试谈小学生写作能力培养     

梁玉清 《科教文汇》2012,(14):94-94,98

小学生的作文实质是练习用笔来说话。在学生已经学会或基本学会了用口语的基础上,要让学生学会用笔来说话,实现口头到笔头的转化,把写变成了一种由内到外的自由倾吐,使学生对于写话有兴趣,乐于把自己的所见、所闻、所思、所感毫无拘束地写下来,从而形成一种写作主体,写自己的自得之见,抒自己的自然之情,用自己的自由之笔,写自己的自在之趣的思想境界,这样就从心底里排除了＂作文难＂的障碍,减轻了学生的心灵压力,有利于提高作文教学的效益,让学生把所见、所闻、所感,尤其是最受感动的,印象最深的,不拘字数地写出来,这样就能培养学生作文的兴趣。学生写作文,感到最难的则是无话可写。为解决此难题,我在语文教学中提出了三点弥补方法,即多读书、多积累、多练。  相似文献   

School engagement and rights‐respecting schools     

Katherine Covell 《Cambridge Journal of Education》2010,40(1):39-51

Disengagement in school is associated with behavioral problems and decreased academic achievement. In contrast, pupils who are engaged in school develop the academic and social efficacies that underlie successful adulthood. Moreover, engagement promotes educational resilience. This study examines pupils’ self‐reported level of engagement in schools that are explicitly respecting of children’s rights compared with pupils in traditional schools. The Young Students’ Engagement in School Scale was developed and used with 1289 9‐ to 11‐year‐olds from 18 schools, six of which had fully implemented the Hampshire Education Authority’s Rights Respect and Responsibility (RRR) Initiative. Factor analysis indicated four dimensions of engagement: rights‐respecting climate; interpersonal harmony; academic orientation; and participation. Pupils in RRR schools had higher scores on all but the academic dimension. The findings suggest the potential of rights‐respecting schools in promoting engagement and the potential utility of the measure in identifying areas in which pupils’ engagement may need intervention.  相似文献   

Let the children have their say: children with special educational needs and their experiences of Physical Education – a review     

JANINE COATES  PHILIP VICKERMAN 《Support for Learning》2008,23(4):168-175

This paper reviews literature examining the perspectives of children with special educational needs related to their experiences of Physical Education (PE). The extent to which literature addresses inclusion in PE was determined and emerging themes arising from consultation with children with special educational needs regarding PE were examined. Qualitative studies, concentrating on consultation with special educational needs children, were reviewed and six key themes were identified: children's experiences of PE; their experiences of PE teachers; discrimination by others; feelings of self‐doubt; barriers to inclusion; and empowerment and consultation. Findings indicate children with special educational needs enjoy PE when fully included; however, participation is restricted by discrimination, limited teacher training and material barriers to inclusion. Consequently, teacher training in special educational needs and the education of non‐disabled children about special educational needs requires extensive consideration.  相似文献   

Researching the views of pupils with multiple and complex needs. Is it worth doing and whose interests are served by it?     

KEVIN WRIGHT 《Support for Learning》2008,23(1):32-40

Because of what are perceived by some as potential challenges it is still commonplace for research to fail to seek the opinions of pupils with multiple and complex needs. While many such pupils do have significant communication difficulties, along with other disabilities, which are undoubtedly a constraint, it is crucial in order to be inclusive, that methods of fostering pupil voice are sought. This piece of practitioner‐based research seeks to do this by focusing on the introduction of an aided communication system, Talking Mats? , for pupils with multiple and complex needs in a mainstream secondary school setting. The study highlights the strengths and weaknesses of the introduction of Talking Mats. The notion of ‘research’ with this group of pupils is considered and the key issues of reliability, validity and ethics discussed. The paper concludes by reflecting on the findings and gives a number of practical ideas for future practitioner researchers.  相似文献   

Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools     

Mahmoud M. Emam 《欧洲特需教育杂志》2013,28(4):407-422

The number of pupils with autism spectrum disorders (ASD) who receive their education in mainstream schools in the UK has increased considerably over the last 10 years. Despite this increase, teachers and other support staff face a number of challenges in order to ensure that these inclusive arrangements bring maximum benefits to the children themselves, their parents and the school community as a whole. In this study we explore some of the tensions that teachers in mainstream schools may experience, many of which reflect the unique problems that the inclusion of pupils with ASD can present. In addition, we explore how these tensions may shape their views of support arrangements for those pupils. We observed 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of eight mainstream schools on a full‐time basis, and carried out interviews with their teachers, teaching assistants (TAs) and special educational needs coordinator. Findings suggest that tensions reported by school staff are inherently shaped by the ASD‐related manifestations, particularly those pertaining to their difficulties in social and emotional understanding. These tensions determine the quality of the transactions and interactions between the teachers and the pupils with ASD. Based on these tensions, teachers form their views of the type of support that is needed for those pupils. Evidence from the data suggests that, in order for these tensions to be kept at manageable proportions, teachers rely heavily on the TA, whose role in working closely with the pupil is perceived as being indispensable. Building on the study’s findings, we suggest a generic conceptualization for the successful inclusion of pupils with ASD, which is grounded in the systems theory perspective of the relationship between the teachers and these children.  相似文献   

对我国"学校、家庭、社区"体育教育一体化网络模式的研究   总被引：8，自引：0，他引：8  

宋亚军  李向东 《北京体育大学学报》2003,26(3):363-365

通过集合模型的建立,结合我国中小学生的特点,对"学校、家庭、社区"体育教育一体化网络模式进行了研究。为广大中小学学生的健康成长营造良好的环境,积极推进学校体育、家庭体育和社区体育相结合的体育教育模式,构建立体的全方位区域性体育教育社会化网络,不仅是素质教育的要求,亦是体育教育创新的落脚点。  相似文献   

网络对中小学生的影响及如何正确引导     

孙中钊 《中国教育发展研究杂志》2006,3(6):79-80

文章指出：正确教育学生、引导学生、健康上网、抓好精神文明建设、抵制不良思潮和腐朽文化的侵蚀，是义不容辞的责任。学校及全社会都应为中小学生网络安全提供有利保障。  相似文献   

农村小学生不良言行的成因及对策初探     

苏飞 《中国德育》2006,1(5):64-67

近年来,农村小学生中出现不良行为习惯的现象在增多。究其原因,在于农村“家庭教育场”、“社区教育场”、“学校教育场”的不良影响。为此,要进行学校沟通、对话,形成教育的合力;持之以恒,狠抓学生行为习惯的养成教育;营造氛围,构建良好的学生集体。  相似文献   

City of London School and Communities that Care: Researching Pupil Experience to Inform Policy and Practice in the Independent Sector     

Blaine Stothard  Aidan Tolhurst  Emma McFarland 《Pastoral Care in Education》2005,23(3):26-30

This article is an account of the decision by an independent school to participate in its local Healthy Schools Scheme. One of the factors that influenced this decision was the value the school gained from a pupil survey. The same survey was used to track the impact of the school's Personal, Social and Health Education curriculum and pastoral work on pupils' experience of the school, and academic achievement. In particular, the authors explore the role of survey analysis and consultancy advice in interpreting survey results and developing school practice. The survey contributed to pupil participation in school development. The use of an external consultant as critical friend was perceived as an aid to school reflection and self-review.  相似文献   

学生创新素质的生成与发展研究     

刁维国 《哈尔滨学院学报》2002,23(12):10-15

21世纪以来，有关创新教育的研究渐成热点，从教育的对象－学生创新素质的研究着手，有助于创新教育理论的深化和实践的开展，在逐层揭示了创新，创新素质以及学生的创新素质内涵的基础上，着重论述了中小学生创新素质的生成条件，并为中小学生创新素质的发展作了一些教育教学策略方面的探讨。  相似文献