共查询到20条相似文献，搜索用时 21 毫秒
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一、活动目标1.积极参与用英语组织的游戏活动“伦敦桥”和“传苹果”,逐步对英语活动产生兴趣。2.通过品尝活动以及观察教师的表情变化,初步感知sweet的含义。3.初步学习单词apple。4.初步认识大写字母A。二、活动准备1.歌曲“伦敦桥”和“苹果树”的磁带。 相似文献
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Mark Priestley 《Journal of Educational Change》2011,12(1):1-23
Educational change is a fact of life for teachers across the world, as schools are subjected to constant and ubiquitous pressures to innovate. And, yet, many school practices remain remarkably persistent in the face of such innovation. This paradox of innovation without change is perplexing for policymakers and practitioners alike. This paper investigates the gap between policy and practice, between innovation and the changes in social practices that occur in response to such innovation. It draws upon empirical data from two case studies in Scotland??schools responding to new curriculum policy??exploring contrasting approaches to the management of innovation. One is a laissez faire approach, and the other a more directive managerial strategy. Through an analytical separation of culture, structure, and agency, derived from the social theory of Margaret Archer, the paper sheds light on the social processes that accompanied innovation in these two settings demonstrating how teacher culture and differing management styles impact upon externally initiated policy. 相似文献
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Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
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Patricia L. Farrell Kim Allan Seifert 《Community College Journal of Research & Practice》2013,37(4-6):443-452
This article is a case study of a community college that received federal funding for two different projects involving welfare-to-work participants and local workforce development. Despite sounding good on paper, the partnerships did not finish on a high note for either the college or the local community. Social capital theory was used to analyze the study, and the goal is to engage in dialogue with the audience on the implications for policy and practice. 相似文献
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The shift towards competitive examinations within the public service in nineteenth century Ireland must be viewed against the background of Ireland's colonial status and the thrust for national independence. Although the introduction of competitive examinations undoubtedly increased Catholic and nationalist access to government positions, the transition was limited by inequalities of access in the Irish educational system and by the Northcote‐Trevelyan civil service structure with its emphasis on an elite first division. The latter was a source of considerable resentment to many second division Irish civil servants. As a result, while political independence in 1922 resulted in considerable continuity of personnel and procedure from the British‐controlled civil service, there was a substantially greater emphasis on promotion from within the lower ranks of the civil service and a consequential division between the civil service elite of the new Irish state and the university sector. 相似文献
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Sue Brindley 《Teacher Development》2013,17(3):393-408
The construct of the ‘good teacher’ has teacher knowledge as a fundamental component; but teacher knowledge is contested. Policy makers offer one version, articulated through such documents as Teachers’ Standards. However, it might be argued that this version of teacher knowledge, largely defined by national curriculum and assessment demands, does not constitute the whole of what teacher knowledge might encompass. Using a card sort research approach, this article explores what teachers say about teacher knowledge, and the implications this might have for the future of teacher education. How might the development of ‘good teachers’ be impacted in the light of these findings? 相似文献
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“A是A，不过（就是）B”是一个固定格式，相当于“虽然……但是……”。在吕叔湘《现代汉语八百词》中，其解释如下： 相似文献
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《广西师范大学学报(哲学社会科学版)》1993,(4)
为人之师是值得人们为之奉献的职业。教师的责任在于使社会知道教育在提高人们精神生活、寻求社会正义与真理方面的重要性;重新确立创造性思维的价值,恢复真理的严肃性,引导社会及个人寻找他们自身的长处与不足。帮助学生分清现实与幻想,事物的普遍性与特殊性,暂时的追求与具有永恒意义的追求,是教师的重要责任和特殊任务。教师影响着未来。 相似文献