Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6–7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher’s approach in realizing and developing mathematical promise. The teacher’s approach was found to be fundamental to revealing and developing mathematical promise. However, a large regular classroom with a range of ability, along with some common beliefs that link mathematical prowess with competence in numerical calculations and that dominate the classroom environment, pose some major challenges for the teacher as well as obstacles and threats to the development of mathematical promise. The article illuminates these issues and suggests possible solutions.     

高职高专英语课堂教学应培养学生自主学习的能力

素质教育强调学生要学会求知,这就要求学生应该具备一定的自主学习的能力。章拟就在高职高专英语课堂教学中如何培养学生学习英语的兴趣,增强学生自主学习英语的思想意识,使学生掌握自主学习英语的方法及让学生养成自主学习英语的习惯等四个方面进行论述。     

如何提高“高职”英语教学质量

本文从高职英语教学实际出发,结合自己的教学实践,指出高职英语教学应注重学生语言运用能力的培养,课内课外一起抓,实现课内课外的有机结合,不断提高高职英语教学质量。     

从大学英语三级听力测试谈大学英语听力课堂教学

为了更好的了解学习者在二语习得过程中听力方面的障碍,分析学习者在英语听力测试中错误率、区分度和难度系数等相关数据,我们对某本科高校大学英语三级测试试题进行试题分析,并依据所得到的数据,联系大学英语听力课堂教学的实践,提出有针对性的听力课堂教学策略。     

贵阳市高校体育教育实施课内俱乐部模式可行性研究

从贵阳地区高校体育教学现状、学生对体育教学的态度、体育教学资源等方面研究分析,发现目前教学状况无法满足学生体育锻炼的需求.同时高校基本都具有实施课内体育俱乐部的条件,表明在贵阳高校体育教学建立课内俱乐部是可行的.     

Anatomy Terminology Performance is Improved by Combining Jigsaws,Retrieval Practice,and Cumulative Quizzing

Science courses containing English-language terminology are a common implement in “English as a foreign language” (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students.     

High-Tech Classrooms Need Highly Competent Instructors

The 21 st century classroom requires instructors with more advanced skills and competencies to deliver materials in a way that engages students both traditional and non-traditional. Traditional students have come to expect the incorporation of technology into their classrooms because they have grown up with it and can see its usefulness, while non-traditional students may need additional resources online in order to reinforce new concepts. By employing Web 2.0 technologies, like online video and discussion boards, into both the online and traditional on-campus classrooms, instructors can address both isolation and different learning styles, as well as address issues relating to problems with understanding concepts being taught and respond positively to feedback provided by both the students and administrators. In addition, utilizing Web 2.0 technology in the online classroom can reduce the isolation that many students feel in these classrooms by ensuring students can communicate with other students as well as the instructor.     

用知识对象制作测验题

Authorware的知识对象是一种经过逻辑封装的模板,利用Authorware提供的知识对象可以方便快捷地编写许多CAI软件;用知识对象提供的Quiz制作测验题课件并介绍一些个性化设置方法。     

Time pressure in scenario-based online construction safety quizzes and its effect on students’ performance

Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students’ performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that ‘intrinsic stress’ does not seem to impair students’ performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to ‘learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning.     

PubMed Instruction for Medical Students: Searching for a Better Way

In 2007, Duke University Medical Center Library instituted an interactive, online PubMed tutorial and quiz for medical students to replace an in-person lecture. This article describes the events leading to this educational paradigm shift and how the tutorial was implemented. Important concerns in the switch to an online approach to PubMed training were student satisfaction and the extent to which searching skills would improve. To determine the effectiveness of the online model, two years of student quizzes and evaluations were examined. Results indicate that students benefit from and appreciate the interactive tutorial.