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1.
随着素质教育的不断深入,研究性学习越来越受到广大语文教师的重视。写研究性作文就是研究性学习的理念在作文教学中的具体体现,具体地说是学生在对自己感兴趣的问题进行了深入探索和研究之后,将其探究的过程和结果记录整理而成的作文。在小学中、低年级,如何引导学生写研究性作文呢?笔者经过一段时间的实践和探索,发现与科技课结合,是引导学生写研究性作文的好方法。 相似文献
2.
徐亚芬 《课程教材教学研究(小教研究)》2003,(1)
研究性作文就是研究性学习的理念在作文中的具体体现,具体地说是学生在对自己感兴趣的问题进行了深入探索和研究之后,将其探究的过程和结果记录整理而成的作文。在小学低年级中,如何引导学生写研究性作文呢?笔者经过一段时间的实践和探索,发现与科技课结合,是引导学生写研究性作文的好方法 相似文献
3.
电类专业低年级大学生创新实践的引导 总被引：1，自引：0，他引：1
积极引导电类低年级大学生参与创新实践活动,对培养高素质创新人才具有重要意义;对电类专业低年级大学生创新实践活动的引导,应注重宽口径、厚基础的通识教育思想原则,“软硬并重”;应对低年级大学生进行创新意识培育,开设实践性课程,对学生选择实践项目、研究性学习的方法以及培养工程素质等方面进行引导;应尊重个性,宽容失败,培养创新精神与团队合作精神。 相似文献
4.
李金英 《新课程改革与实践》2010,(2):22-22
研究性学习作为一种新的课程形态,在我国起步较晚,而且始于高中学段。那么,小学阶段应当采用怎样的操作模式和实施办法开展研究性学习？我在低年级教学中尝试引导小学生开展研究性学习,有了一些收获和体会。 相似文献
5.
徐莉霞 《中国科教创新导刊》2010,(11):67-68
本文结合药物学实验教学实践,就如何引导学生开展研究性学习进行了有益的探索。实践结果显示,药物学实验教学是比较适合开展研究性学习的课程;研究性学习的开展,关键在于教师合理设置问题,有效引导学生实践与探索;通过研究性学习,在让学生体验探索的艰辛和成功的喜悦的同时,能激发学生学习的能动性,有利于学生创新思维能力和临床职业能力的培养。 相似文献
6.
研究性学习泛指学生探究问题的学习活动,教师可以从精心设计研究性问题、调动学生交流合作、鼓励学生参与等方面引导学生进行数学研究性学习. 相似文献
7.
研究性学习泛指学生探究问题的学习活动,教师可以从精心设计研究性问题、调动学生交流合作、鼓励学生参与等方面引导学生进行数学研究性学习。 相似文献
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研究性学习是当前我国基础教育课程教学改革的一个热点。如何在学科教学中渗透研究性学习,尤其是在小学低年级语文学科中渗透研究性学习,从根本上改变学生的学习方式,更好地培养学生的创新精神和实践能力,这是一个现实而又具体的问题,我们认为学科教学中研究性学习的开展,关键是教 相似文献
10.
段志华 《淮南师范学院学报》2005,7(5):115-115
研究性学习中,教师应把握好自己研究性、引导性和平等性的角色定位,具备引导学生进行研究性学习的角色能力,推进研究性学习循序渐进有效地开展. 相似文献
11.
Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the relevance of research findings for their students. We describe two approaches for examining the degree to which research findings apply to one's students—the classical generalization model and the case‐to‐case transfer model. We also note additional factors and caveats to consider when evaluating the applicability of research findings, examine the implications of samples and sampling in two research studies, and provide a take‐away message that educators should determine the relevance of research findings for their own students by examining studies’ samples and the sampling methods. 相似文献
12.
Professors have long relied on the assistance of their students in various aspects of the research process. For example, students often contribute in their role as research assistants and as co‐authors on scholarly papers and presentations. They also participate in another important way—as samples in their professors’ research projects. In criminology and criminal justice, student samples are often used in behavioral studies, tests of criminological theories, pilot tests of methodologies, and in evaluating attitudes toward crime and justice issues. This article provides an overview of the types of studies that have used students as samples in criminological research. Attention is given to the strengths and weaknesses of using such an approach, and implications for continuing to use students in criminological research are discussed. 相似文献
13.
Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students’ approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students’ perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small. 相似文献
14.
The number of international higher degree research students has grown at a significant rate in recent years, with Australia becoming a hub for attracting such students from around the world. However, research has identified that international higher degree research students often encounter a wide range of academic and socio-cultural challenges in adapting to their new environment, which can have a significant bearing on their levels of satisfaction with their studies. This paper outlines the findings of a mixed method study exploring the experiences and perceptions of international higher degree research students from five different countries in Australia. Findings revealed that the most important issues in terms of satisfaction were not directly related to academic studies. Instead, factors such as integration into the community, interacting with other students, relationships with supervisors, and the provision of adequate desk space were often given the greatest weight. Implications for how university policy can better support international doctoral students are discussed. 相似文献
15.
Michael Prosser Rosemary Millar 《European Journal of Psychology of Education - EJPE》1989,4(4):513-528
Recent research on student learning in higher education has increasingly focussed on experiential aspects of how students approach their studies and what they learn from their studies. In this paper we describe the results of a study using phenomenographic research techniques, which focusses on student learning in a first year university physics course. The study, using interviews with sixteen volunteer students from the course, shows that only those students who actively sought to change their conceptions of the subject matter did so, while those who sought only to reproduce that subject matter did not. 相似文献
16.
Factors affecting intention to leave in the first,second and third year of university studies: a semester‐by‐semester investigation 总被引：1，自引：1，他引：0
Lesley Willcoxson 《高等教育研究与发展》2010,29(6):623-639
As most research into attrition and retention has focused on attrition during the first year of studies, we know little about the relationship between students’ experience of subsequent years and their decisions to withdraw from university. This paper addresses this gap in research by examining the relationship between students’ intention to withdraw from studies and their experience of university in each of the three years of Business degree studies. This empirical research indicates that the factors affecting intention to withdraw are differentiated not only by year but also by semester of study. 相似文献
17.
Marta Molina Susana Rodríguez-Domingo María Consuelo Cañadas Encarnación Castro 《International Journal of Science and Mathematics Education》2017,15(6):1137-1156
In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school algebra and another 1 completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have a pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forward research on student’s translation capacity and students’ knowledge of algebraic symbolism. 相似文献
18.
刘红 《贵州教育学院学报》2008,24(2):81-84
现今,许多初中生语文学习兴趣明显下降,这对学生的健康成长和学业发展非常不利。通过访谈法、观察法、文献法等对三名初中生进行质的研究,在此基础上,分析初中生语文学习兴趣下降的原因,并提出相应的对策。 相似文献
19.
John M. Francisco Markus H?hki?niemi 《International Journal of Science and Mathematics Education》2012,10(5):1001-1021
There is a growing movement toward the introduction of algebra in early grades. This is supported by an increasing number of research studies that have reported success in getting young students to “do” mathematics considered beyond their reach. Yet, the consensus is that more research is needed to provide insights into the processes by which students make sense of algebraic ideas. In particular, more studies are needed on how nonlinear functions can be introduced in early grades. This article reports an algebra research strand that introduced seventh grade students to quadratic functions using Guess-My-Rule games. The article describes several instances of the students engaging successfully with ideas and forms of reasoning involving quadratic functions. The purpose is to contribute to the debate on the introduction of algebra in early grades by providing further evidence of young students’ ability to engage with algebraic ideas usually considered to be beyond their reach. 相似文献