幼儿合作学习的组织策略

如果新课程改革的理念和措施不能落实到制度层面,改革就很难取得最终成功。教学制度是对教学活动的制度安排,它是由教学规则及其实施体系组合而成的。在学校情境中,教学规则既有正式的,也有非正式的。当前,教学制度改革和重建已经成为当前的课程改革的一项紧迫任务,一个刻不容缓需要认真研究的课题。教学制度重建的关键一环,就是首先要对现有教学规则进行重新审视、批判和重建。     

引导学生进行初中语文“非正式学习”的几点尝试

正在初中语文教学工作中,许多教师将教学活动完全局限于课堂。近年来,教育界对非正式学习的研究不断深入,其最为显著的特点是让学生在正式课堂学习之外,也能自觉开展学习,不知不觉中获得知识、锻炼能力。作为语文教师,应在这一方面进行深入研究,既要抓好课堂教学正式学习,也要充分兼顾到课外非正式学习的作用,使其为提升语文教学成效、提高学生综合素养发挥促进作用。一、要求学生配备"万能笔记",闲暇之余开展学习活动     

教学的正式结构与非正式结构

教学的正式结构就是指师生在教学活动中基于不同的地位和职责而形成的科层结构。教学的非正式结构是一种依靠非体制性的规则塑造起来的一种感情或利益交往的空间。教学的正式结构对于教学活动的顺利展开、教师的引导和驾驭具有不可替代的优势。而教学的非正式结构在促进师生间信息沟通、激发学生学习积极性等方面是对正式结构的有益补充。     

国有企业监督制度“稻草人”现象——一个制度协调理论架构

国有企业是我国经济社会生活中的重要力量,为了保证国有企业的健康有效运行,在相关部门的推动下,一系列的国有企业监督制度已建立。但已有文献的研究表明,监督制度的实施效果并不理想,出现了国有企业监督制度的"稻草人"现象。实际上,制度由非正式规则、正式规则和实施机制构成,正式规则提供了一个意愿制度供给,而正式规则的执行才能产生实际制度供给,而制度的执行状况又是由非正式规则、正式规则和执行机制之间的协调决定的。国有企业外部监督制度是基于外部相关党政部门的意愿,体现这些相关部门的监督意愿,是一种强制性制度供给。国有企业内部监督制度在绝大多数情形下是在外部相关党政部门的要求下才建立起来的,体现的也是外部相关党政部门的监督意愿。总体来说,国有企业监督制度体现的是外部相关党政部门的监督意愿,是强制性制度供给。国有企业不缺乏监督制度,强化国有企业监督不能从增加监督制度这个角度来考虑。更重要的是要建立监督制度的实施机制,而建立这种实施机制的主要路径是改变监督者和被监督者的成本收益,使得执行监督制度成为对监督者和被监督者都是有益的;同时,使得执行制度的个体成本收益与社会成本收益实现方向一致。通过这种改变,使得执行制度者得益,而不执行制度者受损。     

学校非正式制度探微

学校是一个充满冲突的组织,学校的发展离不开制度的规范与创新。制度包括正式制度和非正式制度。人们在进行学校正式制度的变革和创新时．要考虑学校非正式制度对学校变革与发展的惯性作用．只有与学校非正式制度兼容的正式制度才能发挥其最大的功效。在学校这个特殊的场域里．非正式制度是广泛而潜在的．包括学校传统习俗、习惯、道德规范及价值信仰等未成文的规则体系。虽然它存在于无形,但却内化于组织成员的意识之中,反映的是学校组织的本体面貌。由此,学校非正式制度有着其特定的袁征和功能。     

试论历史教学中的学生主体地位

<正>"教师为主导,学生为主体"是全面实施素质教育的基本要求。随着现代化教育的推广,各学校的课堂"活"起来了,学生也"动"起来了。然而农村教学资源匮乏,怎样确保学生在教学活动中的主体地位成为农村教师的重要课题。现结合本人的教学实践,谈谈农村中学历史教学怎样体现学生的主体地位问题。一、树立正确的学生观,规范教师的课堂教学行为"师者,所以传道、授业、解惑也。"教师在课堂上是     

调控课堂要从这里找窍门

课堂是教学的主要场所,是师生进行交流的园地。而课堂秩序是课堂上师生之间通过互动行为的规定性得以体现的状态和规则,它制约着教学活动的成效。如何建构一种和谐的,有利于提高课堂教学效率的课堂秩序对所有教师,尤其对新教师来说,是非常迫切的问题。     

规则，为培养学习力服务

课堂规则是教学活动有序、高效运行的保障,是课堂中看不见的调控之手。在新课程的背景下,课堂规则不应再是教师制定、学生遵从、为教师的“教”而保驾护航的铁纪．而应是在课堂教学的实践中,由教师和学生本着教学效益的最优化而共同制定的教学策略,涉及习惯、方法和程序等因素。其目的不仅是控制教学的有序进行,更重要的是释放学生学习的激情和智慧,为培养学生的学习力服务。     

导学规则系统化设计与应用

师"导"与生"学"是教学活动的主线.建构并实施严格的导学规则,既有利于教师的指导行为与学生的学习行为对接,也为学生如何向老师学习提供导向,促进学生主动学习,还方便参与课堂的其他主体理解课堂,促成以学习为中心的课堂生活.课堂是一个多元主体共建的学习圈,应该将约定课业、提取知识、回应请求、改正错误等规则落实到位,推动多元主...     

科学教学的有效课堂管理

教师对科学课堂教学的有效调控,既是教师教学思路得以贯彻的保障,也是教学活动的主体——学生收获学习成效的前提。尤其是在班级人数较多时,及时调整教学行为,优化教学活动,妥善处置突发事件,防止课堂失控,是组织教学的关键。一旦课堂失控成为事实,教师将不得不面对教学效率低下、学生情绪浮躁、容易滋生一些安全事故等问题。     

The value of academics’ formal and informal interaction in developing life science education

ABSTRACT

Concerns have been expressed that the engagement shown by committed individuals is not fully utilized by their organizations while there is insufficient knowledge of which conditions facilitate teaching collaboration and lead to improvements in university education. Portfolios of 43 life science academics applying to enter to the University of Helsinki Teachers’ Academy were analyzed through content analysis. Five categories of interactive or collaborative practices emerged from the data: (1) Interacting with peers for personal development, (2) Sharing good teaching practices, (3) Teaching together, (4) Producing educational artefacts, (5) Developing education systematically. The practices occurred in both formal and informal settings, and both settings were present in all categories. In contrast with the formal practices, the informal practices were described in an enthusiastic way. The engagement shown by the scholarly teachers was mostly realized in informal settings. There is probably unrealized potential in the scholarly teachers’ teaching-related practices through which they could contribute to the development of teaching in academia. Formal communities related to teaching should be developed to promote deeper collaboration and to foster the participants’ feeling of personal commitment and ownership.     

从视频研究透视课堂教学对学生学习的影响及其路径——基于GTI视频研究上海数据的实证分析

教学的有效性是教育研究的一个核心议题,而相关的课堂教学研究大多基于间接性的课堂数据,使得教师效应长期处于"黑箱"状态。本研究利用OECD发布的全球教学洞察(GTI)视频研究对教师和学生的课堂行为进行的教学视频观测而生成的实证数据,聚焦中国上海的初中数学课堂,探析特定的教师课堂教学实践对其学生的学习兴趣、自我效能和成绩的影响。结果发现,社会情感支持和教学质量是描述上海数学课堂特征及差异的关键维度,且前者对学生的一般数学自我效能,后者对学生的数学兴趣都呈现出显著的积极影响。尽管教师的各类教学实践对学生的数学成绩没有直接的显著影响,但社会情感支持和教学质量可通过影响学生自我效能间接地显著作用于学生的学习成绩。     

大学英语分级教学模式下学生学习能力培养模式探究

本文针对当前大学英语教学的现状分析了造成教学效果欠佳局面的原因。在此基础上,结合武汉工程大学英语分级教学的实际,从改革的指导原则、课程设置、课堂教学组织、课后自主习、考核测试手段等各个方面探讨了大学英语分级教学的改革。在分级教学模式下,教师根据不同学生的实际情况实施因材施教,对学生个性化自主学习习惯的养成起到了重要作用,它大大地提高了学生自主学习能力,为学生终生学习打下了基础。     

"反向教学法"与大学英语教学改革——衡水学院大学英语教学改革实践

“反向教学法”是衡水学院使用了体现“以学生为中心的主题教学”模式的《新编大学英语》教材后,通过教学改革实践探索而得。它主要包含两个方面的含义：把“教案”变为“学案”,从而扭转学生的英语学习观念和学习方法;把课堂归还学生,让学生成为教学的主体,真正体现以学生为中心。     

Constructing model of teachers’ innovative behaviour in school environment

Teachers’ innovative behaviour influences not only their teaching practices and professional habits, but also has an impact on students’ creation of novel and original ideas. In spite of the increasing demand for innovative behaviour, and also relatively high academic achievements of Estonian students in international comparison, teachers in Estonia often do not use innovative teaching practices, according to Teaching and Learning International Survey (TALIS). This study explores possible school environmental factors that may support the innovative behaviour of teachers. A model, where self-efficacy as a trait and different types of teaching practices as behaviour, are components of the model of teachers’ innovative behaviour. It is supposed that teachers’ innovative behaviour appears in school environments and may be supported by the following factors: interaction and involvement, need and freedom for innovation. The study is carried out as a secondary data analysis, based on a sample of TALIS survey. The results indicate that although the three factors mentioned do not constitute the integrated phenomenon, they do describe different aspects of a teachers’ innovative behaviour.     

Study of Turkish Preschool Teachers’ Attitudes toward Science Teaching

This study aims to explore preschool teachers’ attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers’ Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers’ attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers’ characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.     

高校优质课堂教学的特征

高校教育的教学质量是培养高素质技能型人才的关键,而教学质量又很大程度上取决于提升能力和掌握技能的课堂教学。高校教育中优质课堂教学有哪些特征,如何吸引学生积极参与到课堂教学中,如何构建优质高效的课堂教学,如何“办好人民满意的教育”,是教师在课堂教学实践中需思考和解决的问题。本文主要从高校教育中教育改革的理想走向、备受学生欢迎的优质课堂教学的特征、构建优质课堂教学的启发等方面来阐述。     

教学反思:非师范专业新教师专业成长的有效途径

教学反思是教育教学活动的重要组成部分,是促进非师范类新教师专业成长的有效途径。教学反思可以提高教师的道德修养,增长教师的教学智慧,提升教师的研究能力。非师范类新教师可以从课堂教学、评价语言、作业布置等方面进行教学方式的转变,助推自身达到专业成长。     

Classroom assessment in Greek primary schools

ABSTRACT

This paper briefly presents some of the main findings concerning the implementation of assessment in Greek primary classrooms, from a study which explored the relation between teaching, learning and assessment in the primary classroom. It examines the assessment practices used; the purposes teachers attempted to fulfil when assessing; and the content of these assessments. The broader aim of the study was to present a general picture of assessment procedures in a typical Greek primary classroom. Classroom observations, a questionnaire and informal interviews with observed teachers and pupils provided rich data regarding teachers’ practices and their views of assessment.     

How teachers learn: the roles of formal,informal, and independent learning

A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge of the districts’ teachers derived from their informal and independent learning activities, but also diminishes the learning teachers derive from the formal PD activities since informal collaborations and independent work after formal PD activities often helps to bring the learning from the training room to the classroom. We present teachers’ insights and then discuss implications for the design of a holistic approach to facilitate teachers’ formal, informal, and independent learning that is tied together and supported by technology. While research on formal, informal and independent teacher learning exists, with technology frequently mentioned as a potential support for each of these three modes, these approaches have not been considered together as interdependent parts of the same holistic system for teacher learning nor has the way technology might knit these modes of teacher learning together been imagined as a part of that system.