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991.
992.
实现信息技术在音乐教学中的合理应用,是实现音乐教学创新的重要途径。文章结合音乐教学案例,指出教师要借助多媒体实现音乐意境的构建,要在音乐鉴赏中增强学生的音乐体验,要借助信息技术打造能动的音乐氛围,从而提高学生的音乐素养和审美能力。 相似文献
993.
994.
卢美珍 《九江职业技术学院学报》2007,(1):48-49,47
本文通过现状分析和理论研究,提出了中等职业学校烹饪专业化学教学内容选择的原则.分析专业对化学知识的需求,着重讨论了职业学校化学课程与烹饪专业课程在内容上的衔接,本人对烹饪专业化学课程设计和内容选择进行了教学实践,取得了较好的效果. 相似文献
995.
A different type of charter school: in prestige charters,a rise in cachet equals a decline in access 总被引:1,自引:0,他引:1
This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children. 相似文献
996.
教师在教学自读课文时应凸显学生的课堂主体地位,让学生自读、自测,检验学生阅读能力与自学能力。文章从语文自读课文教学现状出发,分析语文自读课文教学中存在的问题,并结合教学实践,从结合助学系统教学、注重读写结合、注重个性阅读等方面阐述自读课文的教学策略。 相似文献
997.
论小学语文阅读教学的“深入阅读”模式 总被引:2,自引:0,他引:2
朱自强 《课程.教材.教法》2020,40(3):10-15
在目前的小学语文教学研究和教学实践中,较为普遍地存在着对“阅读”的阐释语焉不详,对“阅读”的理解存在偏差,对“阅读”教学难以驾驭的状况。想要解决这些问题需要回到阅读的原点,在阅读教学中采用“深入阅读”模式,发展小学生的分析力、判断力、思考力和批判力,进而培养他们的创新性思维能力。“深入阅读”模式具有指向理性思维能力的培养、激发学生的“生产性思考”、整体性三个重要特征。 相似文献
998.
999.
In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration.
One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national
curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment,
to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect
to their life in their community. The good practice described below has been introduced in a community school, where it has
successfully brought together the LC and NC to become an individual and collective asset for the community in which it has
been implemented. It is a successful example worth studying in detail.
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
Albertina Moreno ChachuaioEmail: |
Adelaide Dhorsan (Mozambique) is a holder of a postgraduate diploma (DEA) in languages and general linguistics from the University Paul Valéry, Montpellier III, France, she is a pedagogical officer in the Department of Curriculum Planning and Development, Section of Bilingual Education, at the National Institute for Education Development (INDE). Previously, she was a lecturer in the Department of French at the University of Education, Maputo, and Head of the Department of Languages in Upper Secondary Education. Her research focuses on socio-linguistics and didactics, in particular, teaching methods for bilingual education (Portuguese and Mozambican languages). She coordinated the design of the project for curriculum reform and planning for general secondary education and is the author of numerous teaching manuals for basic education in Mozambique. Albertina Moreno Chachuaio (Mozambique) is a holder of a master’s degree in linguistics from the University Eduardo Mondlane, Maputo, Mozambique, she is Head of the Department for Curriculum Planning and Development at the National Institute for Education Development, Ministry of Education and Culture of Mozambique. Previously she was a teacher of Portuguese in Upper Secondary Education and a research assistant in linguistics for the computerization of linguistic data at the University Eduardo Mondlane, Mozambique. Her work and research interests focus on monitoring the curriculum for basic and secondary education and the assessment of teaching materials. She is the author of numerous teaching materials for basic education. 相似文献
1000.
赵年秀 《湖南第一师范学报》2007,7(2):35-37
《普通高中语文课程标准》(实验稿)在强调加强阅读实践活动、学习并运用阅读策略与方法、培养“读解和欣赏的能力”及体会民族文化、培育民族精神等诸多方面继承并发展了叶圣陶的阅读课程理论,但在选文标准、选文种类、文言文阅读要求及情感态度培养等四个方面却与叶圣陶的阅读教学思想存在较大的差异。应该将叶圣陶的更多阅读教学思想融入到《普通高中语文课程标准》中,以增强其可操作性,从而使一直悬而未决的阅读课基本课程内容及其序列问题能尽早得以解决。 相似文献