课题教学设计及说课教学的探析

阐明课题教学设计及说课教学的内涵,提出了在中学物理教学法课程的教学过程中,实验课题教学设计、说课教学的基本操作程序及各环节的操作要领与要求,分析了课题教学设计及说课教学对培养高师生教学综合素质的促进作用。     

Maternal interaction,private speech,and task performance in preschool children

This study examined the correspondence between ontogenetic and microgenetic change in private speech, the association of private speech with task performance, and the relationship of maternal interaction during a teaching session to preschoolers' verbal self-regulation and success in independent problem solving. Thirty 4- and 5-year-olds were observed while their mothers assisted them in solving two challenging tasks. In three subsequent sessions, children's private speech and performance were tracked as they worked on tasks requiring skills similar to those taught in the mother-child session. Correspondences between age- and session-related trends in private speech and task performance appeared that are consistent with Vygotsky's assumption that private speech undergoes progressive internalization with increasing cognitive competence. Contrary to Vygotskian assumptions, utterances accompanying action were not replaced by those preceding action (planning statements) with advancing age and task mastery. Private speech predicted gain in task performance more effectively than concurrent performance. A global index of authoritative parenting was a better predictor of private speech and task performance than were microanalytic measures of scaffolding, suggesting that microanalytic indices may miss critical features of maternal teaching behavior that promote transfer of cognitive strategies from adult to child.     

CAI和CAL在素质教育中的应用

本文就工科教学中如何运用CAI和CAL改善教学效果、加强素质教育，提出了相应措施和方法。     

An Analysis of the Strategy Used in the Development of a CAL Program in the History of Education

The author outlines some of the problems involved in developing a CAL program in a non-science-based subject and discusses some aspects of the teaching strategy employed. The qualitative aspects of CAL, and its use in the tutorial mode, are described.     

高校思政课“微课”及其有效运用研究

思想政治教育是高等教育的一项重要内容,思政课是对高校学生实施思想政治教育的主要方式,也是宣扬主流意识形态的主要阵地。近几年,随着互联网技术的不断发展,也给高校思政课带来了新的机遇与与挑战。"微课"是在互联网兴起的背景下发展起来的一种新型教学方式,其在多学科领域的实践中都体现出了独特的优势。本文在分析高校思政课开展现状以及"微课"用于思政教育可行性的基础上,提出了如何思政课中有效运用"微课",以提高高校思政教育的有效性。     

词的形象色彩和有形象色彩的词

词有形象色彩，这在学术界已是不争的事实。但是关于词的形象色彩的一些基本问题，比如形象色彩到底指什么，其定义应该如何下，什么样的词是有形象色彩的，什么样的词是没有形象色彩的等等，在以往的研究中尚没有得到很好的解决。从语言符号的本质属性的角度去认识这些问题，并设法从形式上找到一定的限定性特征，将使这个问题的解决变得切实可行和便于操作。     

减负之路，任重道远

减负不仅仅是一个教育问题，实际上也是一个社会问题。我们从中小学生课业负担沉重的表现形式的多样性、产生原因的复杂性、後果及不良影响的严重性，进而分析减负问题的本质、难见成效的原因以及减负问题的应对策略，不难得出一个结论：减负之路，任重道远。减负是一项长期而艰巨的系统工程，需要各方面坚持不懈地支持与配合、协调与努力，才有可能取得成效。     

有关化学课堂教学意外的讨论与思考

课堂教学是精心预设和动态生成的统一,有预设就有意外。不同的教师对意外情况有不同的处理方法,本文采用访谈法对常见的三种意外情况进行了讨论,在讨论的基础上作了一些思考。     

新课程理念下的一节绪论课

人教版高中《生物》必修教材,其独特的设计思路和崭新的教学内容呈现方式使人耳目一新。这套教科书的三个必修模块教材,在正式教学内容之前都安排了“科学家访谈”这一内容。为什么要这样安排？在课时很紧张的情况下,这部分内容有没有学习的必要？如何处理这些内容？学习这些内容的意义和价值何在？下面是我在教学中的思考和做法。     

Constraints to Changing Pedagogical Practices in Higher Education: An example from Japanese lesson study

This article describes a qualitative study of college mathematics and science faculty (n?=?6) and their engagement in a reform-based program, Japanese lesson study (LS), to change their teaching practices. LS is a process in which a team of four to six teachers jointly design, teach, observe, analyze, and revise a single class lesson. A series of semi-structured, open-ended, interviews was completed with each of the faculty participants. Two sets of assertions were developed from analyses of the data and examples and explanations corroborating each assertion are provided. The results of the study identified issues related to organizational and faculty changes that need to be addressed if faculty responses to pedagogical innovations are to succeed. Implications of the findings for practice and future research are discussed.     

The role of task design and argumentation in cognitive development during peer interaction: The case of proportional reasoning

This paper examines task design that affords deep changes in mathematical thinking in the context of peer interaction. We describe a study in which 60 low-level high-school students solved a proportional reasoning task, the “blocks” task as individuals and/or in dyadic interaction. We show that we could tailor the design of the task in order to create a cognitive conflict among dyads, notwithstanding the strategies used by the students. We show that students' proportional reasoning strategies did not improve as a result of discussion even when guided by an experimenter dedicated at reaching consensus; however the introduction of a hypothesis testing device and the guidance of the experimenter to accommodate divergent views led peers to impressive conceptual change in their discussion and in an individual post-test. Examination of one case of dyadic interaction shows that beyond the value of given characteristics of individuals or of tasks, the process of argumentation that takes place between the peers explains the subsequent gains of the individuals. The conditions under which conceptual change was attained challenge theoretical views on cognitive development and social interactions.