共查询到20条相似文献,搜索用时 78 毫秒
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《新课程标准》指出“计算能力指能够根据算理、算法正确进行计算的能力”,计算能力是学习数学的基础,是小学生必备的一项基本数学技能。因此,提高计算能力有利于提高计算方法的简便性、计算结果的准确性和计算速度的快捷性。计算能力不是一成不变的,可以在平时的教学与练习中,通过一系列行之有效的策略来提高,尤其在小学阶段,该阶段是提高学生计算能力的黄金时期。 相似文献
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钱艺橦 《中国校外教育(理论)》2014,(31):29
在低年级数学教学过程中,计算部分所占的比重一直很大。无论是综合类应用题还是分析思考型习题,计算能力都会被贯穿进去。因此,低年级学生计算能力教学对于培养小学生数学学习及其重要。小学数学教师应该不断地对低年级学生计算能力等方面的教学策略进行分析探讨,从而更好地促进相关方面的教学。 相似文献
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朱明珠 《试题与研究:高中理科综合》2020,(5):0152-0152
计算是小学数学学习的重要环节,是学生学习数 学的重要基础。小学数学教学中,计算能力是一项必备的基本 能力。培养学生具有一定的计算能力,能有效提高学生处理和 解决实际问题的能力。随着教育改革的深化,学生的动手实 践、相互合作能力得到了强化,但却忽视了基本计算能力的提 高,这对于提高学生的整体素质产生了很大的影响。因此,小 学数学教师在平时的教学中要非常重视对学生计算能力的 培养。 相似文献
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《华夏少年(简快作文 )》2017,(10)
小学低年级学生的加减法运算能力是非常重要的数学能力,二十以内的加减法运算能力训练,能够为学生的未来发展打下良好的基础。教师在小学数学教学过程中,必须准确把握教学重点,制定科学、合理的教学计划,有针对性地开展本年级数学教学活动。同时,教师要注重精讲,从基础入手,开展各种形式的数学训练,以此来培养学生的数学思维,让学生获得良好的运算能力。此外,课内数学训练必须充分结合课外训练,不断激发学生的学习兴趣,使学生主动进行二十以内的加减法运算能力训练。就二十以内加减法运算能力训练进行了深入探索,并提出了相关建议。 相似文献
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1.重视口算训练,打牢计算基础。口算是学生必须熟练掌握的一项基本功,是数学学习中最基本、最重要的技能之一。口算能力的强弱关系到以后能否顺利学习和掌握多位数加减法、乘除法和小数(包括分数)的四则运算等一系列内容,因此应重视口算训练。 相似文献
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Early Childhood Education Journal - This study aimed to explore the digital environments of 3–6-year-old children within the home setting. A total of 537 children aged... 相似文献
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赵颖 《佳木斯教育学院学报》2014,(3):346-347
中英文化之间既有相通之处,也存在差异性。翻译传递不同的文化,要尽可能保留源语文化信息,有意识地加强跨文化交际意识。本文从跨文化交际的角度出发,通过对中英文思维模式差异性的分析,初步探讨译者应对的策略。 相似文献
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《The Journal of educational research》2012,105(2):63-66
AbstractIn view of the lack of any clear available data, the incidence of underachievement at the high school level was determined. An underachiever was defined as a student with at least average intelligence whose achievement test placement is at least one standard error of estimate below expectancy. Subjects were 1,263 high school students in a suburban community. Correlation coefficients between the Otis and the National Educational Development Tests were computed and regression equations developed. The incidence of underachievement was 26 percent with the NEDT Composite Score as achievement criterion. The high proportion of students in an affluent community who underachieve is alarming. 相似文献
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Research Findings. The present study examined relations between social-cognitive skills, aggression, and social competence using teacher questionnaires and tabletop tasks with preschool and kindergarten children. It was hypothesized that the acquisition of a theory of “mind”, as indexed by an understanding of false beliefs, might be related to social behavior for this age group. Overall, results indicated that both generation of forceful solutions in a traditional social-problem solving task and performance on the false belief tasks were significantly related to social competence, after controlling for the effects of age, language comprehension, and teacher ratings of aggression. In addition, theory of mind understanding was a better predictor of social competence than performance on a more traditional social information-processing task that involved the generation of alternative solutions to interpersonal problems. Practice. The implications of these findings for preschool and kindergarten peer relations and their potential relevance to treatment of deficits in social skills are discussed. Specifically, training in an understanding of counterfactual thinking (e.g., through increased and structured opportunities to engage in pretend play and storytelling) may enhance preschooler social skills. 相似文献
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《Early education and development》2013,24(4):613-628
Research Findings. The present study examined relations between social-cognitive skills, aggression, and social competence using teacher questionnaires and tabletop tasks with preschool and kindergarten children. It was hypothesized that the acquisition of a theory of "mind," as indexed by an understanding of false beliefs, might be related to social behavior for this age group. Overall, results indicated that both generation of forceful solutions in a traditional social-problem solving task and performance on the false belief tasks were significantly related to social competence, after controlling for the effects of age, language comprehension, and teacher ratings of aggression. In addition, theory of mind understanding was a better predictor of social competence than performance on a more traditional social information-processing task that involved the generation of alternative solutions to interpersonal problems. Practice. The implications of these findings for preschool and kindergarten peer relations and their potential relevance to treatment of deficits in social skills are discussed. Specifically, training in an understanding of counterfactual thinking (e.g., through increased and structured opportunities to engage in pretend play and storytelling) may enhance preschooler social skills. 相似文献
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《The Journal of educational research》2012,105(7):319-322
AbstractThis study investigated the effects of anticipation of either an objectives combined objective and essays or essay test on students’ study methods and actual performance on both objective and essay examinations. In the first of two experiments-conducted under ordinary classroom conditions-introductory education students were told to anticipate one of the three midterm examination formats. In the second experiment-conducted with language arts students-the preparation period was tightly controlled to permit precise, unobtrusive measures of study methods. In both experiments each analysis of study method variables and various performance criteria revealed no reliable differences between the three treatment groups, suggesting that kind of examination expected did not affect amount or type of preparation, or actual performance on either examination type. 相似文献
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Jonathan S. Beier Jacquelyn T. Gross Bonnie E. Brett Jessica A. Stern David R. Martin Jude Cassidy 《Child development》2019,90(2):e273-e289
Although attachment theory has long posited a link between early experiences of care and children's prosocial behavior, investigations of this association have not embraced the multifaceted nature of prosociality. This study is the first to assess associations between child attachment and independent observations of helping, sharing, and comforting. Attachment quality in 3- to 5-year-old children (N = 137) was linked to all three prosocial behaviors. Additionally, bifactor analyses revealed distinct associations between attachment and children's general prosocial dispositions and their specific abilities to meet the unique challenges of helping and, marginally, comforting. These findings underscore the importance of considering multiple explanations for links between attachment and prosocial behavior and provide novel insights into sources of variation in children's prosociality. 相似文献
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语言运用是一门艺术,人们在社交活动中,常常为一个词的用法而斟酌再三,力求准确、精炼,这就是词的辨析。本文着重阐述“同异”辞格与同义词辨析中的相同点与区别点,从而进一步体会一字之差给语义带来的变化,以加深人们对语言重要性的认识。 相似文献