联系·兴趣·能力—浅谈初中历史教学方法

初中历史应把“趣”和“智”结合起来，历史科和其它科联系起来，历史和生活联系起来，历史与当今重大问题联系起来，则可激发学生学习历史的兴趣，调动学生主动思考问题，提高他们解决问题的能力。     

兴趣·方法·能力

目前 ,在初中地理教学过程中 ,教师不仅要转变观念 ,更新教学方法和使用现代多媒体网络教学技术 ,同时还要注意在课堂教学中激发学生学习地理的兴趣 ,教给学生进行自主学习地理的方法 ,让学生在等同的学习环境中获得更大的成功     

地理兴趣教学案例举隅

在众多的非智力因素中，兴趣是学生接受教育的感情基础，是学生探求知识、促进思维发展的巨大动力。据笔者教学实际，主要采取多种教学方法的综合运用，教学效果得到明显的提高，下面介绍几种兴趣教学案例。     

启迪和培养学生学习地理的兴趣和方法

学好地理课，启迪和培养学习兴趣是关键。建立良好的师生关系，激发学生的求知欲：直观的教学手段和科学的记忆方法，调动学生的学习积极性；营造民主和谐的教学氛围，增强学生的自主参与意识：积极开辟第二课堂，增强学生的综合素质。实践证明，这都是一些有效和管用的科学方法。     

谈初中地理教学中的兴趣教学

在地理教学中要提高学生的学习兴趣,调动学生的学习积极性,可采用以下方法:上好绪论课和引言课,充分利用多媒体教学,创设教学情境,巧用地理谚语口诀,多让学生动手实践以激发学生的学习兴趣。     

培养学生地理学习兴趣初探

兴趣是学习的挚友,是学习的一种原动力。在初中阶段,由于地理学科长期得不到重视,导致地理教学相对比较薄弱,大部分初中学生对地理缺乏兴趣。近几年来随着新课程标准的实施,初中地理的学科地位有所回升,这给地理教师带来了新的要求。如何按新课标的要求高质量的完成教学     

初中地理兴趣教学

兴趣是最好的老师。初中地理作为一门副科,虽然在考试所占分数上的比重不如其他几门学科,但是地理学习也是非常重要的,这对一个人将来的发展有很大的影响。初中地理兴趣教学是一种非常适合学生的教学方法,同学们在对地理产生兴趣的同时,也掌握了地理知识,达到一举两得的效果。     

改革实验教学方式,培养综合能力

根据社会发展的需要,必须深化实验教学改革,提出新的实验教学方式,多设综合性、设计性实验,培养学生敏锐的观察能力、熟练的实验操作能力和创新思维能力,让学生独立完成一个实验课题,从而提高学生的科学研究能力;     

Childcare,children and capability

Empirical research focused on women studying childcare in an English further education college found the participants strangely contented despite demanding lifestyles. They were intent on integrating their family, work and educational commitments rather than actively seeking future gain, an understanding that led to the development of an original model of integrated lives, later recast as an example of a capability set. This paper describes how Sen’s capability approach was customized to make further sense of the empirical findings, and, in particular, how common interview themes were developed into capability indicators and grouped into capability chains to enable comparison between otherwise disparate narrative accounts. The women’s biographies emphasize the importance of fostering early capability in young children and reveal how, frequently, this is overlooked. The paper argues that educational policy should accord people the freedom to choose their own lives before reiterating how the capability approach can support such choices.     

动机·兴趣·爱好

动机、兴趣、爱好三者相互联系而又相互促进。本文从数学教学的角度,探讨了如何纯洁学生学习动机,激发学 生学习兴趣,培养学生的爱好。     

Action learning,performativity and negative capability

The paper examines the concept of negative capability as a human capacity for containment and contrasts it with well-valued positive capability as expressed through performativity in organisations and society. It identifies the problem of dispersal – the complex ways we behave in order to avoid the emotional challenges of living with uncertainty. The action learning set is considered as a ‘container’ – a holding and enabling framework which temporarily holds the set member’s uncertainty until they can manage it for themselves. Finally, it is suggested that learning arises from working at the edges between knowing (positive capability/performativity) and not-knowing (negative capability) because it offers the possibility of exposure to truth ‘in the moment’ or insight. It involves living with uncertainty, yet still ultimately acting in the world.     

趣、疑、思、探、悟--浅谈中学物理教学的真缔

什么是物理教学的真缔?我认为中学物理教学不过是以一定的知识为载体,以学习为活动形式,学会“疑、思、探、悟”,为将来的“创造”奠定精神、思维、方法、技能、知识诸方面的基础,这个“疑、思、探、悟,趣”就是中学物理教学的真缔。1趣趣——永远是人们追求的心态,趣味盎然——永远是人间最美丽的氛围;以趣导学——永远是最高明的教学方法、教学艺术;以趣养学——应当是最美妙的青少年生活图景。教师工作中对学生影响最大的莫过于让学生对学习感兴趣。     

Interest,inferences, and learning from texts

Topic interest and learning from texts have been found to be positively associated with each other. However, the reason for this positive association is not well understood. The purpose of this study is to examine a cognitive process, inference generation, that could explain the positive association between interest and learning from texts. In Study 1, sixty undergraduate students participated by reading two science texts, which differed in coherence levels, silently. The results replicated previous findings that topic interest is positively associated with recall and accurate answers to comprehension questions for both texts. In Study 2, sixty-nine undergraduate students participated by reading the same two science texts while thinking aloud. The results indicated that topic interest was positively associated with inference generation while reading for the more coherently-written text. Subsequent analyses indicated inference generation partly explained the positive association between topic interest and accurate answers to comprehension questions for the more coherently-written text. The findings from Study 2 were independent of the effects of reading comprehension skill. Theoretical implications of the findings, in regard to standards of coherence and depth of processing while reading, are discussed.     

Books,Articles, and Items of Academic Interest

THE ISSUE AT A GLANCE

The Issue at a Glance