创设有意义的生物课堂

新课标提出的3大理念面向全体学生、培养学生的生物科学素养、倡导探究式教学，与长期形成的应试教育的理念有很大的冲突，它要求每个老师必须更新教学理念，重新整合教学过程，倡导探究式教学，创设出更符合学生全面发展的生物课堂．     

The facilitation of meaningful verbal learning in the classroom 1

The assimilation theory of meaningful verbal learning and retention and the distinctions between rote and meaningful learning and between reception and discovery learning are reviewed in the light of some recent research on advance organizers, adjunct questions, and cognitive style. An attempt is made to reply to some of the frequently‐made criticisms of the author's research methodology in his studies of advance organizers and retroactive interference in meaningful prose learning and retention. Finally, an assessment is made of freedom of psychological inquiry in the United States and of equality of access to APA journals; and it is suggested that the neobehavioristic orientation in American school learning theory has been artificially kept alive by editorial bias on the part of APA journals, by neobehavioristic bias on the part of reviewers for research funding agencies, and by implicit pressures exerted on graduate students in educational psychology doctoral programs.     

Teachers' self report as an alternative strategy for the study of classroom transactions

The Self Lesson Report Form (SLRF) was designed as an alternative either to direct classroom observation or to commonly used questionnaires in which students and/or teachers report on general practices used in their classes. In the SLRF teachers report what happened in their last lesson. Certain items are structured while others are open. A special procedure was developed for the analysis of the open answers. A high level of reliability was obtained by comparing results of teachers' and observers' reports on the same lesson. Two hundred and fifty SLRF's were analyzed and the results are reported to illustrate the kind of information which can be obtained with this instrument. It was found that, on the average, junior high science classes in Israel are inquiry oriented, have abundance of discussions and hands-on laboratory activities which are closely supervised by the teachers.     

The standardised classroom

What would classrooms be like if they actually took completely to heart the advice of politicians and those outside the educational service who judge everything by results? Frank Serafini presents here a chilling analysis of the dangers here and highlights the implications of standardising education. Hopefully we will not go along this road, which, as Frank argues, presumes mistakenly that people and children can be standardised as well.     

The digital classroom

Conclusion Undoubtedly, our schools must prepare students to live and work in a computer literate society. And as we build our curriculum to equip our students for the world that awaits them, Internet access becomes an increasingly important part of the student’s learning experience. It is incumbent upon administrators, teachers, and parents to introduce students to the Internet in a productive and educationally sound fashion. And to monitor their learning and behavior, because the task at hand is to prepare the future citizens of the networked world. They will not be perfect right way; they will make mistakes. We truly need to know when they need more guidance, and more teaching. Filtering technology, used alone or in conjunction with firewall security, provides a simplified, reliable, and cost-effective mechanism for schools to protect the quality of their students’ Internet use     

论语文新课堂

该文从语文新课程理念出发 ,论述创造语文课堂的新本质 ,即使语文课堂由格式化的知识王国变为人性化的生命世界 ,由同质思维的产床变为异质思维的摇篮 ,由传经授道的讲堂变为心灵共享的学堂     

The influence of classroom aggression and classroom climate on aggressive-disruptive behavior

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.