化学探索实验与学生素质培养

在中学阶段,我们并不指望学生去发现什么新元素,合成什么新物质,仅仅是要求学生运用探索性实验独立地去接受和掌握新知识,让其思维向高层次发展.     

在化学实验教学中培养学生的探究能力

初中化学是一门以实验为基础的科学,化学实验是化学教学的主要内容,也是进行科学探究的主要方式。在中学阶段,我们并不要求学生去发现什么新元素,合成什么新物质,仅是要求学生运用探究性实验独立地去思考和掌握新知识,使其思维得到提升。学生在熟练掌握实验的基础上进行再创造,锻炼他们的实验设计能力,使探究的成果得到进一步的升华。     

让英语课外作业“动”起来

《英语课程标准》指出：“教师要把凡是学生能够自己独立做的事情都给学生留出空间,让学生有时间、有机会去选择、决定,去思考、体验、感悟,去创造、实践、应用;而不要什么都在课堂上由教师灌输,什么都在课堂上由教师摆布。”作业是教师在实施新课程教学活动中的一个重要环节,它既是教材内容的有机组成部分,又是教材内容的延伸和扩展。     

优化课堂提问方式,培养学生思维品质

一堂课要提很多问题,这些问题该怎么提,先提什么,再提什么,几个问题按怎样的关系组合,这就要求教师务必在课堂提问方式的‘优化’上着力。只有优化课堂提问方式,才能启发学生去思考、去探索,这样不但能达到理解、巩固新知识的目的,而且有利于培养学生的思维品质。一、逆向提问,培养学生思维的可逆性     

巧用尝试教学法引导学生进行分层学习

在传统课堂上,学生们往往没有强烈的学习欲望,更多的在教师的带领下,不知目标的去学习新知识,至于新知识学习了有什么用也完全不清楚。学生作为学习的主体,只有他们知道要学什么,学了有什么用的情况下,才会真正地体现主体地位。学生之间能力上的差异也很大,统一的进度和内容也会让部分学生"吃不饱"或是"吃撑了",传统的课堂并不能很好地解决这个问题。如果在课堂上运用尝试教学法和分层教学法进行教学,这样就可以兼顾学生的学习欲望和不同学生的学习需求,让学生能够尽可能地提高学习效率。     

重视经历和经验培养学生学习能力

新课程要求教师在教学中必须重视学生已有经验和已知知识，关注学生经历过什么，具有了哪些知识的积累，引导学生充分开发利用这些资源去主动获取新知识，积累新经验，学会学习，学会思考。     

探究性学习的“一问二探三提高”

在新颁布的全日制义务教育《数学课程标准》中,探究性学习指的是让学生思考做什么,怎样做,而不是让学生接受教师的现成结论。这就告诉我们:探究学习的教学过程就是让学生利用原有的知识经验,去解决教材中包含的未知因素,通过“学、问、思、探”等方式,去培养学生的探究创新精神,提高他们的知识获得能力和实践操作能力。     

故事教学中的注意点

<正>原苏联著名教育家苏霍姆林斯基曾指出:"童话和游戏一样是儿童童年不可缺少的。"我们都知道孩子们都是喜欢听故事。设想一下,如果在教授英语新课时,如果采用讲故事的方式去导入新课,学生一定会认真去听老师讲,并试着努力去弄明白老师在讲什么,从而也会帮助学生去了解新知识。故事教学的运用范围比较广,无论是导入、操练或者拓展环节都可以使用。但在运用故事教学时应该注意以下几个点:     

浅谈牛津中学英语教学方法

教学中,每学一篇新课文前,首先就是看文章里有哪些新单词,要教会学生读,看有哪些句子以前没有接触过。其实,我们应该以整体的眼光去看课文,看看课文讲的是个什么交际内容,在具体的什么情境下运用。     

编演课本剧是激发学习兴趣的重要途径

形式新,学生对学习课文有兴趣.过去在教学某一课文时,教师照本宣科,全面繁复,点滴不漏,学生听得昏昏欲睡.现在让学生把课文改编成剧本,并且要表演,形式一翻新,学生的兴趣自然来了:选哪一篇?怎样编?谁来演什么角色合适?能不能演好?一系列的问题都需要学生去思考,需要学生认真阅读课文后才能解决问题.     

浅谈任务与任务型教学

任务型语言教学是一种以学生为中心的语言教学思路。在完成任务的过程中,学生对学习内容、学习方式、学习结果等方面都有较大的自主权。本文从分析任务和任务型教学法的含义与特点出发,指出任务型教学法模式有利于师生在英语课堂上开展变化性的活动,有利于培养学生综合运用语言的能力。     

Supervision and Schizophrenia: the professional identity of Ph.D supervisors and the mission of students' professionalisation

Professionalisation, defined as the transmission of competences adapted to the job-market, is one of the new missions of Doctoral Schools in France. Interviews with supervisors reveal a number of ambivalent attitudes towards this new policy. Supervisors do support the rhetoric of professionalisation, but are powerless to push their students towards other careers than the academic one. We interpret this as a challenge to the academic identity through the modification of what a Ph.D is, which, in turn, impacts on the content, output and meaning of supervision. We show that academics do professionalise their students, but only for the profession they know: academia. They only train the students whom they believe they can acknowledge as future peers, and the on-the-job training provided by Ph.D supervisors is implicitly directed towards academia. The absence of an explicit academic professional identity is discussed, as well as the fact that 'professionalising' must relate to a specific professional identity. We argue that only 'specific' professional identity can be transmitted, leading to questions about the implementation of the related policy.     

高中物理习题教学新课改研究

新课程理念下的物理教学提出了让学生主动参与课堂教学,在新课程习题课教学过程中,充分发挥学生的主动性,鼓励学生“表达”、“体验”、“探究”与“评价”,并通过合作讨论,达到学生主动参与和主动发展,体现学生的主体作用,全面提高学生素质。     

Bringing action research to the curriculum development process

As new communication technologies enter the classroom, teachers must attend to how digital platforms impact the interpersonal practices of teaching and learning. In this article, I study email exchanges with three of my students – Jorge, Adriana, and Jason – over the course of one year in an 11th-grade English class at River High School, a struggling American school subject to intervention for failing to meet the federal No Child Left Behind requirements. I ask several questions: what role does email play in my relationships with students; what does email reveal about the ideological content of my communication with students; and how could I use email transformatively? When I studied these email exchanges, I found that while email has the potential to transform literacy instruction, it can also perpetuate a poor student/teacher relationship and reproduce neoliberal narratives that narrowly imagine students as test-takers, workers, and consumers.     

Team-reflection: the missing link in co-teaching teams

In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams.     

从用人单位和学生需求角度开发课程——"宽基础、活模块"课程模式再论之五

对从业者素质要求分析着力于用人单位的特殊要求,从即将进入的岗位需求出发决定学生应该"精什么"。根据学生自我发展需求和原有基础,决定"学什么"。受教育者需求和特点分析是确定课程起点、调整课程目标、筛选和组织课程内容的重要依据。课程开发者需要先进理念支撑的人才观,才能开发出适合学生发展、符合培养目标要求的课程。     

素质拓展课程与思想教育

思想教育始终是素质教育的核心与灵魂,我们在探索素质拓展课程以求加强学生思想教育的同时,也在不断的寻求更新更好的思想教育模式。我们要找出我们目前在思想教育领域存在的问题,了解大学生当前的思想现状,在这个基础上才能探索出一个新的思想教育工作理念。     

Bridging the “Expectation Gap” Using Student Preceptors

An “Expectation Gap” can exist between what teachers expect of their students and what effort students expect to and are willing to expend. In order to get students and teachers on the same learning page, this Gap needs remedied. One successful means of bridging the Gap is the use of Student Preceptors.     

“新教育实验”的基本理论与实践探索

作为一项综合性、整体性、长期性的改革实验,新教育实验追求这样四重教育境界;成为学生享受成长快乐的理想乐园;成为教师实现专业发展的理想舞台;成为学校提升教育品质的理想平台;成为新教育共同体的精神家园和共同成长的理想村落。新教育实验的核心理念是:为了一切人,为了人的一切。其基本观点是:无限相信学生与教师的潜力;交给学生一生有用的东西;重视精神状态,倡导成功体验;强调个性发展,注重特色教育;让师生与人类崇高精神对话。新教育实验的探索和实施可归纳为“六大行动”,即营造书香校园、师生共写随笔、聆听窗外声音、双语口才训练、建立数码社区、构建理想课堂。     

Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project‐based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008