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本文主要讨论在英语教学中,教师如何从教书育人的角度进行德育渗透。通过课堂教学,把文明礼仪、良好习惯、社会美德、爱国主义、集体主义、意志培养渗透其中,让学生在学习英语的同时得到德育的熏陶,从而更好地成为社会的栋梁之才。 相似文献
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陈志锋 《福建基础教育研究》2012,(10):117-118
教书育人是教师的神圣职责.一个教师真正要担负起这个神圣的职责是十分不容易的.他不但要成为学生的人师,引导学生在繁杂的社会环境中树立正确的世界观、人生观和价值观,把准人生的航向,而且,要成为学生的经师,引导学生在学海中快乐学习、自主学习和创造学习,不断提升自己自觉主动学习能力.教师教书育人主渠道在课堂.一个好教师的最重要标志是具有高超的驾驭课堂能力,精彩地上好每一节课,让每一个学生不仅获得知识、技能和能力,并且懂得人生的道理.同时,在师生、生生的合作交流中真切地感受到学习的快乐,使每一节课在师生中留下难忘的记忆,珍藏在心灵深处.如果一位教师上课未能唤起学生学习本学科的兴趣,学生不能积极主动地参与学习,使课堂成为学生学习的负担,那么,这位教师的人生价值就得不到体现,教师的劳动就得不到学生应有的尊重,教师的职责就得不到应有的落实. 相似文献
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《华夏少年(简快作文 )》2017,(4)
教师要做到作风正派、办事公道、教书育人、为人师表,要以自己崇高的职业责任对学生言传身教、潜移默化,努力把他们引向正确的人生道路,让自己无愧于"人类灵魂工程师"的称号,成为人民满意的人民教师。 相似文献
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在儿童的最近发展区内,教师搭建"支架",把道德与法治教学中的文明礼仪学习转化为儿童可以实现的一个个"任务",让学生在活动中自主建构意义,逐步达成教学目标.从学情出发,设计活动过程,搭建支架;从过程出发,安排学习活动,调整支架;教师适时地搭建恰当而多元的支架,让儿童在实践中进行辨析、反思、体悟、检验、实践,最终养成文明礼仪素养. 相似文献
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<正>流动学生文明礼仪教育是一项艰难的育人工程,有目的、有计划的文明礼仪教育能使学生正确认识问题,掌握判断是非的能力,为树立正确的人生观、价值观、世界观打下坚实的思想基础。一、普及文明礼仪知识,营造学习氛围俗话说:"没有规矩,不成方圆。"文明礼仪知识是良好行为习惯的基础。教师们充分利用班队会引导流动学生深入学习《小学生礼仪读本》。学习课堂礼仪、服饰仪表、尊师礼仪、同学问好礼仪、集会礼仪等礼仪知识,教师 相似文献
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一、严格要求,对自已的学习负责
救死扶伤是医生的天职,教书育人是教师的天职．认真学习是学生的天职。养成学习好习惯,一丝不苟地完成学习任务是学生份内的事情,是学生对自己负责的表现。作为班主任．我在每一堂课中抓学习习惯的培养,时刻让他们清楚“作为一名少先队员,有责任培养自己良好的学习品质．从小养成良好的学习习惯”。要让他们学会听讲、回答问题、读书、写作业,培养学习、做事的认真态度。 相似文献
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李鹏军 《重庆第二师范学院学报》2011,24(1):58-61
让学生的学习过程成为在教师的引导下学生自己探索和发现的过程,让学生的学习过程成为“再发现”和“再创造”的过程,让学生真正成为认知的主体从而提高学习能力,这就是新课程对学生学习和教师教学提出的新的更高的要求。 相似文献
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教书育人是每个教师义不容辞的神圣职责．一个合格的教师应该努力使自己成为学生心灵的雕塑家。因此,在班主任工作中,我注意教书育人,满腔热情地去关心学生．用共产主义思想去雕塑学生的心灵．想方设法提高学生成绩．使他们成为祖国的有用之材． 相似文献
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加强师范生的教师形体礼仪教育有非常重要的意义和现实紧迫性。开发教师形体礼仪课程是师范院校实施教师形体礼仪教育的重要的途径,通过明确课程目标,确定课程内容、实施适当的课程教学和课程评价。要保证教师形体礼仪课程取得良好的成效,还需要有高质量的师资配备、良好的设施设备配置以及师范生的观念改变。 相似文献
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备课是教师进行教学的首要环节。备课必须既备教材、教法,更备学生、学法。教师应在备课中确立基于学生发展的备课观,把握正确的学生发展观、学生全面发展观、学生差异发展观、学生可持续发展观和全体学生发展观。同时,要掌握科学有效的备课策略,最大限度地开发学生的潜能,提高备课的效能。 相似文献
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The aim of this investigation was to get an insight into how teachers and students responded to the use of virtual learning environments (VLE) in engineering education and what their expectations were from online courses. Teachers designed their online courses with the assistance of a support e-learning team and questionnaires were used for teachers and students to express their views on the online courses. Teachers pointed out that the online courses by themselves would be able to tackle limited lecture time and strengthen the students’ background knowledge. Students, on the other hand, stated that their difficulties regarding the courses could be facilitated by using a more interactive teaching approach with the use of collaboration tools and receiving individual feedback. Thus, students suggested that teachers adopt a more student-centred approach by using VLE. Teachers’ and students’ perspectives were related to their personal characteristics, as students were more familiar with everyday e-communication tools. 相似文献
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Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
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随着全球化的发展,礼仪在人际交往中的作用越来越重要。小学生交往礼仪是指小学生在日常生活中与老师、家长、同学、朋友及其他人员交往中体现良好礼节、习惯等行为方式。它是一种养成教育,需要建立一套科学化、时代化、序列化的内容体系。依据小学生身心特点、认知能力,可以将小学生交往礼仪教育内容设计为“三级九档”。小学生交往礼仪教育对整个社会的净化与美化有着重要的意义。 相似文献
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匡小明 《甘肃广播电视大学学报》2001,11(2):6-8
教师的人格示范是实现学校教育价值的重要手段，教师的劳动特点和学生的年龄特征，决定了教师必须承担人格示范的道德责任。教师只有加强修养，提高素质，才能为学生树立良好的人格示范。 相似文献
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Indira N. Z. Day F. M. van Blankenstein P. Michiel Westenberg W. F. Admiraal 《Educational studies》2018,44(4):449-467
Universities introduce intermediate assessment because it is understood to have positive effects on student behaviour and achievement. Yet, how intermediate assessment is perceived might be conditional for its success. The current study investigates both teachers’ and students’ perceptions of intermediate assessment. Teachers and students were interviewed and Student Evaluations of Teaching were examined. Results indicate that both teachers and students had generally positive perceptions of intermediate assessment. However, the two groups provided different reasons for their positive perceptions. Teachers and students agreed that intermediate assessment helps students to keep up with their study work. Moreover, teachers mentioned that they could assess various knowledge and skills with intermediate assessment, whereas students preferred intermediate assessments to test the same knowledge and skills as the final exam. This finding suggests that teachers and students in our study had different goals for intermediate assessment. 相似文献
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Susanne Schwab 《教育心理学》2019,39(1):4-18
This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research. 相似文献
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体育合作学习是一种新型的教学理论体系,是让学生通过自己的努力和教师的科学指导完成教学任务的学习方法,这种体系对教师的要求较高,是从传统的教学体系向科学的教学体系转变,体现学生的主体作用,教师是教学中的组织者、策划者、执行者、协调者、监督者、评价者;各个学校体育教师要仔细研究合作学习的方法,把这种方法应用到具体的实践教学当中,让学生通过自己的努力和教师的科学指导完成体育教学任务,同时,也提高自己的教学实践工作,为自己的工作经验奠定良好的基础。 相似文献
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贾晓玲 《成都教育学院学报》2010,24(4):86-88
主体教育理论认为教育活动是师生互为主体的活动,根据“教师口语”课作为技能训练课的特点。教师应转变观念,确立师生互为主体的教学观。在“教师口语”师生互为主体的教学中,学生具有学习的自主性、主动性、质疑性和创造性的特征,教师具有选准课程的切入点、理清其知识点、激发学习的兴奋点、培植学习的发散点的特征,课堂具有师生主动参与、合作学习、深化思维、尊重差异的特征。在教学的互动中,学生不断地改造、进化和发展,教师不断得到充实、丰富和提高,双方共处于一个和谐、共进的活动统一体中,从而达到相互促进、教学相长。 相似文献