游戏在小学数学教学中的应用研究     

焦焕之 《科教文汇》2020,(6):139-140

新课改注重学生的全面与个性化发展,关注学生在学习过程中的情感体验。数学作为一门抽象性学科,由于小学生缺乏相应的知识基础与生活经验,在具体学习的过程中会出现无法理解的现象。教育游戏是一种将趣味性与知识性结合的教学方式,符合小学生的心理与认知特点,能够充分激发学生的学习兴趣。本文主要对游戏在小学数学教学中的运用效果进行探讨,以确保教学质量的提升。  相似文献   

基于AR的地理学习活动流程设计     

张晓敏  庄天宝  史鹏楠 《科教文汇》2020,(9):154-156

地理学科作为一门拥有着众多复杂地理元素的课程,如何能将复杂的地理元素更好地呈现给学习者一直都是探索的热点问题。增强现实技术作为一种能将虚实进行恰当结合的技术,正好可以契合地理教学中所面临的问题。在国内,增强现实技术作为一种初步应用于教学的技术,其具体应用流程缺乏,本文拟在活动理论的指导下,以实际课堂为出发点,整合增强现实的特点,以体验式学习为教学形式,构建基于增强现实的初中地理学习活动设计流程,尝试这一技术在地理课堂中应用的方式。  相似文献   

Three-Year Study of Students’ Attitudes Toward Physical Education: Grades 4–8     

Kevin Mercier  Corinne Donovan  Anne Gibbone  Kimberly Rozga 《Research quarterly for exercise and sport》2017,88(3):307-315

Purpose: A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). Method: Three cohorts of students (Cohort 1, Grades 4–6, n = 96; Cohort 2, Grades 5–7, n = 71; and Cohort 3, Grades 6–8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. Results: After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students’ positive attitudes toward physical education, with a faster rate of change for girls than boys. Conclusion: This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.  相似文献   

学校武术教育百年的演进逻辑与文化反思     

李源  赵连文  梁勤超 《北京体育大学学报》2016,39(6):110-115

摘要：学校作为中国武术文化传承的重要场域，一直备受学者关注。本文以我国学校武术教育为研究对象，运用文献资料法、访谈法、历史研究法等探源我国学校武术教育的形成模式，梳理学校武术教育百年的演进逻辑，并对学校武术教育存在的问题进行了学理上的反思，以期为今后学校武术教育发展的顶层设计提供借鉴。研究认为：我国学校武术教育是一种“后发内生”的发展模式；其百年的演进逻辑表现为：从“武体分离”到“以武入体”的“体育化”演进；从“强种卫国”到“文化传承”的民族主义演进；从“由拳入操”到“段位入校”的“套路化”演进；从“以武强身”到“武以成人”的“身体化”演进。学校武术教育“体育化”的发展逻辑使其丧失了自主性独立发展的生存空间；学校武术教育“套路化”演进消解了武术作为传统文化载体和技击表征的意义；学校武术教育应当承担起武术“拳种”传承的功能，实现对学生“武以成人”的终极教化。  相似文献   

实现武术教育从姿态存在到现实存在的蜕变*     

李采丰  龚梦玲  孙〓超 《广州体育学院学报》2017,37(4):113-115

研究运用文献资料、逻辑分析等研究方,剖析当前学校武术教育"名实分离"的问题,提出学校武术从姿态存在到现实存在蜕变的途径:(1)"闭锁式"到"开放式"的蜕变;(2)"传承式"到"创新式"的蜕变;(3)扎根本土传承胜过进军奥运.旨在通过在学校领域对武术的务实教育,让广大学生认识和感知中国传统文化——武术的精神实质.  相似文献   

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects          下载免费PDF全文

Jack W. Kostal  Paul R. Sackett  Nathan R. Kuncel  Philip T. Walmsley  Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

Pupil participation and the home–school relationship     

Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16

Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship.  相似文献   

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum     

María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.  相似文献   

Cannot Supply: An Examination of Interlibrary Loan Requests Which Could Not Be Filled by Members of the Network of Alabama Academic Libraries     

《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(4):11-33

No abstract available for this article.  相似文献   

The Impact of Assessing Technology Competencies of Incoming Teacher Education Students     

Rachel A. Vannatta  Savilla Banister 《学校用计算机》2013,30(1-2):90-97

In an effort to establish a baseline of technology competency among our entering education students, our College of Education began implementing the Assessment of Technology Competencies (ATC) in Fall 2003. This performance-based assessment evaluates word-processing, presentation, spreadsheet, graphic/drawing, and Internet skills. Although students are not required to pass the ATC, failure impacts their final grade in an Introduction to Education course. This paper explores the impact this assessment has had on the students' use and development of technology in subsequent courses. Student perceptions of the ATC and its impact were elicited through a self-reported survey administered in a junior-level education course. Results indicate that the ATC has facilitated technology use among the participants. Respondents also revealed that their high school experiences with technology adequately prepared them for passing the ATC, despite the fact that most students are unable to pass the ATC in the first attempt.  相似文献