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牛波 《成都教育学院学报》2009,23(7):124-126
作文讲评是中学作文教学的一个重要环节,但当前中学作文讲评却存在着作文讲评目标有偏差、讲评方式单一、课堂讲评由教师主宰等诸多弊病,因此作文讲评效率低下。鉴于此,采取诸如树立全新的作文讲评理念、选择灵活的作文讲评方式、讲评时多给学生表扬与鼓励、课堂以学生参与为主、提高教师的作文素养等应对策略就显得尤其重要,才能不断促进学生更好地发展,使他们真正达到“为文”与“为人”的统一。 相似文献
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学生课程参与:一个亟待关注的问题 总被引:5,自引:0,他引:5
学生课程参与是指学生通过介入课程决策、参与课程开发与实施、重构课程等活动从而表达课程权力的一种意识和行为.随着课程理论研究范式的转向、学生课程权力意识的觉醒及基础教育课程改革的推进,学生课程参与问题渐受关注.学生课程参与有助于提高学生在课程中的地位和作用;有利于课程的创生;有利于课程变革走向成功. 相似文献
96.
叶月婵 《牡丹江教育学院学报》2009,(4):79-81
随着我国城市化进程的加剧,城市流动人口子女的教育问题日益突出,特别是义务教育阶段的流动儿童教育问题已经受到社会各界尤其是学术界的普遍关注,政府和教育部门相继出台了各种政策来解决流动儿童的教育问题.但是预期成效并未显现.本文试通过概述流动儿童的教育现状,以家长参与理论为主要依据,阐明家长参与流动儿童教育的重要性和必要性,以期为解决流动儿童教育问题提供可参考的途径. 相似文献
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赵力 《南宁职业技术学院学报》2009,14(5):43-45
目前高职教育已经成为中国经济和社会发展的重要推动力量。随着"校企合作,工学结合"高职人才培养模式改革的不断深化,通过对高职院校"企业全程介入"的培养模式进行探索与实践,实现学校、企业与学生"三方共赢",为中国高职工学结合的办学思路提供更丰富的内涵。 相似文献
98.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2009,37(2):127-135
This article describes an innovative practice in family involvement developed by one early care and education center engaged
in professional development. The Hopes and Dreams Project documented family involvement in children’s lives and education
through the pairing of pictures and narratives about their lives, histories, priorities, goals, and responsibilities with
the school community. Narrative inquiry was a powerful method for increasing understanding of complexity of family involvement.
Findings showed that families’ priorities in forming partnerships included the importance in belonging to the community, being
involved in their children’s lives and education, experiencing diversity, and experiences in childhood for children’s futures.
This research supports the importance of redefining family partnerships in early care and education in a manner that is inclusive
of family values and priorities. The implications are that early care and education providers have an important role in developing
and defining involvement practices that empower families and educate professionals. 相似文献
99.
Parents' and teachers' perceptions of students' general scholastic abilities, such as being able to complete their school work, retain what they learn, and achieve sufficiently compared to other students at their ages, were analyzed for how well they predict parents' forms of involvement in their children's education and teachers' forms of communication to parents. Data were collected from parents and teachers in two Title I, public middle schools in a large, urban city in the southwest. Parent involvement and teacher communication practices were measured using the "school and family partnerships survey". Parents' and teachers' perceptions of students' general scholastic abilities were measured using a teacher-rating version of the "perceived competence scale for children". Linear regression analyses revealed that parents' perceptions did not predict their involvement, nor did teachers' perceptions predict their amount of communication as reported by parents. Although parents' and teachers' perceptions did not predict involvement in this study, perceptions of children's general academic abilities should be further explored in relation to family-school partnerships. The results suggest that involvement in middle school occurs in ways distinctive from elementary school. Therefore, improved instruments are needed to more accurately measure parent involvement and teacher communication at grade levels beyond elementary school. 相似文献
100.
Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents 总被引:2,自引:0,他引:2
There has been an alarming imbalance in recent research on minority parental involvement because it has focused on parents’ variables to identify groups for effective interventions without searching for broader contextual variables. This literature review provides available research findings on the school barriers that prevent minority parents’ participation in their children's school in the United States. The following school barriers were identified: (a) teachers’ perception about the efficacy of minority parents, (b) teachers’ perception concerning the capacity of minority parents, (c) teachers’ beliefs in the effectiveness of parental involvement and developmental philosophy, (d) teachers’ self-efficacy in teaching effectiveness, (e) school friendliness and positive communication, (f) diversity of parental involvement programs, (g) school policies, and (h) school leadership. Increased understanding about the nature of minority parental involvement in their children's school will lead to a more collaborative home–school partnership and ensure the long-term success of parental involvement. 相似文献