Working with teachers to promote children’s participation through pupil‐led research     

Debbie Burton  Margaret Smith 《Educational Psychology in Practice》2010,26(2):91-104

Enabling children and young people to act as researchers is increasingly viewed as useful in supporting their increased “participation” within settings where they live, work or receive services. This paper reports upon a project conducted by two educational psychologists (EPs) with two primary school class groups, in which the children and their teachers were provided with direct teaching and guidance to develop and undertake their own school‐based research projects. The work of each class group produced significant developments of educational provision across the whole school, showing that the EPs’ work had directly enabled the children to “make a positive contribution”. In addition, teachers and psychologists observed several social, cognitive and personal benefits to the children brought about by their engagement in the processes of questioning, data gathering, analysis, knowledge generation, and dissemination. The authors emphasise the potentially valuable contribution of EPs in promoting children and young people’s understanding and application of research skills, and in working directly alongside teachers within the classroom. Furthermore, the project represents a successful example of EPs and teachers engaging in joint direct work with children.  相似文献   

小学生定向越野之户外亲子活动的时尚选择     

吴刚 《科教文汇》2013,(24):123-124

参加亲子活动,能够让家长和孩子共同参与、相互合作完成活动内容,进而拉近彼此的关系。定向越野亲子活动的意义不仅能让孩子和父母更亲近,还能帮助孩子健康成长,让孩子结识更多的好朋友。  相似文献   

小学生自主学习能力的培养   总被引：1，自引：0，他引：1  

张传月 《钦州师范高等专科学校学报》2005,20(4):98-100

小学生自主学习是在教师的科学指导下，逐渐获得学习策略，形成能动的创造性的学习活动。培养小学生自主学习能力是社会发展和学生发展的需要。营造和谐的课堂环境，激发学生学习动机，指导学生掌握学习方法，培养学生良好的意志品质等是培养小学生自主学习能力的主要策略。  相似文献   

4-6年级小学生心理健康状况的调查分析     

张涛  邱同和 《培训与研究》2002,19(3):90-92

本采用MHT对449名小学生的心理健康状况进行了调查，通过统计分析发现：（1）全体学生在八个分量表的平均分上有显性差异。（2）总量表和分量表（恐怖倾向量表除外）的平均分均无显性性别差异（3）总量表的平均分随年级升高而增高，四年级学生和六年级学生存在显性差异。  相似文献   

手持技术与小学科学课程的整合——探究“新乡市区卫河水是否适合鱼类生长”     

任改兰  靳建华 《教育与教学研究》2012,(1):125-128

针对"水资源的利用和保护",根据新课程"科学学习要以探究为核心"的理念,设计了利用手持技术探究卫河水是否适合鱼类生长的综合实践活动。该探究活动展示了手持技术如何与小学科学课程整合,可以直接为新乡市的学校所用,同时也为其他相似研究性学习提供参考。通过探究,学生不仅能习得相关的知识和探究的方法,其情感态度价值观目标也能得到进一步发展。  相似文献   

数字加工和计算障碍与工作记忆的关系研究     

张树东  董奇 《中国特殊教育》2012,(2):40-47

本研究以38名不同亚类型的数字加工和计算障碍学生为实验组,以38名阅读能力以及数字加工和计算能力都处于中等水平的同年龄学生为年龄匹配组,以38名数字加工和计算能力与实验组相当且阅读能力中等的学生为能力匹配组,对数字加工和计算障碍的不同亚类型与工作记忆三个子系统的关系进行了探讨,结果表明,数字加工和计算障碍的不同亚类型在工作记忆的缺陷模式上存在差异:尽管所有亚类型的工作记忆执行系统功能均不如能力匹配组和年级匹配组,即不同亚类型的数字加工和计算障碍学生在工作记忆的中央执行系统上均存在缺陷,但是,他们在语音回路和视觉空间板上的缺陷模式却有所不同.  相似文献   

Portfolios as ‘learning companions’ for children and a means to support and assess language learning in the primary school     

《Education 3-13》2012,40(4):401-416

This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are essential in the process. The process can encourage learners to draw on their learning experiences across the curriculum. Whilst a means of providing evidence of learning, and for showcasing work pupils are proud of, portfolios are seen as central to and embedded in the day-to-day learning and underpinned by the principles of formative assessment. Designed to be used with other modes of assessment including the European Languages Portfolio, portfolios are in essence flexible, inclusive and a dynamic record of learning, achievement and potential for every learner. In this article, the use of portfolios from an early age as a means to promote development and learning and a way of assessing learning are inextricably linked. Teachers working to develop portfolio work, and some of their pupils, add their voices to the discussion of portfolio development towards an enhanced dialogic assessment culture.  相似文献   

Pupils' perceptions of foreign language learning in the primary school – findings from the Key Stage 2 Language Learning Pathfinder evaluation     

《Education 3-13》2012,40(4):343-362

This article presents findings on pupil attitudes towards learning foreign languages in Key Stage 2 (ages 7–11) in primary schools in England. As a consequence of the National Languages Strategy, the University of Warwick was commissioned by the then Department for Education and Skills to undertake an evaluation between 2003 and 2005 of 19 Pathfinder local authorities which were piloting language learning at Key Stage 2. As part of this investigation of developing primary language practice, a total of 319 pupils in 41 case study schools were interviewed. Findings indicate that, despite the majority of children interviewed being positive about their initial language learning experience, as time went on the need for differentiation and challenge emerged. Furthermore, a number of pupils would have welcomed feedback about their own progress. These are all aspects of early language learning which continue to merit attention, as shown by more recent studies such as by C. Cable and colleagues.  相似文献   

甘孜州牧区小学生的辍学原因及对策——基于甘孜州理塘县某小学的调查     

捌马阿末 《四川教育学院学报》2012,28(6):106-109

辍学问题是我国基础教育领域长期存在的一个问题,但导致辍学的原因各有其特殊性。对甘孜州牧区辍学生及其家长,原班主任、任课教师、校长进行访谈发现,导致甘孜州牧区小学生辍学的原因很多,其中经济发展落后是表层原因,学校教育中的不足是中层原因,学生特殊的教育需求是内层原因,基于此,要进一步强化政府的职能和加强学校教育教学改革。  相似文献   

Associations between peer bullying and classroom concentration: evidence for mediation by perceived personal safety and relationship with teacher     

Michael Boulton  Helen Woodmansey  Emma Williams  Ruth Spells  Beth Nicholas  Eleanor Laxton 《教育心理学》2012,32(3):277-294

Being bullied is associated with a psycho-social maladjustment during childhood. One hitherto largely overlooked correlate is disrupted classroom concentration. Using data collected from 364 9–11-year-old children attending seven junior schools in the UK, we tested a model in which children’s perceived safety in two contexts (classroom and playground) and their perceived relationship with their teacher were hypothesised to mediate the association between being bullied and classroom concentration. Two analytical approaches to testing multiple mediation – product of coefficients and bootstrapping – supported the model. None of the mediation effects was moderated by sex but they were by year; in all cases the mediation effect was stronger in the older children than in the younger children (but still significant among the latter). These data suggest mechanisms through which bullying might have its effects on classroom concentration. The practical and theoretical implications are discussed.  相似文献