Analysis on the Feasibility of Offering English Courses in Primary School

The reason of English teaching receiving questions from time to time is:undergoing more than ten years study,the students in China still can not express in English freely.Most people simply consider that learning a foreign language "the younger,the better",but seldom consider the basic conditions required by the learners.This paper aims to analyze the domestic and international research on this issue,and unifies the reality of foreign language teaching in China to carry on the comment.

Questioning to the Feasibility of Offering English Courses in the Primary Schools in China

After entering 21 st century,our country has started an incomparable huge English teaching revolution. English has been taught in more and more universities,colleges,high schools,and even primary schools since the early 1990 s. After the decision,which made by China` s Ministry of Education,of offering English courses from Grade 3 in primary schools nationwide in China from county-level in the fall of 2001 was carried out step by step,the starting age of foreign language learning for children have been discussed in China. Many experts and scholars in foreign language teaching and research fields paid close attention to it and held different opinions about offering English courses in primary schools. This study aims to do some research in theory to query the feasibility of offering English courses to the primary school students in China. The mainly underlying theoretical framework in this thesis is the critical period hypothesis discussed by Rod Ellis in Understanding Second Language Acquisition. By referring to his argument about age,the thesis seeks other two theories to support the idea that it is inappropriate to offer English courses in primary schools.

The Construction of"Integration"of Ideological and Political Course in Primary and Middle Schools in the New Era:Value Connotation,Dilemma Analysis and Path Choice

The ideological and political course in primary and secondary schools is the key course of comprehensive education and the“integration”construction of the ideological and political course in the new times is an important way to solve the problem of the culture how to train and cultivate the fundamental problem.At the same time,it also helps to form the construction pattern of the cultural development in the ideological and political class of the middle and primary schools in the new era.In the course of the“integration”construction of the ideological and political course of the primary and secondary schools the course of the construction of the“integration”course of the ideological and political course of the primary and secondary schools still faces the separation of the rational and political rupture of the curriculum system the communication and cooperation of the teaching staff,the separation of the course theory and the practice,and the“integrated”of the“systematize”of the ideological and political course in the new era needs to be Course Mode“unification”and the like The path achieves a breakthrough.It provides a useful attempt to better grasp and understand the“integration”construction of ideological and political course in primary and secondary schools in the new era.

A Comparison of the Character,Target and Content of Teaching Chinese as a Foreign Language and the Chinese Courses at Primary School

This article examines the opinion that teaching Chinese as a foreign language(TCFL)is equivalent to teaching Chinese at primary school by analyzing the differences between the character,target and content of the two courses and reasons for their differences to provide theories and practical support for a more reasonable and effective teaching.

On the Impropriety of General Provision of English Courses in China's Primary Schools

Despite some pros for providing English courses in China’s primary schools, some factors should be acknowledged: pu-pils of young ages are less efficient in commanding the overall communicative skills than their older counterparts;teachers in manyprimary schools are not sufficiently competent as expected and are liable to build inadequate models that degrade children’s lan-guage learning;there exists some misunderstanding about critical period hypothesis in which it is believed that language acquisi-tion can only be successful during people’s younger age. The general provision of English courses in China’s primary schools maynot be as necessary and efficient as is generally advocated for the current state of affairs.

Chinese Excellent Traditional Culture Study on the Path of Integrating the Ideological and Political Courses in Primary and Middle Schools

Chinese excellent traditional culture contains the value pursuit of the Chinese nation,condenses the cultural consensus of the Chinese nation,and has rich connotation and connotation.At the moment of advocating the integration of ideological and political courses in primary and secondary schools,the integration of Chinese traditional culture into the curriculum content of ideological and political courses can have a subtle cultural impact on the students of different students,and help students to grow up physically and mentally and cultivate their ideology and morality.In order to achieve ideological and political curriculum implicit development.

中小学课程思政一体化的价值意涵、现实境遇与实践向路

中小学课程思政一体化是新时代落实立德树人根本任务的重要举措。一体化的课程逻辑基于学生的身心发展规律和学科课程育人性质:“一”指向课程思政目标的统整,聚焦立德树人根本任务;“体”指向课程思政内容的融通,关涉“五育融合”的思政要素;“化”指向课程思政实施的衔接,契合“必备品格”的发展过程。课程思政一体化在中小学阶段面临课程思政目标的引领作用不强,课程思政内容的嵌入空间失衡,课程思政实施的融合方式单一,课程思政评价的体验过程窄化等困境。要想突破这些困境,需要在以下几个方面进行努力:以价值观教育为出发点,强化立德树人目标的课程思政引领作用;以五育融合为切入点,厘清知识与道德的课程思政育人限度;以品格塑造为联结点,融通认知与非认知的课程思政育人方式;以增值评价为着力点,兼顾结果与过程的课程思政育人价值。

甘南涉藏地区中小学理科课程使用国家通用语教学研究

在甘南涉藏地区推进理科课程使用国家通用语教学,是提高民族地区学生理科学业成绩、铸牢青少年中华民族共同体意识的战略举措.甘南涉藏地区理科课程教学用语的模式有四种:少数民族语加国家通用语、国家通用语加少数民族语、国家通用语和少数民族语混合、国家通用语.提出甘南涉藏地区理科教育实施可采取以下措施:在学段方面学前教育阶段解决国家通用语语言关;在学校方面构建嵌入式结构的民汉合校;在理科课程方面实施文化回应性教学,在理科课堂方面建设高效课堂和优课,在理科教材方面推行统编教材助力理科课程学习,在理科教法方面优化教学策略.

大中小学思政课一体化教学衔接问题研究

大中小学思想政治理论课,是新时代贯彻落实立德树人根本任务、培养德智体美劳全面发展的社会主义事业建设者和接班人的关键课程。文章针对大中小学思政课一体化教学衔接的现实困境,从纵向衔接、加强学段目标与教材编写衔接,联动培养、加强教师队伍建设与跨学科融汇,协同建设、加强教学平台与资源信息化建设,环环相扣、加强思政课程实践活动的关联性等方面对大中小学思政课一体化教学衔接的纾困策略进行探讨,旨在推动思政课教学的改革与创新,提高学生的综合素质。

大中小学思政课一体化建设的现实困境与突破路径

统筹推进一体化建设,推动大中小学思政课呈循序渐进、螺旋式上升,推动思政课内涵式高质量发展,是一项牵涉面广且需久久为功的整体性系统工程。基于整体性建构和系统性观念,聚焦当前大中小学思政课一体化建设在教学目标、教学内容、评价机制、队伍建设与推进机制等方面的现实困境与突出难题,以一体化的“教学目标—教学内容—师资队伍”为逻辑进路,着力解决大中小学思政课相互脱节及融通不畅的突出难题,促进大中小学思政课贯通衔接,实现教学资源互融互通、共建共享。

大中小学思想政治教育一体化建设需要一体化学情分析

一体化的学情分析是深入推进大中小学思想政治教育一体化建设的应有之义与可为之举。开展一体化学情分析研究是基于凸显思政教育一体化工作价值与增强现实工作实效的需要。在大中小学的学段进阶中,学生的知识基础、认知能力与心理需求是贯通于各个学段、有较为明显的学段差异并与思想政治教育效果关系紧密的关键学情,是一体化学情分析的重点内容。应在多方主体的协同努力下,始终聚焦一体化学情分析的关键要素,引入新兴科学技术手段,确保一体化学情分析的合力化、系统化与精准化,发挥一体化学情分析的实效,助力大中小学思想政治教育一体化建设深入开展。

红色文化融入思政课一体化建设的价值意蕴、现实困境与实践进路

红色文化是中华优秀传统文化的重要组成部分,将红色文化融入大中小学思政课一体化建设具有重要的现实意义。然而在实践中,却面临着教学衔接有待加强,学段认知存在差异;教学水平参差不齐,教师的信念感不足;教学形式单一固化,媒介资源利用有限的现实困境。为此,红色文化融入大中小学思政课必须遵循循序渐进、因材施教的原则,从汇集多方合力、强化队伍素质、推进数字建设三个层面统筹实践进路,助推红色文化融入大中小学思政课一体化建设进程。

大中小学思政课教师队伍一体化建设的核心内涵、现实困境与实践进路

大中小学思政课教师队伍一体化建设是大中小学思政课一体化建设的重中之重。推动大中小学思政课教师队伍一体化建设需要在深刻理解其核心内涵、理性审视其面临的现实困境的基础上,通过激活教师主体动力、平衡师资供需结构、搭建有效研修平台、创新教师培养模式、完善合作交流制度等多方举措,最终实现教师理念一体化、师资配比一体化、专业素养一体化、师资培养一体化、教学互动一体化。

新时代大中小学思政课教师队伍一体化建设研究

深化大中小学思政课一体化建设,是落实立德树人根本任务的内在要求,是遵循新时代青少年成长规律的必然选择,是促进思政课教师队伍专业化发展的现实需要。当前,大中小学思政课教师队伍建设存在一体化意识欠缺、一体化配备不足、培训“三性”不足和缺少交流互动等现实问题,需要从加强思政课教师队伍一体化意识、一体化配备、一体化培训和一体化交流互动等方面加以解决。

沈阳红色资源融入大中小学思政课一体化研究

沈阳是一座具有丰富红色资源和深厚红色文化底蕴的革命历史城市,依托沈阳红色资源开展大中小学思政教育的现状分析,探索将沈阳红色资源多途径融入大中小学构建思政教育。针对大中小学不同学段的教学差异性,深入挖掘沈阳红色文化资源内涵,强化“大思政”实践教学模式,提升思政课一体化建设进程中沈阳红色文化的实践属性,传承弘扬地方红色文化、创建思政教育特色品牌。

新时代大中小学思政课一体化建设路径探索

新时代开展大中小学思政课一体化建设是完善思想政治工作体系的要求。推进大中小学思政课一体化建设有利于筑牢理想信念根基,抓住立德树人根本;整体构建知识体系,提升课堂教学实效;面向学生全面发展,助力现代化建设。推进大中小学思政课一体化建设要从以下四个方面入手:推进教学管理一体化、推进课程目标一体化、推进教材建设一体化、推进教研沟通一体化。

“双减”政策下农村小学体育课程开展情况分析

以“双减”政策为背景,通过文献资料法和逻辑分析法,查阅“双减”政策的文件与提高教学质量的文献,将所搜集的资料进行了分析与整理。了解到在“双减”政策下学生运动时间增多、运动精力增加、教师环境优化等对农村小学体育课程的开展都有一定的影响,并发现农村小学存在体育课程资源分配不足、内容设置不合理、评价体系不完善、小学体育教师传统体育的思维落后等问题,提出充分利用各种体育资源、合理编排课程内容、完善评价管理机制、转变教师思维提高教学能力等相应的对策,以期为“双减”政策下农村小学体育课程教学质量的提升提供参考。

乡村小学附设幼儿园幼小衔接课程方案的构建——以贵州省为例

乡村小学附设幼儿园是我国农村学前教育的重要组成部分,其幼小衔接课程影响着我国学前教育质量的整体提升。本研究以贵州省乡村小学附设幼儿园为例,基于贵州乡村小学附设幼儿园绝大部分“混龄编班”的实际,结合贵州乡村小学附设幼儿园拥有的自然资源,基于系统论,从目标的制定、内容的选择、课程的实施及评价等方面对幼小衔接课程进行了初步探讨,以期在一定程度上引发人们对乡村小学附设幼儿园幼小衔接课程的思考。

思维导图结合微课在小学语文课程与教学中的应用

将思维导图结合微课运用到小学语文课程与教学中,探讨思维导图结合微课在实际教学中的应用优势,分析当前课程教学中存在的问题,重点论述思维导图结合微课的混合教学模式。实践表明思维导图结合微课开展教学能够有效激发学生的学习积极性,促进学生实践探索和反思能力的提升,进而能够达到优化教学效果的目的。

国画色彩鉴赏在小学生审美能力培养中的作用与策略

在当前教育环境中,美术教育在促进学生全面发展、提升综合素质方面有着举足轻重的地位。小学美术欣赏课作为其中的关键一环,尤其关注学生审美能力的培养。据此,本文以色彩为切入点,系统梳理国画色彩的基础理论,深入探究国画色彩在培养学生审美能力方面的作用,并据此提出具有针对性的教学策略与方法,以推动小学美术教育的发展,为培养具有审美情趣和创新能力的新时代小学生贡献力量。