巧用概念图开展小学数学教学研究

概念图是小学课堂中重要的教学手段,它可以通过图片的形式,将数学知识点之间的联系表达出来,有利于培养学生的数学学科综合素养。本次研究根据小学生的特点,帮助学生培养运用概念图的习惯,以期获得良好的小学数学教学效果。     

论社会主义初级阶段的混合所有制经济

根据党的十五大以来有关社会主义初级阶段基本经济制度的重要阐述,我国应从所有制结构、分配制度和经济运行机制等三个方面做进一步的调整、变革和创新。     

1949年前的中国博物馆建筑

虽然1949年前的中国博物馆数量有限,但是博物馆建筑已呈现出多样化的风格。通过对初创时期中国博物馆建筑的回顾和分析,我们既可以看到中国传统建筑形式在博物馆建筑中的延续和发展,也可看到西方文化对中国博物馆建筑的影响和渗透,同时还可以看到中国近代建筑师为创造具有民族传统风格博物馆建筑的尝试和努力。     

TIMSS最新科学测评：结果、趋势与启示

国际数学与科学趋势研究（TIMSS）最新测评结果显示,学生科学平均成绩的国际整体水平逐渐提高,东亚国家/地区处于领先地位,新加坡位列全球第一。研究表明,早期教育启蒙、教育资源、校园氛围及师资力量、学生态度和信心等因素会影响科学平均成绩。为了促进我国科学教育健康发展,首先需要构建安全的学习环境,培养学生学校归属感与积极的科学态度;其次,培养专业化教师来支持学生的科学实践;最后,将课程材料和学生日常经验相结合,合理开发科学课程资源。     

美国职前教师表现性评价探析：概况、挑战及启示

为了更好地评估职前教师实际教学表现和提高教师教育机构培养质量,美国政府与斯坦福大学联合开发了一套职前教师表现性评价标准体系（edTPA）,在评价目的、评价主体、评价框架上具有明确的要求和规定,突破了传统以量化方式评估职前教师教学质量的方式,但在推广实施过程中也面临着一些挑战,对我国职前教师培养和评估改进具有重要的启示作用。     

Elementary school children’s understanding of science: The implementation of an extracurricular science intervention

The promotion of students’ achievement and competence in the so-called STEM disciplines is one cornerstone of current educational research and practice. In particular, as early as elementary school, the fostering of an adequate understanding of science is a normative goal of science education. It facilitates students’ science learning and enables them to understand the nature and development of scientific knowledge. Based on the relevance of the promotion of young children’s understanding of science, a corresponding science intervention was recently developed and successfully evaluated in a first study under highly controlled conditions. The goal of the present study was to investigate the effectiveness of this intervention when implemented in practice. One hundred seventeen third- and fourth-grade students and 10 trained course instructors participated in this study. We applied a randomized block design with waitlist control groups and repeated measures. The results revealed that children assigned to the intervention compared with children assigned to the waitlist control group showed better inquiry-related methodological competencies (a better understanding of the scientific inquiry cycle and experimentation strategies) and a higher need for cognition. The findings point to the successful implementation of the intervention and are compared with the results of the first study.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.     

Gender-preferential intergenerational patterns in primary educational attainment: An econometric approach to a case in rural Mindanao,the Philippines

This study investigates the factors determining children's educational attainment, focusing on gender-differential intergenerational patterns, by employing a case study from rural Mindanao. The result mainly shows, unlike general trends in developing countries, educational attainment is more favorable for girls; maternal education level is equally associated with daughters’ and sons’ education levels, and paternal education level is preferentially favorable to their sons. To reduce the disparity, suggestions include providing boy-specific interventions to enhance the magnitude of the father–son educational virtuous circle and comparing the magnitude of gender-equal maternal and boy-preferential paternal education influences to specify which effect is larger.     

EUROPEAN DISSERTATION SUMMARIES

To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work.