The Optimization Strategy of Questioning of Chinese Classroom Teaching in Primary School

2021 ◽  
Keyword(s):  
Primary School ◽  
Classroom Teaching ◽  
Optimization Strategy ◽  
Chinese Classroom

scholarly journals A needs analysis of curriculum design of the human rights, citizenship, democracy and child rights course for teacher candidates

2019 ◽  
Vol 9 (1) ◽  
pp. 105-144
Author(s):  
Hatice Leblebici ◽  
Banu Yücel Toy
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Quantitative Data ◽  
Education Programme ◽  
Needs Analysis ◽  
Classroom Teaching ◽  
Child Rights

The overall aims of this study are to conduct a needs analysis of curriculum design of the “Human Rights, Citizenship and Democracy” course for the teacher candidates at the Department of Classroom Teaching and to propose a curriculum design. In this study, convergent parallel mixed methods design comprising both qualitative and quantitative data collection is used. In the qualitative aspect of the needs analysis, in-depth interviews with eight primary school teachers who taught or have been teaching the “Human Rights, Citizenship and Democracy” course in the fourth year of the primary school, three instructors from Department of Classroom Teaching at the Faculty of Education who are teaching a course with similar content and six teacher candidates registered at the 4th grade of the same department were counducted. Based on the interview results, a “Needs Analysis Questionnaire” was developed by the researchers and used for the quantitative dimension. The questionnaire is applied to 80 teacher candidates who are 3rd and 4th grade classroom teacher candidates in a a state university in Istanbul. Qualitative data were analyzed through the content analysis carried out by using NVivo11 analysis software. In the analysis of the quantitative data, a descriptive analysis was made by using SPSS.20 software package. According to results, It is seen that the teacher candidates are barely knowledgeable about the child rights; and that the teacher candidates appreciate the learning outcomes of the course design, and yet they consider themselves quite incompetent for these learning outcomes. Additionaly, the results demonstrated that an education programme on human rights, citizenship and democracy should be offered to the teacher candidates as a must course. In line with the results of the needs analysis, an education programme design model on human rights, citizenship, democracy and child rights is proposed.

scholarly journals Der geschlechtsspezifische Zugriff auf Lesestrategien - Ergebnisse einer Untersuchung im Rahmen unterrichtsdidaktischer Forschung

2013 ◽  
Vol 21 (4) ◽  
Author(s):  
Doris Grütz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Empirical Research ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Silent Reading ◽  
Classroom Teaching ◽  
Text Understanding ◽  
Emotional Dimensions ◽  
Hierarchic Model

Do girls read differently from boys? This contribution presents a study on the empirical research in classroom teaching following an overview on the findings from research on reading which concerns above all the motivational and emotional dimensions of reading. A research was carried out on 1450 pupils of the 4th year of primary school to find out which reading strategies normally applied in the classroom lead to a successful text comprehension in girls and which in boys. The pattern of the research is based on the cognitive-psychological, hierarchic model of text understanding according to Dijk/Klintsch (1983), which considers the process of reading comprehension as interactional and constructive. Two important results of the study are that in the case of girls certain types of readers develop, whereas with boys it is above all the silent reading of a text which leads to the best reading results.

scholarly journals INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE

2021 ◽  
Vol 79 (6) ◽  
pp. 880-893
Author(s):  
Nurullah Yazici
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Undergraduate Education ◽  
School Mathematics ◽  
Professional Life ◽  
Developmental Perspective ◽  
Classroom Teaching ◽  
Mathematics Textbook ◽  
Teaching Process ◽  
Primary School Mathematics

It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers' reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life. Keywords: Pre-service teachers, mathematics teacher, mathematics textbook, developmental perspective

scholarly journals Transformation Measures on the Phenomenon of “Marginal Man” in Primary School Classroom Teaching

2020 ◽  
Vol 9 (7) ◽  
pp. 68
Author(s):  
Yu Shen
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Classroom Teaching ◽  
Teaching Staff ◽  
Physical And Mental Health ◽  
Special Group ◽  
Teaching Activities ◽  
The Real ◽  
Teacher Student ◽  
School Classroom

“Marginal man” in classroom teaching activities is a special group which doesn’t be accepted by teachers and other students meanwhile has a poor development on physical and mental health because of various reasons away from teaching activities. Curriculum revolution requires teaching staff should pay more attention to “marginal man” in class and think highly of their development. Therefore the class will be vitalized positively. Starting with the following three aspects, teacher, student and family, they will feel the education of love and become the real master of class gradually.

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