共查询到19条相似文献，搜索用时 140 毫秒
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三年级学生学习成绩分化具有普遍性、典型性和持续性等特点,在小学阶段,三年级学生学习成绩的分化,既是一次分化的裂变,又是一次分化的奠基。对三年级学生学习成绩分化现象的研究与认识,只有立足于三年级的整体改造的基础上,才能深度解读三年级学生学习成绩的分化成因,把握诸因素的特点和规律,控制、管理并改造三年级的教育教学,最终在＂教＂与＂学＂相向趋近式的互通中,实现教与学的和谐均衡发展。 相似文献
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在小学为许多教师和家长所焦虑的一个问题是,一些学生升入三年级,学习成绩便大幅度下降,甚至出现两极分化的现象。这个问题不解决,直接影响着九年义务教育的普及。(一)学生心理反映中的消极因素是导致成绩分化的潜在因素签于目前小学师资质最低,特别是农村学校更为突出,教师不能跟班走。有些教师只能勉强教一、 相似文献
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在教学实践中,我认为小学三年级数学教材有以下几方面的特点: 一、三年级数学教材与二年级相比,难点多,坡度大。例如:(1)多位数的四则运算很复杂,一道题需经多次计算,只要其中一步出错,就会导致全题出错。(2)低年级的应用题比较简单,题材大多取材于实际生活,学生熟知,较易理解;而三年级的应用题很复杂,题材已扩大到生产、流通等其他领域,学生感到陌生,较不易理解。 二、应用题内容很复杂,多步计算的复合应用题是重点,综合运用明显增强,与低年级相比,坡度较大。 作为三年级的数学教师,对教材以上几方面的特点必须有足够的认识。在整个教学过程中,若没有及时突破“难点多”、“坡度大”这两个大关,学生的学习成绩 相似文献
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三年级学习成绩下降，在农村小学是普遍现象。不少学生因学习跟不上而辍学。造成学生学习成绩下降的原因，笔者经过调查，主要是：一、学习负担的加重。低年级课程门类少，学习内容单纯，学生的课业负担较轻，语文以字词为重点，数学万以内加减，表内乘除和复合应用题；三年级课程门类增多，学习难度加大，课业负担较重，语文要字词句段将全面理解，并且开始命题作 相似文献
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赖敏 《中国教育科研与探索》2008,(2)
当前,部分小学语文教学效果不高,特别是三年级学生语文成绩普遍下降,这是一个值得研究和关注的问题。
一、出现“马鞍形”的原因分析
所谓“马鞍形”,是指学生在1～5年级的学习过程中学习成绩出现的变化,也就是低、中、高三个年级的成绩出现两头高中间低的现象。为什么会出现这种“马鞍形”呢？ 相似文献
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《华夏少年(简快作文 )》2016,(10)
在我国,义务教育阶段的整个小学阶段长达六年,是学生成长最快、知识水平迅速提高的六年。在整个小学过程中,学生也会经历几次思想波动,这其中就包括三年级前后的叛逆期。所以小学老师也应该充分认识学生在此阶段所表现出的各种特点,做到"对症下药",不盲目教学。主要围绕小学三年级教学管理来探讨教师的理念与对策。共分为三个部分,第一部分主要讲解教师应该如何了解学生的心理状态并及时调整管理的侧重点;第二部分主要讨论教师管理学生中给予学生的自由与约束;第三部分主要探讨鼓励学生去试错,从而快速成长。 相似文献
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三年级的学生是第一次接触到科学课，他们对科学知识充满着渴望。而三年级的学生在小学教育中正处在从低年级向高年级的过渡期，生理和心理都有明显变化，这一阶段是培养其学习习惯、学习能力和意志品质的最佳时期。 相似文献
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Reciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The authors' aim was two-fold: To analyze whether reciprocal teaching activates diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment. 相似文献
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Mothofela R. Msimanga 《Africa Education Review》2020,17(3):123-141
AbstractThis article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms. 相似文献
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课堂教学观念是指在一定历史时期的教学实践中形成和发展起来的、能够反映课堂教与学本质特征的、具有时代特色的思想观点。新中国成立以来,课堂教学观念的演绎过程可概括为四个阶段：以教代学,以教带学,以教促学,变教为学。其中。近年兴起的“变教为学”观念颠覆了前喻文化的“过去时”,转而面向后喻文化的“未来时”,它以个人主体为逻辑起点,旨在培养学生的思想力和表达力。“变教为学”顺应了基础教育课程改革的价值取向,引领着未来课堂教学观念的发展潮流。 相似文献
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合作学习的效果取决于教师对于合作学习理念的理解与方法的掌握。在教师培训过程中,通过合作学习活动让教师掌握合作学习方法,是一种十分有效的途径。这一活动通过对合作学习五个基本问题的个体学习、同桌学习、小组学习、全班共享学习的不断推进,不仅让学员形成关于合作学习的理性认识并转变其观念,而且让教师参与式体验了合作学习的过程与方法。此项活动所形成的学习模式,不仅可以运用到教师培训的其他方面,而且可以通过教师的迁移运用到其课堂教学活动中学生的合作学习过程之中。 相似文献
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云计算是将大量用网络连接的计算资源进行统一管理和调度,从而向用户提供服务。基于云计算理念形成的教育云,能够有效提升教学质量,规范教学过程,丰富教学手段。教育云将改变原有的教学模式和教学方法,使教学内容更生动、更丰富、更直观,并且能够实现原有网络技术下无法实现的网络学习、移动学习、电视学习等多种学习方式,从而促进时时学习、处处学习的社会氛围的形成。 相似文献
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Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities. 相似文献
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Coursera作为开放在线课程的佼佼者,其教学成功之道无疑值得我们去思考与研究。该文通过跟踪学习＂混合学习＂课程,对其在资源、教学、学习及评价等方面的特点进行分析,挖掘梳理Coursera在教学方面的成功之道,并探讨其对我国在线课程发展的启示。研究得出为使我国在线课程迅速发展,在根据我国学习者特点和现有技术支持的前提下,其资源设计应满足在线学习者的个性化学习需求,教学上应提供完善的课程学习支持服务,学习上要打造空前开放的学习共同体,评价上需制定灵活多样的评价机制,进而开发出＂本土化＂的在线课程。 相似文献
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化学教学中的合作学习及合作意识、能力培养 总被引：2，自引：0，他引：2
合作学习是以生生互动为主要途径促进学生学习的教学活动和学习策略。结合我国基础教育改革的发展和新课程标准的实施,从合作学习的基本理念入手,探索在化学课堂教学、化学实验教学、课外学习的活动中引导学生学会尊重与欣赏,培养自信心与团队精神,营造合作学习氛围,创设实验条件,增加课外实验,深入社会实际生活,实施合作学习,培养合作意识和合作能力。通过对教学评价的调整,实现教学评价的科学化,提高学生对合作的内涵和价值的认识,促进合作意识的形成。 相似文献
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"互联网+"给我国现有的教育资源、教学模式、学习策略等带来了巨大的变化。移动学习应成为新型语言教学的辅助手段。本研究探索在"互联网+"背景下学生利用手机学习软件进行大学英语词汇移动自主学习的可行性和有效性,用定量和定性的方法考察学生移动自主学习效果。结果表明:学生对英语词汇移动学习的便捷性与有效性持肯定态度;利用互联网+进行大学英语词汇移动自主学习具有可行性,可以提高学生英语词汇学习效果;但在增强学习动机上作用有限。 相似文献