论社会文化对基础教育课程改革的制约

基础教育课程改革是一个复杂的系统工程，其改革进程始终受到来自社会文化的广泛制约和影响。社会价值观念、传统教育理念及思维方式等社会文化因素总是在潜移默化中对课程改革的实施施加作用，并影响课程改革的顺利实施。     

化学思维教学策略谈

思维教学,并不是教学生如何思维,而是在教师引导下,学生自己发现问题、分析问题、解决问题,真正地掌握所学的知识,即学生自己教自己.要让学生自己教自己,最为关键的就是,教师在课堂教学中要讲究思维教学的策略,即引发学生的好奇心、引导学生动手设计实验、注重一题多解和拓宽学生的学习空间.     

基于核心素养培养的数学课堂教学策略探析

教师要以数学核心素养内涵及本质为出发点,以创新式教学策略引领学生自主探究思维,帮助学生梳理解题思路,吸收并建构科学化、系统化的数学知识体系,让学生在条分缕析中夯实数学能力。基于核心素养培养的数学课堂教学策略有:以趣促学,巧妙调动数学思维;情景设问,深化运算实践意识;直观导入,丰富空间维度。     

Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development

An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting science teacher professional development course, integrating formal and informal science education, was developed and implemented within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate, metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability.     

Different ways in which students handle chance encounters in the explorative setting of a dice game

The purpose of this study is to investigate the ways in which Swedish seventh grade students (12 and 13 years old) handle chance encounters. Four groups of students working in pairs participated in the study. In the group discussions, which were tape-recorded and fully transcribed, the students were encouraged to explore strategies for winning a specifically designed dice game based on the sum of two dice. The dice game included four different set-ups of dice designed to bring to the fore different aspects of probability modelling and to offer the student the opportunity to encounter small differences in the mathematical structure of the sample space and of the probability distribution between the four different set-ups. The study describes strategies that the students use when confronted with these different set-ups, what their activities imply in terms of resources in handling random phenomena and what the dice game offers in terms of opportunities for learning probability. In order to explain such meaning-making processes the students’ activities are viewed from a perspective that takes into consideration how the students’ understanding varies with their interpretations of the situation they are confronted with, i.e., how they contextualize the different set-ups of the dice game. The results show how the students, during the course of the game, reorganize their interpretations of the mathematical content confronting them, and how a variation of guiding principles becomes the object of exploration. Approaches of extremes and a number model are described as a means for the students to identify and assign probabilities for the total of two dice.     

同根异脉同名异质--浅析海峡两岸的"寻根文学"

台湾文学是中国文学的一个重要组成部分.海峡两岸的文学共同渊源于中华民族的文化母体,但由于海峡两岸长期的时空阻隔,使得处于不同的社会文化语境中的两岸文学又呈现出各自不同的特点.本文试图对“寻根文学”这一两岸共有的文学现象进行比较性研究,希冀对两岸文化之根的整合有所促进.     

大学日语教学中写作能力的培养

为适应新大学日语教学大纲的要求,我们有必要重新审视我们的日语教学,培养学生扎实的语言基础,提高日语实际运用能力和修养。同时,还要让学生了解日本人的思维方式和日本文化。这样,才能综合培养学生的基本素质,提高写作能力,掌握交际工具,成为适合于时代的复合型人才。     

浅谈学生创造精神的培养

培养学生创造精神，应从更新教育理念、建立新型师生关系、营造良好课堂氛围入手，强化“问题意识”，激励学生善于质疑，更要注重发散思维、逆向思维、直觉思维、灵感思维等创造性思维的多重训练。     

从认知角度看教育中的图像应用

由于技术的发展及学习主体的需要，知识的表示近年来有走向图像化的趋势。图像在教育中的应用需要从多个维度来理解，要警惕图像在教育中的过度运用。该综合民族思维的一些特征，提出我们应注意教育图像的或说直观的界限，教育不能陷于具体化的迷雾，要从社会化的角度来审视和面对图像。     

绥阳方言的疑问句与普通话疑问句的异同

用疑问语气的句子是疑问句。绥阳方言疑问句与普通话疑问句存在着一定的差异。本文分析了普通话疑问句与绥阳方言疑问句的形式和结构特点的不同。