高中历史教学中乡土课程资源开发与利用探微

乡土课程资源是历史课程资源的重要组成部分,它有利于调动学生历史学习的兴趣,有助于转变历史教与学方式,有益于凸显历史时序学习的思维特点。本文对高中历史教学中乡土课程资源的开发和利用展开探讨。     

Integrating philosophy into English curriculum: The development of thinking and language competence

Abstract

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students’ thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students’ critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students.     

物理实验教学与创造思维能力的培养

当今社会的快速发展,知识和技术的创新与创造是最主要的原动力.在职业学校中培养学生的创造思维能力,是历史赋于我们教育工作者的伟大使命.作为物理学教师,应用物理实验教学培养学生的创造思维能力,为新的历史时期培养合格的人才,对社会和历史都有着重要的意义.     

初中英语教材思维优势分析与实践

英语课程承担着培养学生基本英语素养和发展学生思维能力的任务,即学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写技能,初步形成用英语与他人交流的能力,进一步促进思维能力的发展。现行中学英语新教材呈现一纲多本,多样化的特点。它们从不同程度上折射了课标的课程理念并凸显了教材的情感、文化、策略和思维等方面的优势。而一线教师对教材隐含的思维因素还尚未有过多的关注。文章就以初中英语仁爱版教材为例,探讨初中英语教材的思维优势及在教学中应如何发挥这些思维优势。     

Through a Glass Darkly: The Teaching and Assessment of Drawing Skills in the UK Post‐16 Art & Design Curriculum

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student’s creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills ‘through a glass darkly’, obscured by other considerations within the art educational curriculum?     

高师院校英语专业创新人才培养与创新课程设置研究

创新人才是指具有创新意识、创新能力、创新精神和创新人格的高素质人才。培养创新人才是创新教育的目的,要培养出创新人才,首先是创新教育。课程创新是创新教育的基础,是创新人才培养的前提。高师院校英语专业实施创新教育,创新人才培养,要求我们转变继承性教育思想,树立创新人才培养的观念,注重培养创新思维和科学精神,从而推动教学内容和课程体系的创新。课程设置除了传统的语言技能课程,素质教育课程外,还应当增设教学实践课,开设开放性、创新性,多元性的专业选修课和能力创新教育课程。     

'You'd Be Wanting to Know about the Past': Social contexts of children's historical understanding in Northern Ireland and the USA

This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history.     

PISA2021:创造性思维的测量维度与评估示范

回顾了PISA2021创造性思维背景、内涵与维度,分析了PISA2021创造性思维在课堂教学中的影响因素及表现,阐述了PISA2021创造性思维的评估目标、领域设计、创造力测试设计及样例。创造性思维能力是学生适应21世纪发展的必备核心能力,需要组织多领域专家开展创造性思维的理论研究,学校要秉持促进学生创造性思维发展的理念,教师要成为学生创造性思维的促进者,通过课程与课堂教学培养学生创造性思维能力。     

小学语文教材插图的教育功能浅析

插图不是教材的附属物,而是教材的重要组成部分,它既是教材内涵的反映,更有它独特的形象性,是一种形象化了的课程资源。运用插图进行教学属于直观教学的一种形式。小学语文教材插图具有激发学生的学习兴趣、培养学生的观察能力、发展学生的言语能力、训练学生的思维能力和提高学生的审美能力等教育功能。     

英语核心素养视角下考生思维品质在英语阅读理解方面的表现评析--以2019年高考(天津卷)英语笔试阅读理解部分为例

在研究思维品质和教学实践的基础上,结合2019年高考(天津卷)英语笔试测试数据,对考生在阅读理解中表现的思维品质水平进行评析,探究如何通过深度学习促进学生发展思维品质水平。     

浅谈初中历史课堂中历史解释素养的养成——以“魏晋南北朝”单元复习课为例

以历史解释素养的养成为主线的课堂教学,实际,上就是引导学生像历史学家一样去探究历史。它应具备以下特点:一是教师在唯物史观指导下,依据课程标准、精研历史、理性分析,形成自我认可的“历史解释”;二是凝练主题,梳理符合历史逻辑的线索;三是通过抛出有意义的问题创设情境,引发思维悖论,激活学生思维;四是设计问题链,辅以历史材料,促使学生在教师引导下进行充分的思考与讨论,引发学生深度思考;五是理性分析,运用批判性思维理解历史、辨析史料、评判史实,使学生逐步构建自己的历史解释。     

建构主义教学策略对教师教学效能感与学生学习效能感的促进作用

中学英语新课改注重培养学生综合语言运用能力,激发学生的学习动机,创造良好的学习环境以及培养学生的创造性思维能力,这对英语教师的教学策略设计能力提出了挑战。该研究在昆明城郊一所中学高一年级进行了为期一学期的教学研究,研究表明,建构主义教学策略的运用改变了实验教师的教学策略和促进了教学效能感,数据统计结果和对学生的访谈也表明了实验班班的学生学习效能感高于对照班。     

高考历史学科素养能力考查创新例析——以2012高考文科综合(历史)全国或分省卷试题为例

2012年高考文科综合(历史)全国或分省卷试题,针对历史学科素养与能力考查主要体现在:基于历史学科特有的思维方式,实现对历史时序及历史阶段的基本特征的创新考查;运用丰富多彩、形式新颖的材料,从新情境、新问题、新角度考查考生对史料进行多方面的、真实的解读能力和形成对历史的认识与理解,其目标是对学习的能力与潜力的考查;基于新课程"情感态度价值观"的能力目标,创新历史学科思想素养的考查;基于跨学科知识融通的命题形式,立足于社会学科知识及内容的有机结合,拓宽综合素养能力考查的创新。     

小学高年级留守儿童创造性思维与创造性人格的调查与分析

选取254名小学五、六年级学生为被试,采用创造性思维、创造性人格测验,考察了留守儿童与非留守儿童在创造性思维、创造性人格上的差异,结果发现：留守儿童与非留守儿童的创造性思维、创造性人格得分差异不显著;在创造性思维总分及流畅性、独创性维度上,被试类别与年级的交互作用显著;对创造性思维总分而言,还存在着性别与年级的显著交互作用;在创造性人格的好奇性维度上,六年级儿童显著高于五年级儿童;留守儿童创造性人格对于其创造性思维有着显著的影响,其中的挑战性、想象性、冒险性与创造性思维的相关较高。     

桎梏与枷锁:反思高中英语教学中的“花盆效应”

"花盆效应"是教育生态学的基本原理之一。通过对赣州市某3所高中随机抽取的高一至高三年级共167位学生问卷调查,显示目前赣州市高中英语教育基本处于"封闭在校园里,局限在课堂上,定位在课本中,考核在分数间"状态,"课内学习与课外运用"失衡,学习方式和学习效果的"花盆效应"明显。在新课标的指导下,要打破花盆的"桎梏",既要学校管理者先进的管理理念和创新教育思想为学生提供足够的"阳光雨露",又要英语教师营造和谐课堂环境、确保社会关联、挖掘教材张力和组织课外活动等"悉心浇灌"。     

开发主题单元课程 提升学生综合学力——例谈小学英语主题单元课程开发

小学英语主题单元课程能够为学生提供内容丰富、多元化、开放性的素材,满足不同层次学生的学习需求,激发学生自主学习的智慧和潜能,促进学生知识技能与思维创新同步发展,全面提升综合学力。小学英语主题单元课程开发,要架构知识体系,提高学习生长力;联系生活实际,激活语言生命力;叩开智慧之门,提升思维创新力;注重文化渗透,增加表达感染力。     

历史之“时”:谈时间思维能力的培养

对历史学习而言,关于时间的思维能力是一项必要的学科思维能力,是历史理解和历史分析的基础和前提,应该在中学历史教学中得到重视。我国中学历史课程虽然注意时间因素在历史学习中的地位和作用,强调在教学中注意历史的时代先后和发展脉络,让学生形成正确的时空观念,但始终没有将关于时间的思维能力明确作为一项能力培养目标,也没有完整系统的概念界定。本文根据中外史论书籍,借鉴国外中学历史课程标准,对历史学习中的时间思维能力进行尝试性阐述,并对教科书如何培养时间思维能力进行初步探讨。     

论农村中学校内英语课程资源的开发策略

与其他学科的课程资源相比,农村地区中学英语课程资源相对比较稀缺,教师教学观念僵化,缺乏英语课程资源开发意识,而学生则主要以背诵方式来学习英语,其接触和使用英语的场所常局限于教室环境,学生的英语学习严重脱离日常生活实际。这背离了新的《英语课程标准》所倡导的＂拓展学生学用渠道＂理念。为了积极响应新课标的要求,现结合农村中学校内英语课程资源开发现状,探究农村中学校内英语课程资源的开发策略。     

Test-taking strategies for a high-stakes writing test: An exploratory study of 12 Chinese EFL learners

This paper reports on a qualitative research study into the test-taking strategies employed in completing two picture prompt writing tasks—Situational Writing and Interpretational Writing in the Beijing Matriculation English Test. Think-aloud and retrospective interview protocols were collected from twelve Chinese students representing two key and two ordinary senior high schools in both urban and suburban areas of Beijing. The researcher also conducted in-depth interviews with the students’ English teachers to explore issues raised by their students. The research findings suggest that driven by the high stakes involved in the test, students have developed a full set of test-taking strategies through coaching and exhibited skillful manipulation of these strategies. Moreover, with its original intention badly distorted, Interpretational Writing has become a “risky” task. Students are unwilling to freely express their own ideas. Instead they try to guess test developers’ intent. Therefore, Interpretational Writing might fail to achieve one of its goals: measuring creative thinking. The researcher also points out that more efforts should go into identifying the sources of certain test-taking strategies and clearing any possible misunderstandings between test developers and teachers.     

Historical thinking about sources in the context of a standards-based curriculum: a Swedish case

The increased interest in basing teaching on disciplinary thinking has had a profound impact on the syllabus for history in Sweden. Within this context, we examine how students demonstrate one aspect of disciplinary thinking in history, namely reasoning about historical sources. The material used is written answers to an assignment about historical sources in the national test in history for year 6. The analysis shows that many students are able to show at least some aspects of disciplinary thinking about sources, though the vast majority has problems with contextualising the source in the assignment. One explanation put forth is that the syllabus is not yet fully enacted in teaching practices.