scholarly journals Curriculum Reform in East Timor: Curriculum Mathematics Primary School

2021 ◽  
Vol 10 (2) ◽  
pp. 134
Author(s):  
Jaka Wijaya Kusuma ◽  
Iwan Junaedi ◽  
Mulyono Mulyono ◽  
Hamidah Hamidah
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
East Timor

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals Primary School Teachers’ Perception: A Study on Assessment Components and Its Effects

2020 ◽  
pp. 41-66
Author(s):  
Sharon Campbell-Phillips ◽  
Deb Proshad Halder ◽  
Serlange Campbell ◽  
Daneil Phillips
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Entrance Examination ◽  
Continuous Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Different Levels

This study documented teachers’ perceptions concerning the implementation of the Continuous Assessment Component of the Secondary Entrance Examination, and its effectiveness in the teaching and learning process. Specifically, the study sought to gain an understanding of the extent to which teachers are aware of what continuous assessment entails, the challenges that they encounter in its implementation and its importance to both the teaching and learning processes. The participants in this study were six female and two male teachers who varied at different levels of experience and preparation. Through interviews and questionnaires, the researcher guided the study to determine: a) what are the attitudes and perceptions of selected primary school teachers at my school, concerning the effectiveness of the continuous assessment program as a tool for assessing students, b) what do selected primary school teachers at my school consider to be the challenges that they will encounter in implementing the continuous assessment programme in their respective classes, c) how has continuous assessment affected teacher performance at my school as a result of this process, and d) what support systems do these teachers have that will assist them in the delivery of the program. The study conducted a Mixed Methods study and used the questionnaire and interview instruments to guide the collection of data for analysis. The perceived challenges that emerged were discussed according to the following headings: Benefits of continuous assessment; teachers’ perception concerning continuous assessment; attitude towards assessment; curricular challenges; instructional challenges; adequate resources and curriculum reform and effective implementation.

A study on the influencing factors of classroom teaching tact of primary school students

2021 ◽  
pp. 002072092110052
Author(s):  
Hanxue Li ◽  
Yujia Liu ◽  
Yinyuan Li
Keyword(s):  
Primary School ◽  
Professional Identity ◽  
Influencing Factors ◽  
Curriculum Reform ◽  
Class Size ◽  
Reliability And Validity ◽  
Classroom Teaching ◽  
Primary School Students ◽  
School Students ◽  
The Face

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

scholarly journals Den digitale hverdagen i et finsk klasserom etter læreplanreformen i 2014

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Ruth Grüters
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Core Curriculum ◽  
Common Ground ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Digital Learning ◽  
Learning Tools ◽  
School Class ◽  
Pedagogical Environment

Artikkelen presenterer funn fra en kasusstudie som ser på hvordan lærerne på en finsk barneskole praktisk realiserte den nye IKT-strategien i den finske læreplanen fra 2014. De sentralt gitte målene for strategien er felles for hele landet, men lokale handlingsplaner kan variere mellom kommunene. Utført i et finsktalende klasserom i Helsinki i løpet av et 3-måneders forskningsopphold høsten 2017, viser studien at den sentralt gitte IKT-strategien ble iverksatt i et pedagogisk og teknologisk miljø som var mangelfullt forberedt på de sentralt gitte kravene. Studien indikerer videre at læringen i den gitte situasjonen til syvende og sist ikke skjedde gjennom tilgangen på datamaskiner, men at den snarere var en funksjon av lærerens erfaring, ferdigheter og evne til å velge en didaktikk som er uavhengig av mulige begrensninger satt av teknologien Nøkkelord: digital didaktikk, Finsk læreplan 2014, IKT-strategi, grunnskole English title: The digital everyday life in a Finnish classroom after the new core curriculum reform in 2014 AbstractThis study focuses on how teachers at a Finnish primary school handled the implementation of the new ICT-strategy in Finland’s core curriculum for basic education (2014). The core curriculum provides the common ground for the municipalities varying local curricula. Undertaken in a Finnish-language primary school class in Helsinki during a three-month internship in the fall 2017, the study indicates that the central ICT-strategy is realized and completed in a technological and pedagogical environment that was not sufficiently prepared for the reform. Moreover, the study shows, learning outcome is in the final account often less a function of available computers than of the teacher’s experience, improvational skills and ability to select a didactic approach independently of possible limitations imposed by new digital learning tools. Keywords: pedagogical practices with ICT, Finnish core curriculum 2014, ICT-strategy, primary school

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