Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children

The current study addressed the development of reading attitudes and their relationship to reading skills. Forty-one prekindergarten and kindergarten learners in 1 of 3 cohorts were assessed 2 or 4 times during the course of a year. Findings indicated a slight decrease in reading attitudes during the kindergarten year. Expected increases in skills were generally indicated with pronounced increases in sight word recognition during the kindergarten year, after other skills had been mastered. Decreases in some skills were evident after summer recess. Other findings from the study and recommendations for future research and practice are provided.     

解读数学教学中情感、态度

新的课程标准力图在课程目标、内容和实施建议等方面体现“知识与技能、过程与方法、情感与态度”三位一体的课程功能，从而促进学校重心的转移，本文就情感、态度这一维度进行解读，从而达到“三位一体”的教学效果。     

主体性不及与知识生成——兼谈研究性学习的事实基础

主体性的发挥对于学生生成内在知识结构有积极的意义,但知识生成是一个累积性、试错性、反思性的连续过程,因此,主体性的激发即个体的自主性、积极性和创造性总是有限的,即主体性不及。有鉴于此,我们应该把主体性不及作为研究性学习的事实基础,才能促进个体主体性的发挥,达到自主建构知识的目的。     

苏轼豪放词风探因

本试图从苏轼的避同趋异的化观、“五谷”、“药石”的艺观和顺天遵道的人生观等三个方面,探讨苏轼豪放词风形成的深层次原因,并进而阐述“豪放”风格的本质与价值。     

关于培智学校教师对目前课程态度的相关研究

为了解培智学校教师对目前课程的看法 ,本研究对培智学校教师进行了调查、分析。结果表明 ,培智学校教师对课程内容、课程设置、教学效果多方面不满意 ,希望课程改革 ,但又安于现状。因此 ,在培智学校课程改革中有必要让教师参与其中 ,要充分发挥教师的主动性和创造性。     

The challenges of feedback in higher education

Abstract

Assessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant problem in higher education. To better understand the barriers to effective feedback, the present study explores feedback challenges identified by 3807 students and 281 educators from two Australian universities. Open-response data were analysed using an inductively derived coding framework and thematic analysis. The findings reveal three major themes relating to the challenges of feedback from the perspective of students and educators: feedback practices, contextual constraints and individual capacity. In addition to confirming the persistence of many previously reported challenges in the literature, this paper also offers insights into challenges that are particular to feedback, especially relating to the production of useful comments and the perceived hurdles of both student and educator attitudes and capabilities. The findings also highlight the constrained nature of educators’ work, particularly in relation to time. While further research is needed, we propose that feedback needs to be understood as an interaction between practices, context and individuals.     

未成年人上网状况调查分析

网络是信息化时代人们获得知识和信息的重要途径和手段,但是,面对大量繁杂的信息使许多人失去了选择和判断的能力。尤其对正值学龄时期的青少年来说更是感到无所适从。通过对未成年人上网状况的调查研究,发现了一些值得关注的问题,我们应积极采取措施,保证青少年的健康成长。     

教师激励策略在高职英语教学中的应用

针对高职院校学生英语学习的状况,从学生的学习态度和学习动力角度,分析了影响外语学习的内部和外部因素,提出了教师在高职英语教学中的激励策略。     

哈萨克族中小学生双语态度、双语能力以及双语使用情况的调查研究

以新疆伊犁新源县中小学哈萨克族双语班与民考汉学生为研究对象,采用问卷调查的方式,了解不同教学模式下的少数民族学生的语言态度,双语使用的规律与双语能力,以期为相关的教育决策部门提供参考。     

Exploring teachers’ inquiry-based attitude

Having a well-founded insight into the characteristics of teachers inquiry-based attitude (IA) supports operationalising IA as a learning goal in teacher education (TE). The aim of this study is to refine the notion of IA from an ill-defined global concept into something with reliable and valid characteristics. To do so, data were gathered on three different occasions amongst three different cohorts of teachers who participated in a master's programme at a Dutch university for applied sciences. This process of exploration and reconceptualisation was performed in collaboration with teacher educators. The results indicate that, statistically, IA has an internal reflective dimension and an external knowledge-sourcing dimension. Both dimensions can also statistically be differentiated from the personality traits openness to ideas, openness to change and epistemic curiosity. The implications of these findings for TE, plus recommendations for future research, are addressed.