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1.
农村小学培养学生数学能力，促进学生全面发展．一是培养学生的语言表达能力．二是培养学生的总结概括能力，三是培养学生初步的逻辑思维能力。 相似文献
2.
学生是学习的主人，教育要以学生为主体，以德育为灵魂，以培养学生创新精神和实践能力为重点，以发扬人文和科学精神为基点，培养学生良好的思想政治素质、道德品质、公民意识和社会责任感，培养学生良好的心理素质和健全的人格，培养学生终身学习的愿望和能力，培养学生的创新精神和实践能力，培养学生健康的体魄和文明卫生的习惯，培养学生健康的审美观和审美能力。 相似文献
3.
在语文教学中，教师必须强化学生口语交际能力的培养，帮助学生养成良好的口语交际习惯，提升学生的语言应用能力。这有利于引导学生树立正确的语文学习观念，促进学生全面发展，培养学生的社会适应能力。在培养学生口语交际能力的过程中，要实现所有学生的全面融入，注重培养学生良好的交际习惯和文明的交际态度。教师一要提升对口语交际能力培养的重视程度，二要以教材为基础拓展口语交际能力培养空间，三要创新培养环境，激发学生参与口语训练的积极性，四要开发实践活动，实现口语交际听说结合，五要进行多维度评价，促进学生口语交际能力提升。 相似文献
4.
注重培养学生自学能力，指导学生预习方法；注重听课能力培养，指导学生听课方法；注重培养逻辑思维能力，指导复习方法；作题指导，培养解决问题的能力。 相似文献
5.
杨奇军 《四川教育学院学报》2004,20(2):122-123
初中思想政治课是一门理论和实践性较强的学科。在该学科教学中，应依据教材培养学生的阅读能力，依据政治学科的基础知识培养学生的分析能力，用规范化的语言培养学生的表达能力，联系社会实际培养学生的应用能力，依据新课程标准培养学生的自学能力。 相似文献
6.
语文教学就是培养学生听、说、读、写的能力。听、读是吸纳，说、写是释放。要想达到释放的目的，必须重视吸纳能力的培养。而要想培养学生的吸纳能力关键是培养学生的阅读能力，尤其是学生的课外阅读能力。 相似文献
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8.
一、立足课堂，授之以渔，培养能力１．找准坐标，有效地培养学生的阅读能力“语文教材无非是例子，凭这个例子要使学生能够举一反三，练就阅读和作文的熟练技能。”在课堂教学中，教师要变“教书匠”为“用书匠”，把教材作为培养学生能力的工具，注重学生阅读能力的培养。要着重培养学生的语感能力、速读能力、审美感知能力、获取信息的能力、系统整理知识的能力等。如语感能力的培养，可从品味语言的表现力、品味语言的思想观点、品味语言的情感三个方面去培养学生的语感能力。又如速读能力，包括两种能力，一是快速阅读能力，二是快速理… 相似文献
9.
李青萍 《郧阳师范高等专科学校学报》2003,23(2):127-129
学生的素质教育和能力培养是我们教学的重点，教师应在教学中积极开展学术研究，注重学生独立研究能力的培养，打破固有的思维方式，培养学生逆向思维的能力。 相似文献
10.
王湘萍 《河南广播电视大学学报》1997,(1)
试论学生英语听说能力的培养王湘萍在英语教学中，我们要培养和提高学生的听说能力，这是表现学生英语水平高低的一个重要标志。提高学生听说能力又与教师采用的教学方法分不开。在多年的教学实践中，笔者在如何培养学生听的能力，如何使视听有机结合，如何培养学生说的能... 相似文献
11.
James P. McDaniel 《Quarterly Journal of Speech》2013,99(1):48-66
This essay attempts to counter the dreariness of postmodern critique and culture by locating the vital force of phantasy, rhetoric, argument, hope, and memory in contemporary public affairs. More particularly, it engages recent controversies about collective memory and the FDR memorial statue especially to generate a greater sensitivity to the fact that we are agents (and not just dupes) of history. The body, symbolic and material, is a core site for the history, theory, and practice of democracy, I argue, and is the hard kernel of collective identification and division. Methodologically, the essay fuses Aristotle and Lacan's ideas about phantasy as a perceptual device, which gages and creates public and personal desire, as an analytic frame for the study of public discourse. 相似文献
12.
Femke Bannink Koenraad Stroeken Richard Idro Geert van Hove 《International Journal of Disability, Development & Education》2015,62(2):182-201
This article describes the findings of a qualitative study on knowledge, beliefs, attitudes, and practices towards children with spina bifida and hydrocephalus in four regions of Uganda. Focus group discussions and semi-structured interviews were held with parents of children with spina bifida and hydrocephalus, policy-makers, and service providers. Our findings describe how negative knowledge, beliefs, attitudes, and practices create barriers to treatment and inclusion of children with spina bifida and hydrocephalus and their parents in Uganda. The findings show how knowledge, beliefs, attitudes, and practices evolve over time, are both similar and differ in the various regions, and become more conducive towards accessing treatment and achieving inclusion. Sensitisation and early intervention including parents and service providers in dissemination of knowledge, rehabilitative care to set the trend for positive change and support, as well as longitudinal studies of children with spina bifida and hydrocephalus and their parents are recommended. 相似文献
13.
《British Journal of Educational Studies》2001,49(2):213-238
Books reviewed:
Richard Edwards and Robin Usher, Globalisation and Pedagogy: Space, place and identity
Jackie Brine, Educating Women: Globalizing Inequality
David Carr, Professionalism and Ethics
Andrew Pollard and Ann Filer, The Social World of Pupil Career: Strategic Biographies through Primary School
Bernard Crick, Essays on Citizenship
Mike Bottery and Nigel Wright, Teachers and the State: Towards a Directed Profession
Stephen Heathorn, For Home, Country and Race: Constructing Gender, Class and Englishness in the Elementary School 1880-1914
Jane M. Page, Reframing the Early Childhood Curriculum: Educational Imperatives for the Future
Leslie P. Steffe and Patrick W. Thompson (eds), Radical Constructivism in Action
Patricia Broadfoot, Marilyn Osborne, Clare Planel and Keith Sharpe, Promoting Quality in Learning – Does England have the Answer?
Claire Cameron, Peter Moss and Charlie Owen, Men in the Nursery: Gender and Caring Work
Mike Cole (ed), Education, Equality and Human Rights
R. Alexander, P. Broadfoot and D. Phillips, Learning from Comparing: New Directions in Comparative Educational Research , Volume 1 Contexts, Classrooms and Outcomes
OECD, Learning to Bridge the Digital Divide 相似文献
Richard Edwards and Robin Usher, Globalisation and Pedagogy: Space, place and identity
Jackie Brine, Educating Women: Globalizing Inequality
David Carr, Professionalism and Ethics
Andrew Pollard and Ann Filer, The Social World of Pupil Career: Strategic Biographies through Primary School
Bernard Crick, Essays on Citizenship
Mike Bottery and Nigel Wright, Teachers and the State: Towards a Directed Profession
Stephen Heathorn, For Home, Country and Race: Constructing Gender, Class and Englishness in the Elementary School 1880-1914
Jane M. Page, Reframing the Early Childhood Curriculum: Educational Imperatives for the Future
Leslie P. Steffe and Patrick W. Thompson (eds), Radical Constructivism in Action
Patricia Broadfoot, Marilyn Osborne, Clare Planel and Keith Sharpe, Promoting Quality in Learning – Does England have the Answer?
Claire Cameron, Peter Moss and Charlie Owen, Men in the Nursery: Gender and Caring Work
Mike Cole (ed), Education, Equality and Human Rights
R. Alexander, P. Broadfoot and D. Phillips, Learning from Comparing: New Directions in Comparative Educational Research , Volume 1 Contexts, Classrooms and Outcomes
OECD, Learning to Bridge the Digital Divide 相似文献
14.
创新源于实践 总被引：68，自引：66，他引：68
杨叔子 《实验室研究与探索》2004,23(7):1-3
从理性上分析了文化的知识、思维、方法和精神4个层面的内涵及其相互关系。并提出学习和知识，思考和思维，实践和方法三者的关系。其中学习、知识是基础，思考、思维是关键，实践、方法是根本。创新来源于实践，一切文化来源于实践。在素质教育中应处理好学习、思考和实践的关系。 相似文献
15.
作文教学的改革应该是一个系统的工程,它涉及了写作的思想与方法、过程与评价、反馈与矫正,还涉及了吸纳与输出、积累与整合、应用与拓展、发现与创新等方面的研究与改革。新课程理念下对作文的创新评价应从评价理念人本化、评价功能激励化、评价主体多元化、评价内容综合化、评价形式民主化、评价方法多样化等方面来进行,以激发学生自主写作、快乐写作的欲望,让学生在写作的实践过程中抒写自我的心灵感受,实现人格与能力的和谐发展。 相似文献
16.
Bronwyn Bevan 《Studies in Science Education》2017,53(1):75-103
Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources. 相似文献
17.
对西安市七区全民健身场所年龄分布、健身规律以及对健身功能的认知进行问卷调查，进行数理统计后，结合有关献进行分析。结果发现经济压力和生活压力，健身观念以及生活习惯，健身理论研究、健身运动的组织以及宣传等政府行为，工作性质以及工作时间等均对全民健身的开展有着不同程度的影响。建议政府、单位、社会结合，开发新运动项目、制定运动处方，并加大宣传力度，全面深入地开展群众性体育竞赛，促进全民健身从“我为”向“为我”转化，必能促进全民健身活动健康、有序地开展。 相似文献
18.
Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means–ends beliefs, normative difficulty, nature of ability), motivation (intrinsic, identified, introjected, and extrinsic), and adjustment (achievement and well-being): Agentic (high ability, high effort, low difficulty), Strivers (above average ability, high effort, high difficulty), Normative (average ability, effort and difficulty), Disengaged (low ability, low effort, average difficulty) and Challenged (low ability, low effort, high difficulty). The findings suggest that difficulty, perceived either as challenge or obstacle, plays an important role for the belief profiles, and that relationships with worldviews and motivation are indicative of adaptation and maladaptation. 相似文献
19.
《British Journal of Educational Studies》1997,45(1):83-116
Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education 相似文献
20.
《信阳师范学院学报(哲学社会科学版)》2018,(1):64-68
构建现代大学制度的过程就是对现行大学制度不断变革和完善的过程。大学制度变革要面临大学与政府、大学与社会、大学内部学术与行政之间的价值差异,具体表现为自治与控制、超越与适应、自由与秩序之间的价值差异。每一种价值都有其局限性和合理性,不能简单地肯定一个而否定另外一个。自治、超越、自由是基于大学本位的价值追求,因此要以自治、超越、自由为重心,通过大学制度创新调整大学与政府、大学与社会、学术与行政之间的关系,寻求自治与控制、超越与适应、自由与秩序之间的平衡。 相似文献