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语教学应当充满情趣。只有情趣盎然的课堂才能激发学生的学习兴趣,只有情趣盎然的氛围才能引领学生进入语的自由王国 相似文献
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Neil Taylor Gerry Corrigan 《International Journal of Science and Mathematics Education》2007,5(1):85-109
A series of interviews was conducted with NSW primary teachers, working within a rural context, to obtain their views about
the benefits of using ICT in the delivery of the primary curriculum and specifically primary science. The interviews were
also used to determine how these teachers were using ICT and if they had any specific training needs. Some teachers were using
ICT creatively in their teaching in science and other curriculum areas. However, despite considerable political pressure to
increase ICT use in the classroom, most expressed frustration at the lack of in-service training available to them. Given
the costs involved in in-service training in regional New South Wales, with groups of teachers scattered over large distances,
this finding is perhaps not surprising. This article proposes a possible cost-effective strategy for in-service training to
help overcome some of the problems raised by the participants in this study. The suggested strategy involves the use of action
research to develop confidence and self reliance amongst primary teachers in a region where government funded training is
always likely to be limited due to its prohibitive cost. 相似文献
36.
Donald R. Baum Jimmy E. Hernandez Ariah Orchard 《Early Years: An International Journal of Research and Development》2019,39(3):260-275
This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations. 相似文献
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Gerry Benoit 《Library & information science research》2011,33(4):336-338
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Unlike a jigsaw puzzle where a piece must fit in only one way to complete a picture, the seven pieces of a geometric tangram
can be arranged in many different ways to make figures of birds, animals, people, and objects. This article presents a Tangram
Teaching Guide to provide a five-step developmental sequence for teaching tangramming to young children. Teaching resources
are included, and a checklist provides a summary outline of the teaching sequence. Tangram experiences help children develop
positive attitudes toward geometry, further their shape identification and classification skills, and foster and understanding
of basic geometric concepts and relationships. 相似文献
39.
The focus of this study was to examine the leadership role as lived by teaching principals in a selection of small primary schools in the west of Ireland and in particular the implications information and communications technology (ICT) has for that role. The study involved the use of individual one‐to‐one semi‐structured interviews with a selection of 13 primary school principals in the mid‐west region. Following analysis of the interview data a focus group interview with eight of the principals was conducted to validate and explore the issues to emerge from the one‐to‐one interviews. Principals had enthusiastically responded to the national ICT in schools initiative (Schools IT2000) but it had significantly added to the demands of their positions. While the lack of up‐to‐date resources, poor levels of technical support and time were identified as the main impediments, a lack of familiarity of ways in which the technology could be integrated across the curriculum affected the quality of pedagogical leadership provided by them. The research highlights the need for alternative models of support and leadership to be considered. 相似文献
40.
Gerry P.T. Finn 《国际体育史杂志》2013,30(13):1891-1901
Hickey has presented a powerful rebuttal of Kerrigan's refusal to accept a role for athleticism in the development of English elementary school sport, and has identified further self-contradictions and inconsistencies in this refusal. Much more importantly, however, he has presented compelling evidence of the influence of athleticism on educational thinking and policy-making in relation to this sector of schooling. In doing so, he indirectly points to the need to reappraise the impact of the ideology of athleticism on schooling and society in general. A case can be made that it was even more powerful and pervasive than has been previously argued. 相似文献