A Deep Learning-Based Teaching Design for High School Geography Units:Taking the Example of Landforms of the Humanistic Education Edition

The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independent cognitive understanding stage(i.e.deep learning)has become the focus of geography teaching.Therefore,under the guidance of deep learning theory,this paper takes the“landforms”knowledge unit of the Humanistic Education Edition as an example,improves the classroom teaching means through the unit teaching mode,reconstructs the“landforms”teaching unit,and explores the specific teaching of high school geography unit based on deep learning.This study provides a good example and guidelines for high school geography teaching and learning.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

Classroom Teaching Evaluation of Chinese Painting as a Form of Fine Arts in Rural Junior High Schools

Teaching evaluation is an indispensable part of the teaching system of junior high school.In order to inherit the excellent traditional Chinese culture and arts,traditional Chinese painting has been paid more and more attention to in the fine arts curriculum of rural junior high school.This paper takes the classroom teaching evaluation of traditional Chinese painting as a form of fine arts in rural junior high school as the research object,and analyzes the problems existing in the classroom teaching evaluation of traditional Chinese painting in rural junior high school.This paper puts forward the corresponding improvement measures from the aspects of comprehensive evaluation object,concrete evaluation content,flexible evaluation language and diversified evaluation subjects,in order to improve the evaluation level of fine arts teachers'classroom teaching,improve students'aesthetic cognition and learning interest in traditional Chinese painting,and cultivate students'innovative thinking and spirit.

On the Application of Game-playing in the English Vocabulary Teaching for Junior High School Students

As is known to all,mastering a quantity of vocabulary is the key of English learning.Literature research,observational method and empirical research are the main methodologies of the study.The interview and corresponding sound recording help figure out the traditional vocabulary teaching methodologies.The finished questionnaire plays an important role in getting familiar with participants’vocabulary learning conditions.The results of the study manifest that game-playing method takes effect in vocabulary teaching.Not only can the games activate participants’enthusiasm,but also involve them in the activity and help focus on their attention.It is beneficial to help them mastering vocabularies more firmly.

Problems and Strategies of English Teaching in Rural Middle Schools in the Era of New Media

With the deepening of curriculum reform in junior high school,the education field is undergoing tremendous changes.Besides,with the rapid development of the Internet today,students have been exposed to various new media software since childhood.The existing education and teaching are also desperately keeping up with the pace of the times,and continue to bring online teaching to the practical classrooms of rural middle schools through new media.Teachers should not only impart basic professional knowledge to students,but also improve students'ability to use English.

Improving Oral English in Break Time in Junior High School

Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.

A Brief Discussion on Reading Lesson for Junior high school students

Reading as an essential way of learning plays an important role in knowing the world and setting up people's values towards life and society.It is also very important for the students in Junior School.This essay will briefly introduce the current reading situation of junior high school students in China and then focus on reading class teaching for a group of junior high school students in China.

Exploring the Development of English Club Activities in Junior High School English Language Learning

English language activities are enjoyable and respect the students’subjectivity,which stimulates their enthusiasm for using English communication.Therefore,it is widely welcomed by junior high school students.The development of the English club and their activities,such as membership,management systems,event planning,advisory lecturers,and cooperation with school management,among others,all directly affect the club activities.Therefore,it is essential to promote their club activities in junior high school English language learning.This paper analyzes the role of the English club and explores their process of conducting specific activities.It is hoped that this paper will be used as a reference for future studies.

The Application of Inquiring Teaching to the Junior English Class

As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.

PBL教学模式下高中地理教学设计研究——以“气候与自然景观”为例

PBL教学因以真实的劣构性问题为导向,提升解决问题的高阶思维能力而广受关注。如何将PBL教学模式融入高中地理课堂教学是当前高中地理教育领域研究的重要议题之一。通过厘清PBL教学的内涵,剖析PBL教学模式的特点,构建高中地理PBL教学模式下的设计思路,在此基础上以“气候与自然景观”为例,通过创新地理教学设计,丰富地理课堂教学。研究得出,将PBL教学模式运用到高中地理课堂教学中主要有以下三个特点:以真实情境为背景、以问题探究为关键、以批判质疑为核心,以此引导学生在发现、分析、解决地理问题的过程中对新旧知识进行连接、转化、迁移和运用,落实地理学科核心素养。

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。

从实施角度探讨初中生物学跨学科实践活动的设计

对“生物学与社会·跨学科实践”的认识,不应仅关注课标的“内容要求”,而要从课程性质、理念等诸多方面甚至课程方案等整体来思考。本文提出了三类跨学科实践活动的实施建议:第一,要立足于生物学学科,与概念学习有机融合;第二,既要跨自然学科,还要跨人文学科;第三,要与主题教育有机融合,并突出社会参与。

基于“课堂、网络、实践”三位一体的高中地理教学模式研究

伴随着高中地理课程改革与高考地理革新,教师亟须对现有高中地理教学模式展开新的思考与研究。该文基于高中地理学科特性探讨“课堂、网络、实践”三位一体教学模式实施的优势和可行性,利用问卷调查、访谈法对当前高中地理课堂、网络、实践教学环节师生要解决的问题进行分析,并在此基础上提出有针对性的建议和对策。针对当前高中地理传统教学的弊端和时代发展需要,遵照“课堂、网络、实践”三位一体教学理念,倡导“以课堂教学为中心,网络教学与实践教学有效补充,三者紧密联系、互相融合,以此激发学习兴趣,提高教学效率”的教学思路。

核心素养背景下初中英语阅读教学策略

研究核心素养背景下初中英语阅读教学策略是初中英语阅读教学的客观需要。文章采用问卷调查、课堂观察和访谈法,以西安市某中学八年级两个班共96名学生和他们的2名英语教师为研究对象,从语言能力、文化意识、学习策略和思维品质四个维度来分析现阶段英语学科核心素养在初中阅读教学中的现状。语言能力方面,词汇是他们理解阅读材料的最大困难;文化意识方面,89.58%的学生认为阅读英语可以体验出文化差异;学习策略方面,多半初中生不知道主动运用阅读策略;思维品质方面,只有18.75%的学生愿意经常在阅读理解中真正使用思维导图。基于此,提出核心素养背景下初中英语阅读教学可采用文化策略、提问策略、形成性评价策略、拓展阅读策略等教学建议,旨在推进教师对英语学科核心素养和初中英语教学的融合,从而实现所教入心、所学用心,实现培养学生的全面发展。

基于大概念的初中数学单元教学实践探索

大概念在初中数学教学中的重要性日益凸显,基于大概念开展单元教学具有将学科核心素养融入课程的独特优势。从实践价值、实践框架、实践策略、实践效果评估四个方面探讨基于大概念的初中数学单元教学实践,旨在提高学生的学习效果和数学核心素养。

单元视域下初中化学作业设计

以人教版初中化学教材中“我们周围的空气”单元作业为例,从理论层面分析阐述在单元整体教学引导下初中化学作业设计的基本原则与要求,结合具体实例解构作业的基本类型及单元作业的规划和设计,为教师进行作业设计研究和实践提供借鉴及参考。

跨学科实践促成初中生物学概念教学——以“绿色植物与生物圈的水循环”为例

生物学教学过程中开展跨学科实践活动可以促进学生对概念的构建,实现概念的内化和应用,提升动手实践和问题解决能力。以“绿色植物与生物圈的水循环”为例,通过创设生活化情境、唤醒概念认知冲突,开展跨学科实践、搭设概念构建平台,解决真实性问题,从而实现概念体系构建和拓展应用,以期为生物学概念教学策略提供参考。

初中地理区域认知素养教学策略研究——以人教版八年级下册为例

《义务教育地理课程标准(2022年版)》根据当下教育改革遵循的教育原则和宗旨对义务教育阶段的地理课程内容和结构进行了重新架构,明确阐述了要培养学生的地理核心素养。区域性是地理学的主要特点之一,在义务教育阶段着重培养学生区域认知素养能够使学生初步建立认识人地关系的思维方式和空间观念。本文在深入解读《2022年版课标》中区域认知素养的相关内容后,分析新一轮课程改革下针对初中生的区域认知能力的培养策略,为今后教师的教学实践提供参考。

大概念统摄下的数学单元教学设计探析——以初中函数为例

“大概念”和“单元教学”是实现学科核心素养落地的两个关键词.大概念作为知识通往素养的桥梁,强调知识的意义理解与自主迁移,帮助学生形成良好的认知结构和思维方式.大概念统摄下的数学单元教学设计,关注单元的整体性、注重单元的结构化、强调单元的素养化,使数学单元层级更为清晰,数学单元设计核心更为明确,是发展学生核心素养的重要途径.其结构要素主要有:命名单元主题、明确大概念群、识别基本问题、制定单元目标、理清形成路径、设计学习活动等.进行大概念统摄下的初中函数单元教学设计,为大概念在素养本位单元教学中的落实提供了一种探索性思路.