如何打开学习兴趣之门

在教学中应最大限度地激发学生的学习兴趣．兴趣是人对客观事物的一种积极的认识倾向，是一种复杂的个性品质，它推动人去探索新的知识，发展新的能力．激发兴趣的手段很多，但主是要发挥教师的主导作用，通过教师生动、活泼的教法和神态、表情、手势、语调等表达真情实感，使学生受到激励和启迪，引起学生情感的共鸣。     

Perceptions of tutoring roles and psychological distance among instructors,tutors and students at a Korean university

This study explores issues related to the tutor’s role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the psychological distance between the different types of participants. The results indicated that instructors’ perceptions of the tutor’s primary role and the psychological distance from the students and the tutors differed from the perceptions of the tutors and the students, perhaps because the instructors perceived tutors as a source of instructor support rather than student support. Implications and suggestions are discussed.     

Student teachers’ beliefs about the teacher’s role in inclusive education

The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.     

树立教育理念 转变教育角色——论班主任如何适应新课改下的教育要求

新课程改革在我国迅猛推进,在新课改中班主任如何才能适应新的教育要求是每一个教师应该思考的问题。文章从教育理念的更新和班主任教育角色的转变两个角度对此进行了探讨。     

论桂林在开发民族文化旅游中的龙头作用

桂林作为广西旅游业的龙头,经过多年的发展,取得了巨大的成就,形成了不同凡响的旅游品牌,积累了丰富的旅游经营管理经验,建成了完善的旅游基础设施,拥有了大量优秀的旅游人才。在广西开展与周边国家合作开发民族文化旅游中,应充分发挥桂林的龙头作用,大力发展广西与周边国家的民族文化旅游,促进共同繁荣,实现共同富裕。     

Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency

The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data collection. The findings show that these three concepts are useful for describing similarities and differences between teachers in terms of their positioning towards the innovation. Considerable differences were found between teachers regarding their ownership, sense-making, and agency. Exploring the relations between these concepts revealed that a high degree of agency often went together with a high degree of ownership, but seemed to be moderated by the sense-making process.     

粤语与美语地区性方言比较研究

当今世界英语以美国英语为主导,有美语化倾向;与此相类似的是,粤语在汉语各方言中也起主导的作用并已“颇具规模”。追寻其原因,不论是从语言与文化的相互关系、相互作用的角度来探讨,抑或是从跨文化的观点来推敲,都可寻到其根源。其中,除涉及到语言因素之外,还跟文化、历史、地理、政治甚至是经济等因素有关。本文尝试就这些方面(主要侧重于粤语借词的“进出口”现象以及澳洲英语的美语化现象)进行探讨。     

训诂作用浅谈

训诂学是一门训释词义、注解古书的学问。它是我国传统语言学的重要组成部分,也是我们正确理解古代文献、深刻了解历史文化的工具和桥梁,在继承和发扬我国古代优秀文化遗产方面起着至关重要的作用。     

论中小学骨干教师在当前基础教育改革中的角色定位

中小学骨干教师是我国基础教育改革和发展的排头兵和中坚力量,在当前基础教育新课程改革的大背景下,经过了遴选、培训、培养的中小学骨干教师应当成为教师专业化的领头者,校本培训的指导者,新课程改革的促进者和进行研究性学习的合作者,为我国基础教育实现跨跃式发展发挥应尽的带头、示范和辐射作用.     

游戏活动中教师角色的错位与归位

在游戏活动中,教师扮演的角色常常出现错位,主要表现在教师常不由自主地由游戏的组织者变为游戏的控制者,由游戏的参与者变为游戏的表演者。教师可以通过合理利用游戏材料、全面观察幼儿游戏、与幼儿多元互动重新回归游戏组织者、观察者和引导者的角色。