共查询到20条相似文献，搜索用时 140 毫秒
1.
在传统的师生关系中，教师拥有绝对的权力。他们有权决定学生成功，还是失败：赋予学生权利，还是剥夺学生权益：表扬学生，还是批评学生；赏识学生，还是惩罚学生；促进学生进步，还是抑制学生发展；给予学生自由，还是桎梏学生手脚。这种“霸权”若不加以控制，就很危险，极易给学生造成伤害，产生很多负面效应，甚至酿成恶性事故。 相似文献
2.
段秀琴 《山西教育(综合版)》2001,(5)
初中学生的注意力容易分散，这就要求教师在课堂教学中牵住学生的注意力，既要让学生学会知识，又要让学生会学知识，培养学生开拓创新，关心他人，关心社会，善于负责，善于生存的能力。因此，作为物理教师必须注重精心设计教学程序，正确处理好知识、方法和能力间的关系，要设计引人入胜、扣人心弦、具有启发性、探索性和创造性的科学文化氛围，真正体现以学生为主体，教师为主导的现代教育特点。在教学中真正做到，实验让学生做，问题让学生提，思路让学生找，结论让学生得，图形让学生画，异同让学生比，是非让学生辨，充分体现学生的主… 相似文献
3.
冯涛 《中国基础教育研究》2006,2(7):130-131
物理课堂提问是优化课堂的必要手段之一，是教师教学艺术的重要组成部分，恰如其分的提问不但可以活跃课堂气氛，激发学生的学习兴趣，了解学生掌握知识的情况，而且可以开启学生心灵，诱发学生思考，开发学生智能，调节学生思维节奏，与学生作情感的双向交流，通过提问，可以引导学生进行回忆、对比、分析、综合和概括，达到培养学生综合素质的目的，提问是最好的反馈方式，可以提高学生的注意力，可以让学生发现不足。 相似文献
4.
5.
《教育艺术》２００１年第１０期有文章介绍，哈佛女孩刘亦婷在其就读于美国哈佛大学期间，归纳出了中美学生存在的八个方面的区别。１．身体素质方面，美国学生强于中国学生，美国学生更加注重体育锻炼和课外活动。２．适应能力方面，美国多数学生的适应能力比中国学生强，他们会参加更多的社会交往活动。３．基础知识方面，中国学生超过美国学生。４．协作精神方面，中国学生不如美国学生，美国学生在集体活动中经常讲团结精神，协作精神。５．积极性与创造性方面，美国学生大多比中国学生强，中国学生考虑的是做事有章可循，而美国学生显… 相似文献
6.
新的教育理念要求教师不仅要培养学生发现知识的能力，挖掘学生的知识潜能，而且还要带着问题进教室，打开学生思维空间，唤起学生思维梦想。教师在课堂上是帮助学生解决疑难。学生能看懂、读懂的教师就不要再讲，否则就是浪费时间；学生能发现的，教师不要点明，否则就是限制了学生的个性发展。教师应该信任学生，解放学生，调动学生，促进学生，让他们自主学习，自主探索，自主创新。 相似文献
7.
在课堂教学中教师要让学生感到心理安全，有创造自由，要为学生创设情境，以激发学生兴趣，激活学生思维，激励学生参与，鼓励学生创新，从而培养学生的创新意识。 相似文献
8.
魏守爱 《中国石油大学胜利学院学报》2006,20(1):70-71
新课程标准的实施要求充分发挥教师的主导作用和学生的主体作用，在教学过程中教师应充分发挥教师的主导作用，为此要尊重学生的个性，充当学生的伯乐；爱护学生，做学生的知心朋友；关心学生，当好学生的心理顾问；激励学生，成为学生的评估者。为确立学生的主体地位，教师要更新教学观念，确立为学而教的指导思想，激发学生的兴趣，为学生创造最佳的学习状态，激励学生创新思维的发展，教会学生学习，使教与学真正实现良好循环，从而达到最佳的教学效果。 相似文献
9.
思想品德有效课堂教学。教师要成为好导演，学生成为好演员，才能演出一台好戏。为此，教师要解放学生，发展学生，相信学生，依靠学生，将学习知识的初始权交给学生，将疑难问题的发现权交给学生，多给学生展现思维的空间，多给学生张扬个性的空间，多给学生思维碰撞的空间，多给学生创造展示的空间。把黑板留给学生，把讲台留给学生，课堂上说话最多的是学生．交流最广的是学生，思考最多的是学生，发展最快的也是学生。老师要想方设法为学生营造积极、主动、互动、情绪高涨的课堂，实现生生之间、师生之间、组组之间、优差之间的全方位、立体式互动，让课堂成为学生愉快求知的殿堂。 相似文献
10.
学生分组实验实施步骤高衍煌，赵安平（安义县鼎湖中学）在实验教学中，大力开展学生分组实验，不仅有益于学生对各科知识的理解，使学生有更多动手动脑的机会，增强学生的实验操作技能，锻炼学生独立的观察能力，而且能发挥学生的集体智慧，激发学生的集体主义精神，培养... 相似文献
11.
Résumé De manière générale, l'évidence sensorielle et, plus particulièrement, visuelle constitue pour les étudiants le principal fondement du savoir scientifique: nul besoin de supposer pour connaître, tout est donné ou presque. Du point de vue de l'enseignement des sciences, cette croyance à saveur réaliste est particulièrement critique, notamment parce qu'elle conduit à penser que les concepts, lois et théories scientifiques procèdent d'un monde de matérialités plutôt que d'un monde de modèles et de relations. Au cours d'une recherche effectuée auprès d'un groupe-classe de 35 étudiants durant douze semaines, nous avons pu observer que, pour la majorité des étudiants, la compréhension du caractère construit et consensuel du savoir scientifique était facilitée par le développement d'une métaréflexion sur leurs propres productions de connaissance et les inévitables postulats et suppositions qui les fondent. Nous avons également pu observer qu'il découle de cette activité réflexive un modèle de science qui se distingue des modèles initialement tenus par les étudiants, par le pouvoir créateur et, surtout, le pouvoir de théoriser qu'il comporte: postuler, supposer, jauger collectivement de la plausibilité des résultats plutôt qu'en appeler à une instance occulte, voilà quelques-unes des conquêtes théoriques qu'ils ont effectuées et sur lesquelles nous allons nous attarder.
Sensorial, and more specifically, visual evidence is generally regarded by students as the basis for scientific knowledge: no need to postulate to understand, all is almost or practically given. From a science-teaching standpoint, this rather realistic approach is critical and leads to the belief that scientific concepts, laws, and theories stem from a world of materiality rather than from a world of models and relationships. During a 12-week study a group of 35 college students, we observed that for the majority of them, the development of metareflection on how they produce knowledge, with the inevitable and inherent postulates and conjecture, facilitated their understanding of the constructed and consensual character of scientific knowledge. We also observed that this reflexive activity facilitated the development of a new approach to science that differed from those models previously used by the students in its creative potential and, more importantly, in the power of its theoretics: to postulate, suppose, and collectively estimate the plausibility of results rather than calling up occult instances. These and other theoretical achievements will be discussed in this paper.相似文献
12.
Robert L. Jackson 《Academic Questions》2007,20(4):332-346
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student
testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote
excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that
substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert
Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters.
Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
| Robert L. JacksonEmail: |
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
13.
Jose M. Castillo Joy H. Wang Julie G. Daye Kai Zhuang Shum Amanda L. March 《Journal of educational and psychological consultation》2013,23(4):413-444
ABSTRACTProfessional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation. 相似文献
14.
Ramya Chandrasekaran Shairah Radzi Peh Zhen Kai Preman Rajalingam Jerome Rotgans Sreenivasulu Reddy Mogali 《Anatomical sciences education》2022,15(5):850-862
Due to the modernization of the medical curriculum and technological advancements, anatomy education has evolved beyond cadaveric dissection alone. Plastination techniques, three-dimensional (3D) modeling, and 3D printing technologies have progressively gained importance. However, there are limited valid and reliable surveys to evaluate students' perceptions of these new anatomy tools. Hence, this study aimed to develop a validated instrument to measure students' learning satisfaction, self-efficacy, humanistic values, and perceived limitations of plastinated and 3D printed models. A 41-item survey (five-point Likert scale, 1 = strongly disagree to 5 = strongly agree) was administered to Year 1 undergraduate medical students following a randomized controlled crossover study that evaluated plastinated and 3D printed cardiac and neck models. Ninety-six responses were received, and a factor analysis was performed with the Kaiser–Meyer–Olkin sampling adequacy of 0.878. The confirmatory factor analysis yielded a 4-factor, 19 items model that had a good fit with the latent constructs of
15.
This Participatory Action Research (PAR) project worked with four active street life oriented U. S. Born African men, to document
how a community sample of street life oriented U. S. Born African men between the ages of 16–65, frame and use “street life”
as a Site of Resiliency (Payne, Dissertation, 2005; Journal of Black Psychology 34(1):3–31, 2008). Qualitative data was collected in the form of 20 individual and two group interviews. These data reveal an inter-generational,
conceptualization and use, of the term “street love” in street life oriented U. S. born African men. Also, these data reveal
that notions of “street love” extend out a critique of community professionals (e.g., community researchers/interventionists,
social workers, etc.) as being unable and unwilling to produce “real help” in the local community. Examples of street love,
revealed in the study, include the men offering advice/counsel, money or “free turkeys” during Thanksgiving to one another
as well as other members of the local community. Results support Payne’s (2005) three-dimension conceptualization of “street love”: (1) individual, (2) group and (3) communal level expressions of “street
love”.
相似文献
| Yasser Arafat PayneEmail: |
16.
17.
18.
Prevention programs often encourage sexually abused children to disclose without fully considering the potential for adverse consequences. This study examined the impact of disclosure on abuse cessation and later adult symptomatology. A clinical sample of 301 adult survivors completed the Impact of Event Scale (IES/IES-R), and the Beck Depression Inventory (BDI-II). Participants were divided into 3 groups: Nondisclosure (n = 221), Disclosure/Abuse Ended (n = 25), and Disclosure/Abuse Continued (n = 55). Multivariate analyses of covariance, adjusting for abuse characteristics (age of onset, penetration, and number of perpetrators) and other trauma exposure, revealed significant differences in psychiatric symptom severity among the three groups, Wilks’ λ = 0. 95, F (6, 584) = 2.69, p = 0.014, ηp2 = 0.03. Specifically, those in the Disclosure/Abuse Continued group scored significantly higher on the IES/IES-R Intrusion subscale (p = 0.04) and the BDI-II (p = 0.01), as compared to the Nondisclosure group. The Disclosure/Abuse Ended group did not differ significantly from the other groups. Results suggest that disclosure may be detrimental unless adequate steps are taken to ensure abuse cessation and appropriate treatment. 相似文献
19.
Nine limiting binaries of Al2O3-SiO2-Re2O3(Re=Nd, Sm, Gd and La) system are assessed. The binary diagrams or experimental information from Toropov, Mizuno, Aramaki,
Bondar, Rolin and Coutures are optimized with the substitutional model of Kaufman and Nesor and the approximate formula of
fusion free energy for rare earth element oxides of Wu and Pelton. The extracted Gibbs free energies of pure solid oxides
and stoichiometric phases and the solution parameters are used to estimate the corresponding binaries, liquidus surfaces and
a series of isothermal sections of four ternaries Al2O3-SiO2-Nd2O3, Al2O3-SiO2-Sm2O3, Al2O3-SiO2-Gd2O3, and Al2O3-SiO2-La2O3. In the Al2O3-SiO2-Gd2O3 system samples as fired at exact temperature with different compositions were analyzed by X-ray diffractometer and the detected
results are fitted with the calculation of isothermal sections.
Supported by State Key Lab of High Performance Ceramics and Superfine Micro-structure (9517 and 9708) 相似文献