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91.
92.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
93.
本文通过对S大学的研究,探讨高校第二课堂运行的有效性,并指出目前存在的问题,提供相应的解决办法。 相似文献
94.
This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts. 相似文献
95.
高校体育教育专业田径课堂教学评价现状调查 总被引:1,自引:0,他引:1
对我国26所有体育教育专业的高校的田径课堂教学评价现状进行了调查分析,结果表明:各高校田径课堂教学评价指标体系和目标较为完善,但实际操作有相当难度;评价关注的主要是学生在技术、技能和身体素质等方面的发展,忽视课堂教学的过程和条件,对学生的发展性目标,关注不多;在评价方式与方法上,还是注重“量化”,而忽视“质性”评价;在评价结果上,仍过分强调终结性评价结论,而忽视各个时期个体的体能进步状况,因此不能起到促进发展的作用;在田径课堂教学评价实际工作中,以统一的体育教学评价量表多见,专门的田径课堂教学评价量表或量规显得尤为欠缺;评价过程显得封闭、静态、缺乏灵活性与动态性。 相似文献
96.
构建大学英语课堂教学评价体系的创新探索 总被引:2,自引:0,他引:2
李成 《新疆教育学院学报》2007,23(3):113-115
科学的教学评价体系是有效的外语课堂教学的充分保证。本文从大学英语课堂教学评价的现状入手,分析了改革和创新大学英语教学评价体系的必要性,并且结合新《课程要求》,探讨了构建大学英语课堂教学评价体系的基本原则和思路。 相似文献
97.
Quek Choon Lang Angela F. L. Wong Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321
This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes
towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the
35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the
30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and
QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry
laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest
magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal
behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student
interactions for gifted students are provided. 相似文献
98.
Factors related to Taiwanese adolescents' academic procrastination,time management,and perfectionism
Shu-Shen Shih 《The Journal of educational research》2017,110(4):415-424
There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their perceptions of classroom structure, parental expectations and criticism, perfectionistic tendencies, time management, and academic procrastination. Findings of regression analyses indicated that parental expectations and criticism were the key predictors of students' adaptive and maladaptive perfectionism. Students' perceptions of classroom structure also positively predicted their adaptive perfectionism. Moreover, results of hierarchical regressions suggested that perceived classroom structure, parental expectations and criticism, as well as adaptive perfectionism all emerged as predictors of time management. With regard to procrastination on homework and examination preparation, parental expectations and adaptive perfectionism were negative predictors, whereas parental criticism and maladaptive perfectionism were positive predictors. Also, time management negatively predicted academic procrastination. 相似文献
99.
罗茜 《湖南科技学院学报》2005,26(8):167-168
现代科技的飞速发展,不断地为教育提供更多、更新的技术支持.信息技术服务于教学,即信息技术与课程整合这样的改革已得到了广大教育工作者和学生的认同.英语是一门实践性很强的学科,网络信息技术作为学习的工具,优化了英语课堂教学,给学生提供更多的语言实践机会,本文主要对信息技术在英语教学中的重要性作用,对信息技术与英语课程整合的认识,信息技术与英语课程整合的方式进行了初步探讨. 相似文献
100.
为了改变传统的日语听力教学模式,增强日语听力教学效果,以日语专业初级学生为实验对象,开展了关于互动合作学习在日语听力课堂教学中能否起到促进作用的实证研究。结果表明。互动合作学习教学模式在学生日语听解效果方面起到了促进作用,并能降低学生的学习紧张状态、增强学习信心。这对高校日语课堂教学改革具有重要的指导意义。 相似文献