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1.
肖建兵 《山西教育(综合版)》2008,(6)
阅读教学最大的失误是教师无休止地分析讲解和过多过滥的考试训练,挤占了学生宝贵的读书时间,使学生没有机会去积累、感悟。以讲代读、以练代读的阅读教学模式剥夺了学生自己品味作品的权利和机会,使学生的主体性失落,也使阅读教学出现了高耗低效局面。 相似文献
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目前语文阅读教学,从教学方面分析,笔者认为主要存在以下问题:课堂教学"以教师为中心",没有把学生的主体作用放在第一位,而是把教师的主导作用放在了第一位教师"以讲代读或只读不讲",教师的讲代替了学生的读,剥夺了学生阅读的主体地位;或者教学中只是毫无目的地让学生自读,不去品读课文中的精华.有些教师的教学违背了整体-局部-整体的原则,用单一的教学模式进行教学,造成学生学完一篇文章,所得到的只是一些零碎的知识,缺乏整体感受.教学中普遍存在着"本末倒置,以练代读"的做法,阅读就是为了答题,答题就是阅读训练,阅读训练就是为了提高成绩. 相似文献
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让大学讲授课在“运思”中展开 总被引：1，自引：0，他引：1
以知识、教师、学生为中心的讲授课不能促进有意义的学习.以武汉大学彭富春的讲授课为个案分析看,他的"运思"式的讲授课能促进有意义的学习.这在于,这种讲授课不断让学习者回到已思考中,从而思考已思考中未思考的,最终为未思考的寻求基础.因此,"去思"式的讲授课是在中断自然思维、进行系统训练、达到宁静的境界中展开的. 相似文献
4.
王晶 《中学政治教学参考》2013,(6):39-40
随着新课程改革的深入进行,"合作探究""小组学习""体验实践"等丰富多彩的授课形式使思想政治课堂越来越精彩。但值得我们深思的是,教学实效究竟如何?笔者基于有效教学的目的,根据学生的认知规律和课时设置大胆探索了"两讲两结一练"周授课模式,实践证明该授课模式收获了良好的学习效果。本文对这一新的授课模式的基本内涵、创设依据以及实施问题等做了阐述,以交流和完善教学效果。 相似文献
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论及高师键盘教学模式,我们有必要对键盘传统教学模式有个基本了解.所谓键盘传统教学模式指当前我国高等院校音乐专业键盘教学领域广泛采用的"一对一"或"一对二"授课模式.高师键盘教学模式是相对于传统授课模式产生的,表面上看它仅仅是授课样态的变化(教学过程中师生关系由"一对一"或"一对二"改变为"一对十"或更多),本质上讲它是一种教学理念、思维、方式都已经发生深刻变革的新的教学模式. 相似文献
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2004年启动的新一轮的高中课程改革,给阅读教学带来了很多的变化,构建"生本课堂"成为课堂教学改革的重要任务。高中语文的阅读教学呈现出百花齐放的态势,学生作为学习的主体在教学中的地位得到了应有的尊重。在常态阅读课堂教学中还存在一些问题。一、阅读教学中的问题1."越俎代疱"解析式教学。老师在阅读教学中追求讲深讲透,不注重学生的阅读体验,以自己的体验与解析代替学生的阅读,学生的主体地位得不到尊重;从学生学习的角度看,没有自主学习与思考的空间,无法实现独立自主地阅读与鉴赏。2."以练代读"应考式教学。把阅读方法作为教学的主要目标,把经典文本变成了一个个训练题目,用训练代替阅读、鉴赏。如果想让学生不喜欢语文,有一个最简单 相似文献
9.
李冬梅 《牡丹江教育学院学报》2001,(2)
作文教学作为语文教学的重要组成部分受到学生、老师的广泛重视和关注,作为检验学生语文学习的重要手段,它在语文试卷中的分数比重也呈逐年上升趋势。但面对作文教学现状,实际情形却不容乐观:受应试教育的影响,教师重视应试作文,按评分标准训练学生,形成固定僵化的模式,在实际教学中仍未找出一个可操作性强,针对性强,适用面广的作文教学方法。传统的学生写,老师批改不仅时间长且效率低,甚至存在以写代教,以练代讲的低效行为。学 相似文献
10.
大学英语授课中的“口语小组”训练 总被引：1，自引：0，他引：1
陈月汀 《中国校外教育(理论)》2014,(27):80-81
"口语小组"训练模式在大学英语口语教学中有诸多积极优势,可以提升学生的大学英语课程参与度、自我管理意识、团队意识以及更好的英语语言交流和沟通技巧,从而提高他们的大学英语学习自信心、兴趣和人际交往能力。指出了大学英语授课中的"口语小组"模式训练的优点,详述了在此模式下的具体实施方法,常见的问题和解决方案,以供其他教学工作者交流讨论。 相似文献
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Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations. 相似文献
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Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
13.
Raymond Poignant 《Prospects》1972,2(4):392-409
In 1965, Raymond Poignant published in Paris, on the initiative of the European Institute of University Studies, a work entitledEnseignement dans les Pays du Marché Commun. This work, which was subsequently translated and published in English and German has become a classic of its kind. The initial idea was to compare the structures and relative degrees of development of the educational systems in the European Economic Community (EEC) countries, the United States of America, the United Kingdom and the U.S.S.R., in order to see how school and university systems in the EEC countries were adapting to the most pressing human, social, democratic and economic requirements of the modern world. This idea originated in the apprehension that, because of the strength of their long educational traditions, the EEC countries might find it more difficult than others to make the necessary adjustments. The conclusions of this initial work in many respects confirmed this apprehension and contributed, at the time, to the development taking place in European educational systems.Under an agreement between IIEP and the European Cultural Foundation, Raymond Poignant is to publish a new work entitledL'Enseignement dans les Pays Industrialisés (Education in the Industrialized Countries), which to some extent carries on from the first but is motivated by other preoccupations.In this second work, which is set in the general context of the studies undertaken by the European Cultural Foundation on European education in the year 2000, the point is not so much to emphasize the quantitative and qualitative differences still encountered in the educational systems of the eleven countries under consideration—Japan and Sweden having been added to the original sample—as to show up some of the most characteristic trends common to their development during the last two decades or the trends of development in the most advanced countries, trends which, by the year 2000, a date so distant and yet so close at hand, may or should develop more rapidly or indeed become general.The author takes the changes noted since 1950 in the eleven countries considered, which he sees as being of some indicative value for the future, and outlines, in conclusion, the directions in which he feels they should continue in the three decades between now and the year 2000. He points out the forces of resistance of every kind which, in the short term, slow down the transformation of educational structures in the various European countries. He also emphasizes the decisive influence which the trend towards a levelling-out in the attitudes of different social groups towards secondary and higher education is likely to have on the dynamics of the development of European educational systems, of which he describes both the uncertainties and the most likely prospects.The European Cultural Foundation and the Nijhoff Publishing House have kindly given their permission for publication in the reviewProspects of a long extract from the conclusions of this work, which concerns future changes in the structure of European educational systems.Maître des requêtesin the Conseil d'État. Rapporteur of the Commission for Educational Planning for the Third and then the Fourth Plan in France (1957–61; 1962–65). Main publications: Education and Development in Western Europe, the United States and the U.S.S.R. (1969); Les Plans de Développement et la Planification Économique et Sociale (1967); Educational planning in the U.S.S.R. (co-author; 1968). 相似文献
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Glenda A. Hudson 《Children‘s Literature in Education》2006,37(4):313-324
This article considers J.M. Barrie’s satirical treatment of the Platonic doctrine of reminiscence in Peter Pan, and how Barrie’s work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood” (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in Peter Pan. The essay will also explore the portrayal of the Eden of childhood in Wordsworth’s poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth’s poetry, it is a far more ambivalent state in Peter Pan.
相似文献
| Glenda A. HudsonEmail: |
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Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however,
may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive
correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has
been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked
participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions
of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded
choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications
for the study of metacognition and for the educational domain are discussed.
相似文献
| Ravit NussinsonEmail: |
17.
谈《水浒传》的题材与主题 总被引：1，自引：0，他引：1
《水浒传》以古代农民起义为题材，但反映的却是封建社会忠奸斗争的主题。原因是《水浒传》没有写出封建社会地主阶级最本质的特征-对农民残酷的经济剥削；作者是市井中人，不熟悉农村，农民生活；水浒故事在长期流传中被市民化了，书中的主要人物不代表农民阶级的利益，梁山起义队伍的军事活动不具备农民革命战争的性质。 相似文献
18.
This quasi‐experimental study investigated the effects on 558 grades five and six students of three different teaching conditions: the classical model of conceptual change (for which cognitive conflict is considered as a precondition to the transformation of knowledge), the prevalence model of conceptual change (in which different conceptions can coexist, with one of them surpassing the others), and repetition of traditional teaching (that avoids cognitive conflicts and concentrates on the automatization of appropriate thought processes). These conditions were reduced to sequencing considerations, as classical model participants were first subjected to a possible cognitive conflict induced by a video, followed by another video about the targeted conceptions; prevalence model participants were subjected to the same videos but in the opposite chronological order; and repetition condition participants watched the “traditional teaching” video twice. Differences in accuracy and response times between our computerized and validated “sink/float” pretest and retest were analyzed. Results and interpretations confirm that cognitive conflicts are useful in teaching sequences that aim at producing conceptual changes. However, the major findings of this research suggest that such conflicts should not necessarily be triggered at the very beginning of teaching sequences, and therefore that the prevalence model might possibly be the preferable one to promote conceptual changes in real‐life school science teaching settings. Recommendations for teaching and research are formulated. Presented results, although statistically significant, sometimes show weak effects sizes, and therefore call for further research efforts. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 1082–1108, 2015. Cette recherche étudie l'effet de trois conditions expérimentales sur des élèves de 5e et 6e années du primaire: le modèle classique du changement conceptuel (selon lequel le conflit cognitif est considéré comme préalable à une transformation des connaissances), le modèle de prévalence conceptuelle (selon lequel différentes conceptions peuvent coexister, avec l'une d'elle qui prévaut sur les autres) et la répétition simple de l'enseignement (qui néglige de produire des conflits cognitifs et se concentre sur l'automatisation des procédés et informations qui mènent aux bonnes réponses). Ces conditions ont été réduites à des considérations de séquençage. Ainsi, les sujets de la condition classique ont d'abord été exposés à des informations présentées par vidéo et susceptible de produire un conflit cognitif, suivi par une autre vidéo présentant les conceptions scientifiques désirées; les sujets de la condition prévalence ont écouté les deux mêmes vidéos mais dans l'ordre inverse; et les sujets de la condition répétition ont vu deux fois la vidéo des conceptions scientifiques. Une analyse comparative des gains d'exactitude et de temps de réaction lors d'une tâche portant sur la flottabilité des corps a été effectuée. Les résultats et l'interprétation tendent à confirmer que les conflits cognitifs sont nécessaires aux changements conceptuels. Cependant, les résultats suggèrent également que les conflits n'ont pas nécessairement avantage à être provoqués en début de séquence et conséquemment que le modèle de prévalence serait possiblement celui qui aurait avantage à être utilisé en classe de science. Des recommandations pédagogiques sont formulées. Malgré des résultats clairement significatifs, les faibles magnitudes d'effets obtenues pour certaines mesures appellent à la prudence et à la poursuite des travaux. 相似文献
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David Layton 《History of education》2013,42(1):25-39
She (Lady Darling) was rarely not pregnant. (She gave birth to a son in October 1826)... to another son in 1827 (who died in 1828), a daughter in 1829, she miscarried in 1830, and was heavily pregnant when she left the colony in 1831. Often indisposed, for nearly a year she was hardly able to leave her couch. 2 相似文献
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李庆勇 《新乡师范高等专科学校学报》2010,24(1)
建文帝即位后施行削藩政策,激起朱棣发动靖难之役,最终以失败退出历史舞台。究其原因,大致可以归结为建文帝的八个不足:性格的宽厚仁慈,过重的文人气息,竞争对手的强大,能臣悍将的匮乏,用人方针的不当,削藩策略的失误,征讨方式的缺陷,宦官的不利影响。 相似文献