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吴小红 《沙洋师范高等专科学校学报》2011,12(1):15-17
利用“有效英语课堂活动量表”,对通过随机抽样得到的240名高职高专学生和40位高职高专英语教师进行调查,就高职高专师生有效英语教学观念现状以及师生观念匹配性进行研究,结果表明：（1）高职高专英语教师重视学生英语学习的元认知策略培养,认为交际教学法优于语法教学;（2）学生欣赏具有高水平知识素养的英语教师,喜欢轻松的教学氛围;（3）师生双方在文化教学、错误纠正以及语法练习上存在显著性分歧。 相似文献
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音体美专业学生因其专业的特质成为大学英语教学中一个比较特殊的群体,交互式外语教学模式在课堂中的运用彻底地改变了这一现状。论文通过对湖南科技学院大学英语教学部音体美教研室6位专任大学英语教师和236位音体美专业学生的问卷调查、课堂观察及课后访谈,较客观地反映了师生们对在大学英语课堂中开展交互式外语教学活动的看法,从而能够进一步完善大学英语教学,提高教学质量。 相似文献
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大学英语学习管理策略的培养 总被引：1，自引：0，他引：1
《大学英语课程教学要求》倡导的基于计算机和课堂的教学模式对学生的自主学习能力提出很高要求,在学生的自主学习能力中,有效的学习管理策略的使用是高效的学习效果的保障,本研究通过调查发现,学生的学习管理策略观念和方法存在明显分歧,并相应提出了学习管理策略培训和形成性评估两项干预措施。 相似文献
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课堂会话是课堂语言交际活动的具体形式.本文拟对在大学非英语专业英语精读课堂的师生话语行为进行观察分析,进而提出对当前大学英语精读课堂改善师生有效交际的建议. 相似文献
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目前我国大学英语口语教学效果令人堪忧。学习日志应用于大学英语口语教学,可以在师生之间建立起一个超越课堂的交流平台;能促使教师为满足学生的学习需求而设计丰富的课堂活动,从而改变其传统的教学方式;可以帮助学生克服紧张、焦虑、缺乏信心等不利情感因素,尤其有利于学生在学习中进行自我评价、监督和调整,发展其自主学习的能力。 相似文献
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《校园英语(教研版)》2015,(32)
课堂互动主要是师生、生生间的互动,在自由平等的课堂氛围中,以学生为中心,教师为主导,引入互动活动,实施课堂互动教学模式,激发学生的英语学习情感,提高其英语交际能力。本文对互动教学模式运用于大学英语课堂的必要性进行分析,并结合实际,对大学英语课堂互动教学模式的构建进行探讨,以提高大学英语课堂教学质量。 相似文献
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Towards a constructivist perspective: An intervention study of mathematics teacher development 总被引：1，自引：0，他引：1
A constructivist perspective provided the basis for a four stage intervention with teachers. The intervention which combined intensive summer courses with ongoing support in the classroom was designed to stimulate teachers' development of a constructivist view of learning to serve as a basis for their instructional decision-making. Impact of the intervention was studied through analysis of teachers' writings and the use of an interview-based instrument developed by the researchers. The results indicated that this intervention had an important effect on teachers' beliefs about learning which in turn affected the decisions that they made in the classroom. 相似文献
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张晓涛 《暨南大学华文学院学报》2008,(4):17-25
本文主要对哥伦比亚汉语口语教学及评估的观念和做法进行了调查和研究。哥伦比亚安第奥基亚地区一些大学初、中、高级班的6位汉语教师和57名学生参与了此项调查。研究工具包括问卷、后续问卷、访谈和课堂观察。本研究给我们的启示是：教师的观念与课堂上的实际做法差距较大,加之哥伦比亚的汉语教学具有一些不同于国内教学的具体情况,因此有必要指导教师使汉语作为外语的教学真正具有交际性,并对教师如何评估学生口语表达能力进行必要的指导和培训。 相似文献
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张晓贵 《安徽教育学院学报》2007,25(3):16-19,27
教师对于数学和数学教学的信念在很大程度上影响着他在课堂教学中的行为。由于教师的信念与当前数学教学改革的理念之间往往是不一致的,这将严重地影响到数学教学改革的进行,因而改变教师的信念就成为数学教学改革的重要条件。文章认为,教师信念的改变虽然是困难但又是可能的,由于传统的继续教育并不能很好地改变教师的信念,因而需要对传统的模式进行改变。论文的最后对于教师的信念和数学教学改革进行了进一步的思考。 相似文献
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Frances McCarty Martha Abbott-Shim Richard Lambert 《Early education and development》2001,12(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
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Jeppe Skott 《Journal of Mathematics Teacher Education》2001,4(1):3-28
The relationship between teachers' beliefs about mathematics and its teaching and learning, and their classroom practices,
has been investigated in many studies. The results of these studies are by no means unanimous, and the purpose of the present
report is to contribute to a further understanding of the significance of one teacher's beliefs and images of school mathematics
on his teaching practices. The article presents a novice teacher whose images of school mathematics were strongly influenced
by the current reform of mathematics education. The study focuses on how the teacher coped with the complexities of the classroom.
On the basis of the teacher's role within the classroom interactions, the construct of critical incidents of practice is developed, and some of the results of previous research in the field are re-examined.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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江加宏 《安庆师范学院学报(社会科学版)》2010,29(3):109-113
通过访谈,结合问卷调查和实际课堂教学观摩,研究新课程理念下中学英语教师的教学信念与实际课堂教学的情况,结果发现中学英语教师的传统信念已经被现代先进的教师信念所替代。但是,这些信念在实际教学中的执行程度并不高,其主要原因是目前的社会文化环境和课堂教学实际制约了教师信念的实施。 相似文献
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Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
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Dionne I. Cross 《Journal of Mathematics Teacher Education》2009,12(5):325-346
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
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Teacher pedagogical beliefs: The final frontier in our quest for technology integration? 总被引：12，自引：0，他引：12
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research. 相似文献