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SCIENCE 总被引：3，自引：0，他引：3
(1) Q:How many planets are there in the solar system? 太阳系中有多少颗行星? A:There are nine of them. 共有九颗。(2) Q:Which is the world's largest fish? 世界上最大的鱼类是什么? A: It is the whale-shark. 鲸鲨。(3) Q:Which is the world's biggest bird? 世界上最大的鸟类是什么? A: It is the ostrich. 鸵鸟。(4) Q:Which is the world's largest animal on land? 陆地上最大的动物是什么? A: It is the African elephant. 非洲大象。(5) Q: Which is the world's longest river? 世界上最长的河流是哪一条? A: It is Egypt's River Nile. 埃及的尼罗河。(6) Q:Which bird lays me biggest egg in the world? 哪一种鸟生下世界上最大的蛋? 相似文献
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这是一对性格炯异的师生。夏国良教授活泼开朗、和蔼可亲,张美佳博士性格沉稳、含蓄内敛,但在科研工作中却成了最好的"黄金搭档"。老师把握方向,思维开阔,学生严谨踏实,坚持不懈。一如战场,运筹帷幄,决胜千里。 相似文献
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Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
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Amani K. Hamdan Alghamdi Misfer Saud Al-Salouli 《International Journal of Science and Mathematics Education》2013,11(2):501-525
This study explored Saudi elementary school science teachers’ beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female—2 of whom were from private schools—science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student–teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts. 相似文献
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《Journal of Zhejiang University. Science. B》2005,6(12):I0003-I0012
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《Journal of Zhejiang University. Science. B》2007,8(5):F0002-F0002
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《Journal of Zhejiang University. Science. B》2007,8(9):F0002-F0002
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《Journal of Zhejiang University. Science. B》2006,7(8):F0002-F0002
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《Journal of Zhejiang University. Science. B》2007,8(6):F0002-F0002
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《Journal of Zhejiang University. Science. B》2006,7(9):F0002-F0002
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