关于体育中考200米项目训练的思考

本文通过介绍学校教学管理、体育教师指导和家长与学校之间的沟通配合等环节,对中考体育200米训练产生的影响的现状进行分析,使我们更加直观地了解影响学生中考体育成绩的各项因素,进而科学合理地进行教学与训练,全面提高学生的中考体育成绩。     

高中生自主学习能力与英语听力水平的调查与分析

听力水平不仅是高中学生英语水平的最直接表现,也是高中英语教学效果的最关键指标。影响高中生英语听力水平的因素包括自主学习能力和性别两个方面,而自主学习能力也受性别的影响。定量（实验）研究数据表明：自主学习能力和听力成绩之间存在一定的正相关性;女生自主学习能力和听力水平都显著高于男生;男生自主学习能力的提高,可以弥补在英语听力水平上与女生的差距。因此,在英语教学过程中,必须要加强对学生自主学习能力的培养。     

knowing word in an effective way

Vocabulary acquisition study is the theory of how to enlarge vocabulary. In some countries, especially using English as second language, learners should learn words not only according to the sound, form, meaning, and other characteristics, but also selecting the appropriate teaching methods to strengthen the vocabulary learning interest and efficiency. In this paper, the appropriate teaching methods just refers to use prefixes and suffixes to illustrate words is an effective way and phrase via related prepositions, which provide learners with an effective way to enlarge their vocabulary. With the help of the methods, learners' learning interest can be excited; to some extent, their English level be improved.     

牛津高中英语教材本土文化调查分析

在文化教学渐渐引起国内外学者关注的时候,牛津版高中英语教材作为新一代教材的成功典范在文化导入方面已经给予重视,而在本土文化的导入中是否也达到了新课标的要求？笔者以牛津版高中英语教材九级水平为评测目标,以教材的9、10、11三个模块为研究对象,设计本调查力求回答上述问题,并指出该教材中存在的问题。     

The Use of a “Think-Pair-Share” Brainstorming Advance Organizer to Prepare Learners to Listen in the L2 Classroom

The purpose of this study was to examine the effects of prelistening activities, particularly interactive brainstorming advance organizers that used a “Think-Pair-Share” structure, on the listening comprehension performance of L2 junior high school students. The term advance organizer is defined as a teaching activity that helps build or activate L2 learners’ prior knowledge for a listening task, or as the provision of support to promote learning. The results show that the participants who had the advance organizer of picture brainstorming scored substantially higher than those in the vocabulary brainstorming group or the control group. The differences between the vocabulary brainstorming group and the control group, however, failed to reach a significant level. The findings suggest that the use of certain advance-organizer activity in the prelistening stage helps L2 learners comprehend a text better, and that L2 learners agree with the effectiveness associated with the use of brainstorming advance organizers as an instructional strategy in helping them activate their prior knowledge, boost their confidence for the test, reduce their performance anxiety, make connections with their own life experiences, and inspire new thoughts.     

“Now It's Not School,It's For Real!”: Negotiated Participation in Media Vocational Training

By taking up the strand in Lave and Wenger's writing on situated learning that directs attention to social dynamics and issues of power and positioning, the present article argues for the fruitfulness of including the concept of negotiated participation in approaches to teaching and learning. Based on a fieldwork in vocational media production projects, this study demonstrates the tensions and contradictions that came out of the hybrid nature of these vocational practices in high school. Establishing the professionally relevant modes of participation in the projects was fraught with struggles in which the project members had to bracket institutionalized school routines as well as handle and negotiate particular work life conditions (including cooperation with old timers in the target professions). It is argued that the way institutional contradictions are manifested and negotiated in everyday teaching and interaction can inform our understanding of the premises for multifunctional educational praxis.     

The business of becoming a professional sociologist: Unpacking the informal training of graduate school

While one can be labeled a sociologist in name by fulfilling formal institutional requirements, that is only part of the necessary work involved in graduate training. What is also required is mastering the informal professional culture associated with academic sociology. In this paper, we offer practical advice about informal norms in graduate school—norms we know now that we wish we’d known then. Our reflections upon our own experiences in graduate school are guided by our common research and teaching interests in informal organizational culture. What is the potential salience of informal norms, such as particularistic relations with faculty and graduate students, ceremonial versus actual practices regarding research and teaching, and emotional labor around one’s work, for better understanding the professional socialization of graduate study in sociology? Our emphasis here is to offer advice on how to navigate the graduate school realities these norms present. We also believe that sociologists should turn a more focused eye on the profession, one in which the presence of such norms is readily acknowledged and more formally considered for the benefit of teaching graduate students.     

Twenty-first century learning in schools: A case study of New Technology High School in Napa, California

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.     

Sociology and High School Teaching

Teaching opportunities for sociolgy majors have traditionally been oriented to the college or university. There is, however, a clear need for qualified sociolgy teachers at the high school level. Such teachers could generate interest in the sociological imagination among precollege students. By doing so these teachers could provide skills for those students entering the workforce and encourage enrollments among those students opting to attend college. The American Sociological Association is aware of this opportunity and has addressed it in a variety of ways over the past thirty years. There has been renewed commitment by the ASA in the 1900s to develop programs that can enhance high school sociolgy. This article suggest that the state sociological association may be in a strategic position to assess the needs of high school sociolgy teachers, to address their resource needs as well as the concerns of teacher certification and competency. Jan Rienerth, teaching interests are in women's issues, applied sociology, and experiential learning. Her research has focused on women and the elderly in prison. Paul Lindsay, most recent teaching and research interests are in the areas of the sociology of education, educational policy and conflict resolution. Michael Wise, recent teaching and research is in the area of deviant behavior.     

The Application of the Theory of Behaviourism in English Teaching in Senior High School

The Theory of Behaviourism includes inner Drive, Associationism Theory, Program Teaching Method and Reinforcement Theory and so on. They are an important part of the theory of Behaviourism. Analysis of the Behavioral Learning Theory has important theoretical significance and practical significance for English teaching in senior high school.     

PARENTS,PEERS, PERCEIVED PRESSURE,AND ADOLESCENT SELF-CONCEPT: IS A DAUGHTER A DAUGHTER ALL OF HER LIFE?

Data collected in 1981 from 316 high-SES junior and senior high students suggest support for traditional perspectives regarding sex-differentiated self-esteem. While a significant proportion of the variance in self-esteem level is predicted by perceived approval and support from family for both girls and boys in junior high school, high school females and males drawn from the same community differ substantially. Cues of family approval continue to predict a large proportion of the variance in high school girls' self-concept, but are no longer significant for high school boys. Acceptance by friends is an important element for males at all school levels, and accounts for a small but significant proportion of the variance in high school but not junior high school girls' self-esteem scores. Daughters may not "be daughters' all of their lives, but our data suggest that young females still going to school and living at home are much more dependent on family approval and support than are young males in the same situation.     

Unterrichtsqualität an einer besonderen Schule: Videobasierte Evaluation eines Oberstufen-Internats für leistungsstarke und hoch motivierte Schülerinnen und Schüler

Based on theoretical constructs and empirical work on quality of instruction, this contribution reports on the evaluation of a upper secondary boarding school for highly motivated and high-achieving students. The evaluation of instructional processes is based on high-inference video ratings of aspects of instructional quality. Additionally, aspects of cognitively activating teaching that are supposed to tap the full capabilities of the students are assessed as a higher standard for upper secondary teaching. Interviews with the teaching staff show a high level of acceptance of this approach to instruction as a means to cater to the needs of the high-achieving. As expected, comparing the teaching assessments with a reference sample of TIMSS and TIMSS-R videos shows a good quality of teaching in the areas of classroom management and individual learning support. For the different aspects of cognitive activation there are some lessons at a high level, while for some aspects the variation within the school is rather large.     

提高经济欠发达地区农科专业人才培养质量的建议

学产研合作教育是高校培养适应经济和社会发展需要的高素质人才的重要途径。以河北北方学院农口专业产学研合作模式为研究对象,对目前农业人才培养的现状进行了分析,从"双师型"教师队伍的建设、教学内容与方式改革,强化实践教学环节,全面提升学生的创新能力和就业能力;利用学校专业优势,加强校企合作,提升科研能力及成果转化等方面探索了适合学校实际和区域经济发展的学产研合作教育模式。     

环境经济学的特点及教学探讨

环境经济学是一门新兴学科,它所涉及的领域较为广泛,学生在学习理解上有一定的困难。由于是新兴学科,进入学校时间较短,因此会存在一些教学问题。本论文针对这些问题提出了几点教学方法,同时也对环境经济学的综合性、阶段性、区域性等特点进行了阐述。     

Sozialpsychologische Beiträge zur Diskussion um die Zukunft der Schulen in Deutschland

At present, there is an intensive debate on the development of the German school system. Main topics concern teaching methods and how to deal with individual differences, but there are also questions about the need to pursue other aims than cognitive learning and how to cooperate with parents. Last but not least, it has become obvious that schools and teachers need support. The article argues that concepts and results of research in social psychology may be important to manage tasks in the current situation. Important topics of future research are pointed out.     

Youth using research: learning through social practice, community building, and social change

Traditional teaching runs directly counter to the natural learning process, which is a dynamic, socially conscious process whereby students learn by doing. This educational philosophy and practice is also predicated on serving the community. In the course of helping to build one's community, essential academic and personal skills are developed. This chapter provides examples of a high school program in Boston that uses community action project-based learning as a tool to create a better community. Through this process, students learn about finding and using their power to make change happen for them and their communities.     

Application of Web-based learning in teaching social work law

Computer-assisted learning is now well established in many universities and offers a number of virtues that should commend it to social work educators. It offers a unique and valuable way of achieving certain learning outcomes that are of particular value in social work education. This paper presents one attempt to develop its potential by integrating Web-based tutorials into teaching social work law. It is suggested that Web-based learning has a unique and specific contribution to offer in enhancing student learning, but it does need to be carefully planned and integrated into teaching. Resistance to this form of learning needs to be anticipated; and the reasons for it considered for they may partly explain why the use of computer-assisted learning in social work education has, so far, been fairly limited. Nevertheless the 'added value' of Web-based learning is considerable so long as it is not regarded as some kind of cheap or 'soft' teaching option.     

Exploring South African mathematics teachers’ experiences of learner migration

This paper focuses on patterns of post-apartheid learner migration between schools previously segregated along racial lines. South Africa’s shift away from cultural and linguistic isolationism and the ways this has impacted educational arrangements in this country, most particularly in relation to the language of learning and teaching, affects mathematics teaching and learning in complex ways. We focus on how changes in the demographic make-up of some schools have affected the teaching and learning of mathematics by drawing on two case study vignettes in historically different schools. The vignettes are used to illuminate our discussion and to raise key questions requiring further research.     

Addressing systemic neglect of young indigenous children's rights to attend school in the northern territory,Australia

Indigenous children in the Northern Territory (NT) of Australia have the highest school non‐attendance rates and the lowest literacy and numeracy outcomes in Australia. The NT Department of Health and Families classifies failure to send children to school as neglect, and as such, a form of child abuse. This paper contends that the failure to provide children with learning opportunities by a lack of insistence by authorities on attendance is a form of systemic neglect. It suggests that an educative approach is required to lead rather than coerce students into attending school, encouraging maximum participation in learning experiences that bridge cultural landscapes, and is inviting, inclusive and informed. The purpose of this paper is to recommend changes to ongoing systemic neglect of school truancy by examining models that build an Indigenous teaching staff and in so doing, integrate culturally responsive teaching with systemic support to produce a ‘school attending’ culture. Ethics approval for this paper has been sought and approved from the NT Catholic Education Office. Copyright © 2011 John Wiley & Sons, Ltd.     

Soziales Lernen – Angewandte Sozialpsychologie für Lernende und Lehrende in Schule und Universität

In this paper, two interdigitated current training projects will be presented. The presentation is to show that social psychological theories can be applied profitably for school development. The content is about social learning in school. Social learning is aimed at the acquisition of social and emotional skills. These skills are positively correlated with the cognitive development of students. Social skills need to be explicitly taught and practiced, especially if they were developed insufficiently in childhood. In the project Social Learning we examine what contents may include social learning. In the project Classroom Management we explore how these contents are best taught and this teaching can be taught. Insights of Social Psychology are introduced for each resulting different extracts of reality and their uses are discussed.