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1.
The present study was carried out to compare the obedient/disobedient behavior in secondary ＋ 1 level students. Objectives of the study were： （1） to study and compare the obedience/disobedience in secondary ＋ 1 level students on gender basis; （2） to study and compare the obedient/disobedient behavior in secondary ＋ 1 level students in relation to their stream （arts/science）; and （3） to study the interactional effect of gender and stream on the obedient/disobedient behavior in secondary ＋ 1 level school students. ODTS （obedient-disobedient tendency scale） by Mehta and Hasnain was used for the present study. The results reveal that males are disobedient in their behavior, whereas, females show the mixed behavior, i.e., both obedience and disobedience; arts students are disobedient, i.e., both boys and girls in comparison to science stream students; gender and stream have a significant interactional effect on the obedient/disobedient behavior of secondary ＋ 1 level students. 相似文献
2.
Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
3.
1.Recycle,Recycle,Recycle
Recycling may be one of the easiest things you can do for the environment.Just think about how many cans and glass bottles you threw out after that party you had last night.What if you had recycled them? Find out what recycling programs are 1)available at your school,and how you can help reduce waste and lower your environmental 2)impact. 相似文献
4.
LIAO Li-yuan J. Patrica J. Larke 《美中教育评论》2008,5(12):1-8
Many Chinese and Taiwanese parents providing their children the opportunity to learn Chinese in the Untie States see benefits of Chinese schools in culture and language. The results of this qualitative study involving interviews with thirteen Chinese and Taiwanese parents indicated that there were three main reasons why parents want to send their children to Chinese schools. They are （1） maintenance of heritage language and culture, （2） perspectives of bilingualism, and （3） value of Chinese heritage school. 相似文献
5.
教学过程：一、Warm-up1.chant内容：Tall tall taller,shortshort shorter,taller and shorter,shorter and taller;Old old older,young young younger,older andyounger,younger and older.通过和学生一道边做动作，以达到热身的效果，促使孩子们尽快进入学习的状态。 相似文献
6.
CHEN Jung-chih CAI Wang-ting 《美中教育评论》2009,6(1):1-11
This study analyzes the learning expectations related to grades 1-8 algebra across several U.S. states and high performing TIMSS Asian countries and regions, including Singapore, Taiwan and Japan. In order to narrow and focus the investigation, only one topic within the strand is carefully reported. Based on the official curriculum documents, results of this study indicate that the mathematics content, grade placement and cognitive level of learning expectations related to selected topic vary markedly across documents. Thus, these differences in learning expectations result in striking differences in students＇ opportunity to learn. 相似文献
7.
教学过程Step 1.Free talk(略)Step 2.Presentation and drill 1.Before listening Activity 1 T:Now,boys and girls,do you know my hobbies? Look at this picture,and then guess.S 1:You like playing games. 相似文献
8.
CHEN Hsiao-ching CHOU Chih-cheng 《美中教育评论》2007,4(7):56-58
High schools have over the past few decades been discredited with institutionalization, standardization, and academic-orientation （Manno, 1995; NASSP, 1996）. As a result, it has failed to prepare students for the society which has been undergoing exponential change. A majority of students have been either neglected or left uncared for because of their relatively low academic achievement. To meet with the persisting educational problems, the authors endeavor to investigate whether high schools, which have adopted the following four characteristics, are able to produce better-performing students than traditional institutionalized high schools. （1） More interactions between different members of the school. （2） Everyone holds responsibility for students＇ total development. （3） More teacher feel satisfaction and higher morale. （4） Less dropouts and fewer class-cuttings and lower rates of absenteeism. Based on the statistical data collected from 9,570 students in 781 high schools, the authors find that in both mathematics and science, academic gains are substantially higher in schools with higher levels of these four characteristics. One more important finding is that students are learning more in smaller schools, and the performance gaps between students from different backgrounds are smaller as well. 相似文献
9.
Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values. 相似文献
10.
题目:用日记形式记一次有意义的活动。提示:1.时间:2005年4月17日,星期天;2.天气:晴;3.人员:你班全体学生;4.地点:森林(乘车两小时到达);5.活动内容:记录看到的动植物,野餐,检验河水,看看是否有污染。6.你的感想。要求:词数不少于100词。学生习作:Sunday,A pril17,2005FineThis Sunday①our whole class m ade atrip to a forest.W e went by bus and ittakes②us tw o hours to get③the forest.W hen we arrived,w e walked through theforest separately.W hile we w ere walking,wesaw all kinds of wildlife and plants in thefore… 相似文献
11.
Tell me and I forget;show me and I remember;involve me and I understand forever.这句名言翻译成古汉语是:闻之不如见之;见之不如试之。它强调了实践、体验的重要性,同样,书本知识只有通过体验才能成为真正的知识。无论是国外学者还是我国的教育学家都在不断尝试着教学改革,目的就是促进学生发展,以此促进整个国 相似文献
12.
Warm up or lead in设计一:Let's do播放上册Unit 6 Let's do.内容,师生边说边做。Show me 1 and 2.Show me 3 and 4.Show me 5 and 6.Show me 7 and 8.Show me 9 and 10.Show me 9 and 10.T:Look,ten.This is ten.(教师握紧一只拳头代表10, 相似文献
13.
I am growing up day by day and I have some changes.1First,my grades are better than before because I study harder.I am very happy abou1this and my parents are happy,too.I will go on studying hard to be the top student in my1class.1Second,I become more outgoing than before.I was quite1and didn’t like to talk with 相似文献
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15.
教学过程Step 1.Warming up 1.Greetings.T:Hello,boys and girls.Wel-come to my class.I am glad tomeet you here,in the classroom. 相似文献
16.
Panagiota Korilaki 《美中教育评论》2009,6(4):1-18
The current article deals with the issue of increased dropouts of deaf pupils from compulsory education （primary and junior high school） and tries to map out plausible reasons according to what principals and teachers for the deaf say, which might account for these reduced graduation rates for deaf pupils from primary dropouts. Official statistics are employed to demonstrate and junior high school. This data is collected through annual census surveys targeting all primary and secondary schools for the deaf, conducted by the National Statistical Service of Greece （NSSG）. Then, this paper tries to explore some of the possible reasons, which could be at the root of these increased dropout rates from primary and lower secondary schools, according to the accounts of principals and teachers for the deaf, who serve in schools for the deaf. Two types of questionnaire were employed, addressed to principals and teachers for the deaf, serving in schools for the deaf, one on one, and telephone interviews, with these two categories of respondent. Low graduation rates are associated with several factors, including inadequate coverage for schools for the deaf, the fact that Gymnasia do not operate everywhere there are primary schools for the deaf and the fact that often deaf pupils have to enrol in schools for the deaf only after suffering considerable delay can be partly attributed to the relative shortage of schools for the deaf. Other limitations include the inadequate use of hearing aids by pupils, associated with inadequate screening and assessment procedures; a lack of kindergartens and preschools for the deaf; and the relative shortage of speech therapists in schools for the deaf. In addition, teachers criticized the fact that the ＂whole-day＂ school initiative, which allows pupils to remain in school until 4 p.m. and have assistance with their homework, does not operate in the majority of schools for the deaf. In addition, the need to create books and teaching materials more tailored to deaf pupils＇ needs was mentioned, as well as inadequate or lack of teacher training in deaf pedagogy and Greek Sign Language. Findings are discussed in accordance with the international bibliography on this issue. 相似文献
17.
Kok Siang Tan Ngoh Khang Goh 《美中教育评论》2008,5(11):28-36
Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work. 相似文献
18.
教学过程StepⅠ.Warming up and revision 1.Sing a song from Module 2"I’m listening to music"and lead children to stand up to sing and do actions,meanwhile enjoy a harmonious atmosphere. 相似文献
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教学过程Step1.Free talk and revision 1.Try to remember the teacher.T:Look at my face,please remember me.I have a round face.What does my face look like?Ss:It looks like a/an…(egg,apple…)T:I think my face looks likean apple very much.It’s red and sweet.Because I like eating apples.I like fruit.They canmake me pretty.Do you like fruit?2.Ss 相似文献
20.
课堂实录 Step1.Warming up and revision T:Good morning , boys and girls.Nice to see you again.How are you ? 1.Let ’ s sing an English song ".(学生跟着多媒体播放的音乐边做动作边唱) 2.Boys and girls , do you like making friends ? Today our old friend is coming.Look!Who is this boy ? Step 2.Presentation 1.Teach the new words : 相似文献