A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities

Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving.     

论钢琴教学中学生综合能力的培养

钢琴教学,在注重技巧训练的同时,应该把音乐情感的表现与能力的培养、音乐理解力的培养,贯穿于教学中的每一个环节。其中包括对学生音乐感受力的培养、音乐理解力的培养、音乐想象力的培养、音乐创造力的培养、音乐表现力的培养、基本弹奏能力的培养等。情感表现是音乐学习的动力,只有情感因素表现得淋漓尽致,音乐才会永恒。     

理解性学习与教学的思想源起与内涵论争

理解性学习与教学有着悠久的思想源流,在从默会认同到显性研究的过程中,这一论题吸引着国际上越来越多的研究者的关注与青睐。对于理解性学习的内涵,目前国际学术界存在着表征观与实作观两种彼此对峙的观点。挖掘两种观点的内涵,采用一种辩证融合的视角,可以更好、更准确地把握理解性学习的教育真义。     

新时期高校教师思想政治工作的探索与实践

尊重人是做好教师思想政治工作必须遵循的一条基本原则，要真正做到尊重人就必须信任人、理解人、宽容人、关心人。本就新时期做好高校教师思想政治工作的方法与途径进行了有益的探索与实践。     

理解:开始与终结

哲学解释学、人类学和社会学可以被看作对理解和解释进行研究的三种不同方式,它们分别关注理解本身、理解的对象和理解的方式。作为人的一种基本存在方式,理解开始于人类认识世界的心理需求和增进交往的实践需要。当我们把一种陌生的文化现象作为司空见惯的东西包容在我们的知识信念系统中,或者把这种文化现象作为我们的知识信念的一个逻辑蕴涵,我们就达成了对这个现象的理解。第一种理解会导致对文化多样性的承认,第二种理解实际上倚赖于某种维系文化多样性的文化共性。但是理解有其限度,在理解的尽头,人类需要宽容和用来约束交往的规则。     

预期收益最大化与大学生就业期望偏高

大学生就业期望偏高并非是不理性的行为,而是大学生对未来不确定性、信息不完全以及学费高昂的条件下企图实现预期收益最大化而做出的一种理性选择。降低大学生就业期望的有效途径在于提供充分的就业信息,制定合理的大学学费标准。     

Vocabulary and text comprehension levels: what should be considered in assessments?

Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.     

全球化进程中的价值冲突与国际理解教育

当下的全球化引发了各种文化的交流与融合，期间也必然会出现民族文化之间的紧张与对峙，文化冲突的核心内容在于价值冲突。基于全球化背景下的国际理解教育以学会共存为基本理念，以理解文化文本为课程教学的目标，加强外语教育是实施国际理解教育的重要方式。通过国际之间的教育交流与合作，拓展国际理解教育的时空，让人在异国文化氛围里体验对他国文化的情感和态度。     

结构教学法的理论与实践

结构教学法的基本理论是皮亚杰的认识结构学说和布鲁纳的学科结构理论。结构教学法探索的是将教材的学科结构,高效率地转变为学生头脑中的认识结构的方法。结构教学法要求:分析教材的知识(合方法、能力)结构;分析调查学生原有的认识结构;采用适当的教学形式及程序,进行精,下引导,通过学生的主动参与,形成学生的新的认识结构。     

"玄览"认识观及其美学意义

老子为悟"道",提出了著名的"玄览"认识观要求"涤出玄览","营魄抱一,专气致柔",顺任自然,虚静无为,以"玄通"天道.它启迪、引发我国传统美学中的自然美学观,形成了特有的追寻万物内在的本体美的审美观念和独有的生命体验式的审美观照方式,以及顺任自然的审美创造品格,有着巨大的美学意义.