be continued. However, I also identified areas for improvement. Most transformative were revelations that my unconscious uncertainties about working with extreme challenges had placed limitations on these teachers' abilities in this area and that I had been giving mixed messages about the role of joy in the elementary curriculum. The power of these revelations led me to conclude that the study of graduates can play a significant role in self-study. 相似文献
8.
Ileana M. Greca 《International Journal of Science Education》2016,38(5):791-813
Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom. 相似文献
9.
江小莉 《沈阳教育学院学报》2012,14(4):48-52
详尽收集了1927—1937年安徽淮河流域初等教育研究的历史资料,在此基础上对1927—1937年安徽淮河流域初等教育的发展情况进行了客观的分析,认为1927—1937年安徽淮河流域初等教育虽有所发展,但速度缓慢。主要原因是教育经费拮据,教学规模难以扩大,师资质量不高,以及频繁的自然灾害和混乱的社会环境等。 相似文献
10.
Rens Gresnigt Ruurd Taconis Hanno van Keulen Koeno Gravemeijer Liesbeth Baartman 《Studies in Science Education》2013,49(1):47-84
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorised according to a taxonomy of integration types synthesised from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac’s definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education. 相似文献
11.
走向素质教育的对策与建议 总被引：1，自引：0，他引：1
天津市近20年来基础教育改革取得了成绩并存在一些问题,走向素质教育是天津市也是全国中小学教育改革的基本方向。为此必须重视教育理论学习,用全新的教育理念指导基础教育改革实践;明确基础教育改革的标准和基本模式要求;提高教育的效率、效益、效能;正确处理学校内部和外部的关系。另外,办示范学校必须从原来的重点中学的办学模式中跳出来,办成追求优质、高效的素质教育典范的新型现代学校。 相似文献
12.
José Antonio Rodríguez-Martínez José Antonio González-Calero Javier del Olmo-Muñoz David Arnau Sergio Tirado-Olivares 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):76-97
This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.
Practitioner notes
What is already known about this topic- Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
- Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
- Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
- There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.
- Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
- Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
- Using ARS for the teaching of fractions has a positive effect in terms of student motivation.
- Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
- Researchers should continue exploring these potentially beneficial educational implementations in other areas.
13.
‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books
Clare Bartholomaeus 《Gender and education》2016,28(7):935-950
Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge. 相似文献
14.
Peers Cheryl E. Diezmann Carmel M. Watters James J. 《Research in Science Education》2003,33(1):89-110
Internationally, considerable reform in science education is occurring which promotes constructivist philosophies and advocates constructivist-inspired pedagogical strategies that are new to many teachers. This paper reports on the supporting factors necessary for teacher professional growth and the issues of concern that were evident during one primary teacher's successful implementation of a unit of work based on a draft of a new state-wide science syllabus which proposes such approaches. One researcher (CEP) provided guidance during the writing and implementation of the unit through professional development workshops complemented by ongoing collegial support. The analysis of the teacher's practice reveals that professional growth required a willingness of the teacher to engage with change and modify his professional practice. The support factors for teacher growth consisted of an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. In contrast, the issues of concern were: the adequacy of support for planning including the time required to understand the innovation and make changes to teaching practice; science equipment; teacher knowledge; classroom management strategies; and ways to cope with change. Understanding of these support factors and issues of concern is vital for the successful implementation of science curriculum innovations. 相似文献
15.
自然科学基础课程是一门综合学科,它紧密结合人类社会生活和先进科学技术,从我国基础教育改革形式的新要求出发,针对小学自然学科的特点,拓展小学教师知识面,增强其综合素质.文章简要介绍自然科学基础课程概况,融入“素质教育“新理念,就自然科学基础课程教学的实施进行一些探讨. 相似文献
16.
叶建 《廊坊师范学院学报》2010,26(1):53-56
李泰菜是20世纪前半期在史学理论和专门史等领域颇有建树的著名学者。20世纪20年代,他深入探讨了中西史学交融的论述模式,并对近代史学理论体系提出了新的观点。他的这些理论在当时是颇为新颖的观点,对后来梁启超等人的史学理论著述也产生了一定的影响。 相似文献
17.
施觉明 《湖州师范学院学报》2001,(Z1)
根据学生年龄特点,以及平面几何本身的结构特点,从几何概念教学、几何语言的规范化训练、学生口述及画图能力、推理论证能力四个方面对平面几何入门教学进行了探讨． 相似文献
18.
在中小学教育中学生应该有负担,但是在现实中承受着过重的负担。针对中小学生负担过重,党和国家制定了一系列的政策,这些政策对减轻学生负担起到了积极的作用。本文在厘清建国以来减负政策历史变迁的基础上,对减负政策进行反思,从而在今后的实践过程中更好的实施减负政策。 相似文献
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20.
城乡优质教师资源与低水平教师资源的过度集中、优质教师资源的单向城市流动等导致基础教育教师资源均衡发展面临困境。其原因既有历史的、经济的,也有制度与政策的不同取向或偏差。为此,改革现行的基础教育投资体制、建立教师定期轮岗制度,成为促进基础教育教师资源均衡发展的对策选择。 相似文献