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1.
袁小红 《广西教育学院学报》2001,(1):140-142
教育的艺术在于感染与激励。语教师要充分挖掘教材，学生的积极情感，艺术地展示语态，教态和组织技巧，以增强课堂教学的生动性和感染力。 相似文献
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语文,在如小学教育中是处于核心地位的学科。如何在语文教学中实施素质教育？如何解决语文教学“少、慢、差、费”问题？怎样在语文教学中培养学生能力,开发智力,提高语文教学效率？这是近20年来语文教学始终未能很好解决的问题。本文试从语文学法教育的角度出发,探讨语文和语文教学的本质以及教学对象的自身特点,从而确立初中语文的学习策略,以期从一个侧面为解决语文教学问题作一点尝试。 相似文献
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语文素质与语文学科中的素质教育 总被引：1，自引：0，他引：1
何更生 《安徽师范大学学报(人文社会科学版)》2002,30(2):239-243
语文素质由先天成分、发展中形成的成分和习得成分三个部分构成,其中的习得成分是学习的结果.语文学科中实施素质教育应该把着眼点放在学生语文素质中的习得成分之上,要根据语文学习结果制定教学目标、编制语文教材、选用教学方法和评价教学结果. 相似文献
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项目化学习中国建构的重要使命之一是培育学生创造性问题解决的能力.本文基于创造性领域的研究进展,探讨了在素养视角下理解创造性问题解决的内涵,提出日常问题、学科问题、跨学科问题、跨领域问题的划分,在义务教育阶段的四类项目中重点培育学生的微C、小C,并让学生经历模拟专家创造性问题解决的过程,进而基于我国学校现有的课程结构形成指向创造性问题解决的项目化学习的整体框架. 相似文献
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Kun Dai Kelly E. Matthews Vicente Reyes 《Assessment & Evaluation in Higher Education》2020,45(1):70-81
AbstractChinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. 相似文献
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兴趣是指人力求认识某种事物或进行某种活动的心理倾向。兴趣在学习活动中有着重要的意义,孔子曾经说过,"善知者不如好知者,好知者不如乐知者"。一旦引起了学习者学习的兴趣,他就会产生强烈的求知欲望,明显地表现出对所学内容必须理解,必须掌握的心理倾向,因而就学得十分积极主动,也很有成效,可见在学习中,浓厚的学习兴趣是与良好学习效果之间存在着必然的联系。在军队卫生士官中医教学过程中,我们发现,由于中医不是学生今后的主要任职方向,因此大多数学生对于中医课程的学习存在走过场的心理,在如何调动学生的学习兴趣方面我们进行了积极地探索。 相似文献
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This study examined the relationship between students’ perceptions of the learning environment, high school performance, approaches to learning, and learning outcomes (generic skills development and course satisfaction). A sample of 74,687 undergraduates from 39 full-time regular universities in China responded to a questionnaire comprising four self-constructed scales. The results supported the reliability and validity of the instruments. A structural equation model showed that approaches to learning mediated the relationship between perceptions of the learning environment and learning outcomes. Specifically, deep approach was found to positively predict learning outcomes. Good teaching positively predicted deep and surface approaches, as well as learning outcomes. Student-faculty and peer interactions were strong predictors of learning approaches and learning outcomes. High school performance had weak effects on learning approaches and learning outcomes. These findings highlight the need of developing new instruments for assessing Chinese undergraduate students’ learning and have implications for improving undergraduate teaching in China. 相似文献
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Morphological awareness and learning to read Chinese 总被引：1，自引：0，他引：1
This study investigated the nature of morphological awareness and its relation to learning to read Chinese characters among
46 Chinese-speaking preschool children. The children took a morphological awareness task, which varied in semantic transparency
and morpheme position. Children’s vocabulary knowledge and extant character reading ability were measured. Additionally, a
character learning task was administered. Results showed that children’s performances on morphological awareness were affected
by semantic transparency but not by morpheme position. Morphological awareness was related to vocabulary knowledge when partialling
out character reading ability but not to character reading ability after partialling out vocabulary knowledge. The results
of the character learning task further revealed that morphological awareness was related to character identification in the
words that were just taught but not to character identification in the words that were not taught or in pseudowords. The relation
between morphological awareness and character identification ceased to be significant when partialling out the variance in
children’s prior knowledge of the characters to be learnt. Taken together, the findings suggested that vocabulary knowledge
may play a more important role than reading ability in the initial development of morphological awareness and that the facilitative
effect of morphological knowledge in reading does not seem to be significant in the very initial stages of reading acquisition. 相似文献
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ZHANG Hong-yan 《美中教育评论》2007,4(5):55-60
Despite hopes and claims about benefits of computer-assisted language learning, few studies have documented actual cases about how American students learn elementary Chinese in a computer-equipped classroom. This paper deals with how to use computer as an educational tool to＇ develop American students＇ Chinese language skills. The theoretical perspective is Interaction Theory; the three types of which, Negotiation of meaning, obtaining modified input and attending to linguistic form, offer the guidance in Computer-assisted learning. By means of observations, this study tries to answer three questions： （1） What is the best way to make use of computers？ （2） How can teachers initiate the students to apply computers？ （3） What＇s the relationship between the teacher and the students in a computer-equipped classroom？ 相似文献
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本文从语法点规则、学习者对规则的认知两方面探讨汉语作为外语的语法点学习发展难度。具体从5个角度观测：特征是否凸现;形式意义关系是否简明;形式是否简单;语篇内有无诱发因素;语用功能是否复杂。最后考察了引发规则泛化的几种心理机制及其具体的偏误生成路径。 相似文献
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刁秀航 《淮南师范学院学报》2014,(3):125-128
学习中国画时,师承是不可避免的。师承强调的是对前辈或同辈的学习、继承,而绘画的主要价值在于创新,这其中有着天然矛盾。为了使这种矛盾得到缓解,在师承别人的绘画时,首先,要理性选择自己要师承的人;其次,要从自身的需要出发,尊重自己的感受;再次,则要注意:更要重视对自然的学习。 相似文献
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高谦民 《河北师范大学学报(教育科学版)》2010,12(7)
在我国古代教育理论发展过程中,存在着官学与教育理论发展不同步的现象,统治者对待教育的态度是产生这一现象的根源.因此,要发展教育理论,就必须端正教育管理的指导思想,使教育具有相对独立性,给教育实践者以充分的自主权,放手让他们大胆探索,不要过多加以限制,让教育活动按其自身特点、遵循客观规律,自然地发展. 相似文献
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Lee Harvey 《Teaching in Higher Education》2013,18(3):245-263
External quality monitoring of higher education is explored and analysed. The different types of external bodies and their modus operandi are reviewed. The reasons for undertaking the evaluation are also examined in detail. It is argued that external evaluation legitimates the status quo and fails to ask substantial questions about the nature of learning. External quality monitoring is preoccupied with method and has almost entirely ignored a quarter of a century of research into learning theory, the nature and styles of learning, and classroom innovations. It is suggested that higher education monitoring agencies need to adopt an explicit 'transformation' approach to quality and to address the implications of that for student learning. Only then will they shift from accountability- and compliance-orientated agencies to ones that raise substantial questions about improving student learning. 相似文献
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Bonnie Wing-Yin Chow 《教育心理学》2019,39(2):223-235
The present study investigated the children’s capabilities of utilizing analytic strategies in Chinese character learning using an associative pseudocharacter learning paradigm. The participants were 54 Chinese primary school children (26?second graders and 28 fifth graders) who completed a pseudocharacter learning task that was followed by a generalization test. Repeated measures ANOVA results showed a significant main effect of block and grade in pseudocharacter learning. One-sample t-test results indicated that generalization performance was significantly better than chance level in both grade levels. Findings from this study suggested that Chinese primary school children were able to identify print–sound–meaning regularities that were not explicitly taught and apply those rules to learning new pseudocharacters. They contribute to a comprehensive understanding of the character learning processes in Chinese children when encountering new characters. 相似文献
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Qian Xiao Pinghui Zhu Maxwell K. Hsu Weiling Zhuang James Peltier 《Journal of Further & Higher Education》2016,40(1):1-22
The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force in MBA students’ learning outcomes in China. A total of 232 MBA students in China completed a three-page questionnaire that included all question items set out in the work of Peltier, Hay, and Drago. The translation/back-translation technique was employed in order to achieve a semantic, conceptual and normative equivalent relative to the original English version. The results yielded by this study and its predecessors suggest that (1) reflective learning is a multi-dimensional concept in nature, and (2) the reflective learning continuum could take on a similar picture across various social and cultural contexts. This study extends the work of Peltier et al. on reflective learning continuum in the context of Chinese higher education. Given the increased need for internationalisation of business education and the paucity of studies examining educational needs across cultures and nationalities, the results drawn from the Chinese MBA student sample provide valuable information about the degree to which Chinese MBA students take on problem-based and explorative approaches from school. 相似文献
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Gail Hart 《International Journal for Academic Development》2013,18(2):50-55
Abstract The role of the academic developer mirrors that of the current day academic. It is increasingly diverse and complex. Staff employed in academic development units are expected to respond to the needs of individual academics and are also expected to provide leadership in teaching and learning, conduct research into higher education, contribute to policy on a broad range of issues, and undertake community service. In addition they are expected to take responsibility for their own professional development. They are constantlyjuggling priorities of personal, professional and organizational commitments. To maintain competence in the face of multiple demands there must be significant overlap between work and learning. The learning opportunities inherent in working within a large multi‐dimensional organization must be acknowledged and embraced through the concept of a ‘learning organization’. It is important that the organizational culture of the Academic Development Unit (ADU) values learning, encourages reflection and fosters collaborative practice. This paper outlines an organizational model of academic development highlighting the opportunities for intervention at the level of organizational culture, staff development and student learning. It also suggests strategies for organizing and managing an ADU that provides a positive model of an effective working and learning environment. 相似文献
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岳宇 《佳木斯教育学院学报》2014,(12):109-109
目前,学生对学习语文存在厌学情绪,学习兴趣普遍差,除了学生个人主观因素以外,还有诸如社会上对母语的不重视;语文教学与应用脱节;教学内容、考核形式、评判标准成人化等诸多因素。教育改革势在必行,如何跟上改革步伐,提高学生学习语文的兴趣,提高教育质量,这已是摆在教育工作者面前的突出问题。本文结合实际论述了如何培养学生语文学习兴趣,变不想学为乐意学的问题。 相似文献