数学课堂中认知策略的教学探微

学习的效率取决于学习的方法，而认知策略是学习方法的内核。从数学的思想方法、技能技巧和思维习惯三个方面，在认知策略层面上探讨了如何引导学生学会学习的问题。     

数学学习困难学生的诊断方法和认知干预

文章综述了数学学习困难学生的三类诊断方法(差异模式、课程本位测量和认知诊断)和三种认知干预方法(认知策略训练、元认知策略训练、认知-元认知策略训练),在此基础上分析和总结了各种诊断和干预方法的特点和问题,为数学学习困难学生的诊断和干预提供方法指导,为进一步对数学学习困难学生的研究提供借鉴。     

人教A版高中数学课标实验教科书《不等式选讲》简介

我们在学习数学的过程中体会到，认识了的数学知识需要加以组织整理，储存在记忆中，才能有效地加以利用．正如Bruner（1977）所说：“获得的知识如果没有完满的结构把它联在一起，那是一种多半会被遗忘的知识．一串不连贯的论据在记忆中仅有短促得可怜的寿命”事实上，认知结构除了有助于信息的存贮、记忆和操作处理外，还有促进理解和应用的功能．总之，认知结构是一种推动人的认知活动的工具．同样，数学认知结构在学生数学学习中有着非常重要的作用，它是学生接受知识、掌握知识、提取知识和在这个基础上形成能力的关键，在任何条件下，已有的数学认知结构总是学习新数学内容的基础．数学认知结构是数学学习过程的一个中心的心理成份．由此，数学认知结构得到研究的重视．纵观已有的研究，主要涉及以下几个方面：数学认知结构的内涵、良好数学认知结构的特征和建立良好数学认知结构的措施．在查阅献的基础上，我对数学认知结构的研究现状进行综述．[第一段]     

数学学习的研究对数学教育的意义

数学学习是认知科学研究的热点，近几十年来取得了大量的研究成果．本文详细的阐述了数学学习研究的热点问题，分别从入学前数学对数学的理解、数学学习中的缺陷、策略选择、个体差异、合作学习、分析思考和迁移几个方进行介绍。     

数学学习心理学若干研究课题的思考

数学学习的认知过程，数学能力，数学认知风格以及数学学习心理与数学教材的关系等有关问题，是数学学习心理学研究中值得思考和探索的课题．     

初中生记忆数学概念存在的问题与对策

记忆是任何阶段学生学习任何学科必不可少方式，特别是还处于认知层面和记忆启蒙阶段的初中生，更应当学会利用好各种记忆策略，科学学习数学基础知识，为将来进一步深造打下坚实的根基．记忆是理解数学概念，推导数学公式，证明数学定理，解决实际问题的必要手段．目前，初中生虽然有着较好的记忆力，但有针对性地学习、理解、掌握数学概念还面临着诸多的困难．因此，作为一名基础教育工作者首先必须明确初中生记忆数学概念究竟存在哪些困难，才能对症下药，采取有效策略，从而帮助学生解决记忆数学概念这一基础性、关键性问题．     

我国数学学习困难儿童的教育与干预研究回顾与展望

近年来,我国对数学学习困难儿童的表现、诊断、认知特点等有了较多的研究,这为数学学习困难儿童的干预策略提供了基础。通过对我国数学学习困难儿童的教育干预研究进行综述,发现主要有知觉加工干预策略、工作记忆干预策略、问题表征干预策略和元记忆干预策略,并在借鉴国外数学学习困难研究的基础上,对我国未来数学学习困难的研究提供若干建议。     

数学认识信念:影响数学学习过程的重要变量

学生的数学认识信念具有复合性、素朴性和多维性等特点,是深刻影响学生数学学习过程的主要变量。积极的、正确的数学认识信念影响数学知识的记忆和理解,影响数学问题解决的学习,影响数学认知策略的学习和运用,影响数学学习中的元认知活动,锚定学生对数学学习的价值判断、情感体验和学习动机,左右学生的数学学习意志。     

对数学学习与认知结构的认识与思考

数学学习是数学认知结构的建立、扩顺利进行，不良的认知结构制约、阻碍数学学习，大或重新组织，良好的认知结构有利于数学学习的建构良好的认知结构的过程，即为学生有效学习数学知识的过程，相关地，数学教学活动应以建构良好的认知结构来开展     

论数学问题解决能力的培养

有效的数学问题解决有助于发展学生灵活的认知策略和培养创新精神，通过问题提出能力、认知能力和“数学精神”的培养，以及学会数学知识的系统化都有助于培养学生的解决数学问题能力。     

数学学习对象的探讨

依据数学观和认知心理学原理，本从数学概念、数学思维方式、数学语言和运算三个方面初步探讨数学学习的对象。     

Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8?years old, across 1?year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children.     

合作学习在平顶山市高校体育教学中的实验研究

以合作学习在高校体育教学中的运用为研究对象,采用实验法对平顶山工业职业技术学院中两个自然班的体育教学进行了为期一个学期的实验,从学生的运动技能、学习兴趣、人际关系及团队意识四个方面分析了实验前后合作学习教学与传统教学的效果差异,得出合作学习教学不仅有利于提高学生的运动技能,培养体育学习的兴趣,而且可以有效增强学校的交往能力和合作意识.     

谈谈现代英语学习的策略

现代英语学习者应掌握八大策略:树立信心、持之以恒、合理安排、思维差异、文化概念、文体意识、对照比较词汇量化并根据学生自己的实际情况。在学习英语的过程中有机地把八大学习策略综合运用,可以达到既打好语言基础,又培养交际能力的目的。     

英语教学中学生问题意识状况的调查研究

问题意识是学生学好任何一门学科的保证,是提升学生综合素质的重要组成部分。通过调查对当前学生英语学习的问题意识现状进行分析,包括英语学习遇到问题的频度、思考问题的努力程度及解决问题的诉求方式等,并在此基础上提出有效培养学生英语学习问题意识的若干建议。     

Severe developmental language disorder — Reading and spelling

Linguistic awareness i.e. the ability to identify phonemes, to segment words into syllables and to rhyme is highly correlated with reading/spelling proficiency. Children with severe developmental language disorders DLD (syntagmatic type) have been shown to specifically lack linguistic awareness. Two non-identical twin boys with severe, specific DLD were studied longitudinally with respect to their linguistic, neurolinguistic and pragmatic development. In spite of poor linguistic awareness, the boys acquired normal reading/spelling skills. This might be due to the early and massive language training they were given. However, the boys differ considerably in some aspects of reading and spelling performance. These findings are discussed with reference to their different neurolinguistic and pragmatic profiles.     

The role of different levels of phonological awareness in the development of reading and spelling in Greek

Phonological awareness is a strong predictor of children's progress in literacy acquisition. There are different ways of segmenting words into sound sequences – syllables, phonemes, onset-rime – and little is known about whether these different levels of segmentation vary in their contribution to reading and writing. Does one of them – for example, phoneme awareness – play the major role in learning to read and spell making the other phonological units irrelevant to the prediction of reading? Or do different levels of analysis make independent contributions to reading and spelling?

Our study investigated whether syllable and phoneme awareness make independent contributions to reading and spelling in Greek. Four measures were used: syllable awareness, phoneme awareness, reading and spelling. Analyses of variance showed that Greek speaking children found it easier to analyse words into syllables than phonemes, irrespective of the influence of task variables such as position of the phonological element, word length, and placement of stress in the word. Regression analyses showed that syllable and phoneme awareness make significant and independent contributions to learning written Greek. We conclude that phonological awareness is a multidimensional phenomenon and that the different dimensions contribute to reading and writing in Greek.

     

Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.     

拿来主义之比较文学价值

鲁迅拿来主义的比较文学价值首先是具有隐含的全球意识,世界眼光;其次是具有比较文学研究的一个必不可少的"跨越性";再次还具有影响研究的物质;最后还有突出的比较分析。总之,它的本体意识,完整的方法,自成一体。