在实践与反思中改进数学课堂教学——“扇形统计图”课堂教学的研究过程

数学课堂设计是在心理学、教育学基础理论的指导下，在分析学习内容特点和学生数学现实的基础上设计教学的系列活动，搭建活动平台，建立学习主体（学生）、学习对象、学习情境三者有机结合的学习场景．因为对学习内容的特征分析是逐步深入的，对学生数学现实的分析也非一步到位，所以教学设计的科学性需要经过数学课堂实施的实践过程来检验，一个成熟的课堂设计来自于“实践一反思一再实践一再反思”的不断改进；来自于同伴的帮助和专家的引领；来自于对自己的教学实践的批判性研究．下面我们以具体的案例来说明研究课堂、改进教学的基本过程．[第一段]     

论初中数学新课程下的教学反思

"新课程是一种理念,更是一种行动"。教师"既要重视教学活动前的‘前设计’,又要关注教学活动过程中基于交流和创新进行教学调整的‘中设计’,更要看好教学过程结束之后基于反思的‘后设计’。这种‘设计——实施——反思——调整——再设计——再实施’的过程",才是新课程教学的走向。作为教学一线的教师,要真正走进新课程,走进新课堂,就应该时刻反思自己的教学实践,做到在实践中反思,在反思后实践。教学反思是教学过程中一个非常重要的环节,这一环节如果能够很好地利用和把握,会使教师多了一种直接而丰富的教学实践的学习资源;使学生多了一个生动而有趣的课堂学习的数学旅程。新课程标准下数学教学反思要从以下几方面进行:反思教学目标设定的整体性;反思教学组织的主体性;反思教学方法的整和性;反思教学功能的完善与发展性;反思教学评价的激励性,从而真正达到教学反思的目的。     

反思是初中化学教学的助推器

有专家指出：“反思是行为主体对自身、对实践活动过程及相关的主体认识的再认识。”把教师本人的教学实施过程与教学设计比较,将课堂中出现的与教学目标的差异以及今后需要改善的地方描述出来,这是教学反思的一个方面,但这还只是处于一个低层面。真正的反思,不仅要对教师采取的那些教育或者是教学行为进行批判性的思考,     

用“爱”为“后进生”护航

有专家指出：“反思是行为主体对自身、对实践活动过程及相关的主体认识的再认识。”把教师本人的教学实施过程与教学设计比较,将课堂中出现的与教学目标的差异以及今后需要改善的地方描述出来,这是教学反思的一个方面,但这还只是处于一个低层面。真正的反思,不仅要对教师采取的那些教育或者是教学行为进行批判性的思考,     

研讨式教学模式的实践与研究——以“数学课程标准与教科书研究”课程为例

总结多年从事数学教育研究及数学教育类课程教学的经验,提出改革数学教育类课程教学的研讨式教学模式,并在绍兴文理学院开设的“数学课程标准与教科书研究”课程的教学中进行实践尝试.介绍该教学模式、实施过程,从教学设计的变化、课堂研讨的改观、学生访谈的结果以及期末考核的成绩4方面论证了该教学模式的成效,并进行总结反思,论述实施该教学模式的注意事项,指出该教学模式的局限性.     

历史教学中的感悟与反思

自新课标实施以来,广大教育工作者开始对自身教学重新审视,并逐渐在教学实践中进行感悟与反思。新课标下历史教材的出炉,不仅给历史教学带来冲击,也使我们开始对教育观念进行根本性思考。本人结合教学实践,对自身教学进行了感悟与反思,主要从新课标下教学观念的转变、新教法的探讨以及教师应具备教学机智等方面进行了感悟与反思,对历史学科的教与学策略的认识更清晰、明朗。     

巧借小论文指导延展课程德育功能

在教学过程中,教师要引导学生主动参与社会实践,进行自我教育,延展课程德育功能。巧借小论文指导是延展课程德育功能的有效方式,在此笔者从研究意义、实施策略、感悟反思三个方面谈一点自己的思考。一、研究意义1.实现了学生情感体验和道德实践的结合。新课     

中等职业学校翻转课堂教学实施研究——以语文诗词鉴赏教学为例

文章以语文诗词鉴赏教学为例,阐述了在中等职业学校开展翻转课堂教学的必要性,以及具体的实施环节设计在此基础上借助于学生的诗词鉴赏作业对翻转课堂的教学效果进行研究分析,总结实施的过程方法与改进方式。     

加强过程反思 提升思维品质

<正>新课程改革的核心环节是课程实施,基本途径是课堂教学.课堂作为课改的主战场是师生知识交流、思想碰撞的前沿阵地,是学生知识结构重建与升华、形成数学思想方法的最佳时机,是教师专业成长、教学理论水平提高、指导数学教学改革、推进数学新课程实施的最佳平台.教师不能只满足于上课备课、作业批改,而应该常常在实践——反思——再实践——再反思的循环过程中反思自己的教育教学行为.     

试论新课程背景下的英语反思性教学

新课程改革明确要求教师“不断对自己的教学行为进行反思”。教师在教学过程中以教师自己的教学理念、学生的学习理念、教学决策和过程、教师在教学中的角色以及课堂语言活动作为反思的主要内容,通过写教学反思、课堂观摩、问卷调查以及教学行动研究的方法改进英语教学,这对于新课程改革的实践和教学目标的实现具有决定性意义。     

A participatory approach to the evaluation of participatory museum research projects

ABSTRACT

In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory.     

Amartya Sen's capability approach and education

The human capabilities approach developed by the economist Amartya Sen links development, quality of life and freedom. This article explores the key ideas in the capability approach of: capability, functioning, agency, human diversity and public participation in generating valued capabilities. It then considers how these ideas relate specifically to education, before arguing that participatory action research might be a methodology for implementing and evaluating capabilities in education as a way of ‘doing’ fairness and equality in education.     

Genuine Participation in Design Practice: Towards a Possible Metric

What is genuine participation in the context of design practice? Genuine participation is often considered the missing element that differentiates a successful participation project from an unsuccessful participation project. But what, exactly, does genuine mean and, more importantly for research purposes, how can the ‘genuineness’ of participation be measured? The present study is a first step to explore a possible metric for genuine participation. To begin, a questionnaire developed from six key topics of focus within participatory design research was created and administered to university design students. The results, analysed by a principal component analysis, yielded statistically reliable, strong, and otherwise clear and coherent patterns. These patterns were then qualitatively interpreted. The results indicated that intrinsic motivation, participation self‐efficacy and positive group affect can serve as reliable metrics for measuring the quality of the participation experience. It is proposed that future research into genuine participation consider the impact of these three variables.     

城市居民的政治参与及其影响因素的实证研究

当前居民的政治参与程度较低,但是意见表达政治参与的程度强于利益表达政治参与;性别、年龄、文化程度对于居民的意见表达政治参与和利益表达政治参与均具有较大影响;工作满意度、家庭满意度以及个人满意度均对意见表达政治参与具有正向影响,家庭满意度对于利益表达政治参与具有正向影响,而工作满意度和个人满意度却对其不具有显著影响。在当前提高居民的政治参与的程度,需要提高居民的整体文化水平以及加强城市建设与完善社会保障制度的建议。     

知己知彼,方能百战百胜——关于《新视界大学英语》的教材分析

教材作为课程的基本物质载体和信息媒介,成为了课程研究的重要维度。任何课程实施的第一步就是要对教材进行科学、系统的分析,深入细致的研究,这样才能保证课程实施的有效性。笔者通过实际教学和使用经验,对《新视界大学英语》教材进行分析,主要从教材分析的意义,该教材的优点,对教材的建议等三个方面进行论述。     

Facilitating teachers as action researchers and reflective practitioners: new issues and proposals

ABSTRACT

In this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.     

Mapping Invitations to Participate: An Investigation in Museum Interpretation

This a/r/tographic inquiry delves into questions about participatory art museum practice, specifically seeking to understand the nature of invitations to participate. Utilising drawings, writing and mapping of embodied participation, questions of how individuals are invited to participate in various locations and how these invitations inform the work of art museums that engage in participatory practice are considered. Conditions for participation, including familiarity, personalisation, enthusiasm, playfulness, narrative, uniqueness, sociability and listening, as well as anti‐invitations that contradict moves toward participation, are discussed in relation to examples from the study and scholarly writing. The purpose of this article is twofold: first, to share research about participatory practice in various locations and its implications for art museums, and second, to explore the potential of arts‐based research methodologies, particularly a/r/tography, for art museum education research.     

Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión

An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges.     

论参与式校长培训模式

培训是开发中小学校长人力资源的主要途径。校长培训模式是直接影响校长培训质量的关键。参与式校长培训模式是促进校长专业发展，提高校长培训质量的一种有效培训模式。探讨参与式校长培训模式的本质内涵、主要特征、理论依据、心理机制、实施过程及其主要困难，是创建参与式校长培训模式必须研究解决的基本问题。     

实施生命教育,提升班主任的工作理念和实践水平

文章介绍了笔者在班主任工作中实施生命教育的体会.班主任工作的本质是生命教育,只有实施生命教育,班主任工作才能提升品位,深化内涵,促进自觉,完成整合,实现质的飞跃.