广西中小学综合实践活动课现状调查研究

九年制义务教育课程计划中把综合实践活动课列为中小学的必修课程,并强调综合实践活动的产生既适应了学生个性发展的需要,又适应了社会发展的需求。通过对广西77所中小学开设综合实践活动课现状的调研发现:广西中小学有半数以上的学校未开设这门课;未开设课程的学校提供的理由主要是无强制要求和时间紧张;在开设课程的学校中,没有该课的专任教师;大部分师生对综合实践活动课的认识存在误区;未来几年学校对综合实践活动课教师的需求较少。

由中小学校外培训班调查而引发的思考——以河北省石家庄市为例

近年来中小学校外培训班十分火热。校外培训机构是校外教育的重要组成部分,本应该充分发挥它的优势促进教育事业的发展,但现实却并不令人满意。文章正是针对这一现实,分析石家庄市中小学校外培训班的现状及其原因、培训班存在的问题,在此基础上,探讨中小学校外培训班该如何发展。

达州市中小学体育兴趣调查研究与分析

本文在系统了解达州市中小学体育兴趣并发现存在的原因。调查显示：学生对于体育的兴趣主要输由于学校得到体育设施和年龄阶段所决定的,场地器材的短缺体育课不能使学生得到很好的锻炼,是影响学生对体育兴趣的主要因素。建议采取相关的措施,增加学校的体育设备,培养和和激发学生对体育的兴趣。

2017年湖南省中小学生视力不良现况及环境影响因素分析

目的了解湖南省中小学生视力不良分布状况及影响因素,为政府制定防治策略提供科学依据。方法于2017年抽取湖南省8 129名小学四年级到高中三年级学生进行体检和问卷调查,采用适当的统计方法对数据进行分析。结果2017年湖南省中小学生总体视力不良率为64.9%,有随教育阶段(小学44.4%,初中73.2%,高中78.8%)升高的趋势(χ趋势^2=702.732,P<0.001);轻度、中度、重度视力不良率分别为6.6%,19.9%和38.5%,其中轻度视力不良率(小学8.1%,初中6.8%,高中4.6%)随教育阶段升高而减少(χ趋势^2=25.452,P<0.001),重度视力不良率(小学17.0%、初中44.2%、高中56.3%)随教育阶段升高而升高(χ趋势^2=870.331,P<0.001);各教育阶段学生轻度、中度、重度视力不良构成比差异有统计学意义(χ^2=365.232,P<0.001),随教育阶段升高,轻度、中度视力不良构成比下降,重度视力不良构成比上升。城区中小学生视力不良率高于县城(χ^2=10.013,P=0.002),女生高于男生(χ^2=86.021,P<0.001),城区和县城女生分别高于城区和县城男生(χ^2=29.891及63.352,P<0.001),城市男生高于乡镇男生(χ^2=17.228,P<0.001)。中小学生视力不良环境影响因素中,平均每天户外活动时间超过2 h(OR=0.725,95%CI:0.661~0.796)及监护人和老师经常提醒读写姿势(OR=0.793,95%CI:0.720~0.873)为保护因素,平均每天写作业超过2 h(OR=1.520,95%CI:1.383~1.67)及平均每天使用电子设备上网超过2 h(OR=1.358,95%CI:1.224~1.507)为危险因素。结论2017年湖南省中小学生视力不良率及重度视力不良率均较高,且随教育阶段升高。城市为重点地区,女生为重点人群。应采取措施减少中小学生写作业时间及使用电子设备时间,监护人及老师应及时提醒学生保持正确读写姿势和增加户外活动。

浅谈“首调唱名法”在我国九年义务教育音乐课中的惯性运用——以匈牙利1-8年级课程纲要为参照

读谱是我国音乐教育活动中最具有争议性的一项活动,而读谱教学又分为"固调唱名"和"首调唱名"两种,在教学中使用哪种更为合理,至今也颇受争议。笔者在研究我国中小学音乐课程大纲、教材、教学中发现两种唱名法亦是混合使用,此规范旨在两种唱名法知识传授,使学生达到顺畅读谱能力,获得音乐能力。本文将从三个方面探寻我国九年义务教育中唱名法的惯性运用。

School Support Services Model for Students With Disabilities in General Education Classrooms： Using Data From the Special Needs Education Longitudinal Study in Taiwan

The purposes of this study were to establish a school support service model for students with disabilities in general classroom, and to explore the current status of school support services provided for students with disabilities in preschools, primary, and junior high schools. Therefore, this study used data from the Special Needs Education Longitudinal Study in Taiwan, collected in the 2007-2008 academic year. There were 2,924 students with disabilities selected in the study who were placed in general classrooms; 855 were in preschool, 1,079 were in primary school and 990 were in junior high school. The questionnaires in the database were answered by their teachers. The results of this study are listed, as follows： In terms of the school support service model for students with disabilities in the three stages of education, adjustment in teaching accounts for 1-15% of the explanatory power regarding the overall model, while support services account for 63-85%, which peak in junior high schools. Secondly, itinerant teachers are found to be the most important human resource in preschools. For primary and junior high schools, parents and special education teachers are the more prevalent influences. The more common school support services are tuition refunds, itinerant services, adjustments in examinations, and scholarships.

The Research of Education Technology Based on the SPSS Statistical Software

Through a questionnaire survey of primary and secondary school teachers and Normal Students to carry out a statistical analysis of the data based on SPSS 17.0 statistical analysis software. So we draw primary and secondary school teachers and normal students to arrive at the current status quo of educational technology ability and analyzes the strengths and weaknesses of the ability of its parts. Finally, we proposed new initiatives and methods of education and technical ability training.