提高程序设计语言课堂教学的有效性和生成性

提高课堂教学的有效性要促成学生有效生成,数学师范生程序设计语言课程实施的重点要促成中小学数学教师有效生成.在数学新课程教学需求的推动下,为了提高数学师范生程序设计语言课堂教学的有效性和生成性采取了以下策略：基于中小学数学教师的视角设计教学目标,整合任课教师队伍和整合教学内容,整合多种教学方式和发挥教师主导作用学生主体作用,关注课堂活动和促进课堂教学生成.     

培智学校社区课堂教学模式的构建与探索

基于宁波市达敏学校社区课堂教学的行动研究,本文系统地探讨了智力障碍学生的 社区课堂教学模式的构建,并从实践成效对该模式的可行性、有效性进行了论述,以期提供 培智学校课堂教学新思路,以适应当今世界特殊教育发展的趋势,使学生“学以致用”,融入 社会,提高生活质量.     

幼儿在园一日活动中违反规则的体验与反思——基于6则案例的教育现象学分析

本研究基于教育现象学的视角及其方法论,借助于由自然观察获取的6则案例,通过“悬置”呈现幼儿违反规则的现象,经“还原”发现,幼儿在违反规则时通常会有以下表现:乐于获取惩罚、不满于教师制定的“规则”、暂时屈从于教师的权威、离开教师的视线范围、挑战教师的权威等,其教育意义值得反思.为促进幼儿健康发展,幼儿教师应了解幼儿违反规则的真正目的,满足幼儿“不切实际”的合理愿望;应帮助幼儿做到“言行一致”,内化规则,并创设有吸引力的环境;应洞察幼儿违反规则后的真实态度,修正不合理规则,灵活处理突发事件;应换位思考,理性对待违反规则的幼儿.     

语文学科隐性课堂文化的探究——基于公开课场域的考察

该文拟从教育社会学的相关视角,对公开课场域内的隐性课堂文化进行考察,揭示出其中呈“受抑状态”的学生文化的三种形态表征：“话语空间的被剥夺”、“想象空间的被剥夺”和“人文空间的被强加”,试图从教师文化及其观照下的教师行为等角度提出一些对策性建议。     

立体化教材支持下的课堂教学模式建构与实践——以师范生《现代教育技术》公共课为例

文章论述了立体化教材(网络课程、光盘教材、文字教材)支持下的课堂教学模式的来源、建构思想以及该课堂教学模式对于不同知识类型的具体应用,并用过程性多元评价方法对此课堂教学模式在西北师范大学师范生《现代教育技术》公共课教学中的应用进行了分析,实践证明这种课堂教学模式优化了课堂教学,促进了师范生高阶思维的发展,培养了师范生的高阶思维能力。     

高中化学新课程课堂教学评价

传统化学课堂教学评价重结果轻过程,重知识技能轻情感、态度与价值观发展,评价形式、评价内容、评价主体单一,教师、学生处于被动地位,它已经无法适应和满足新课程的要求.高中化学新课程课堂教学评价应重视发展、重视过程、重视评价多元化.综合运用多元化的评价方式,充分运用灵活多样的评价方法,以提升教学的有效性,促进学生全面发展和推进教育教学的与时俱进.     

Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.     

Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?

This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed.     

Teaching imaginary children: University students’ narratives about their Latino practicum children

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.