Modern methods in elementary education

목차 (Table of Contents)

• CONTENTS
• Preface = v
• Introduction / MERLE M. OHLSEN[University of Illinois] = 1
• 1. Learner-Centered Teaching / MERLE M. OHLSEN[University of Illinois] = 5
• Democratic Leadership in the Classroom = 7
• Pupil Participation in Teaching = 10
• Conditions Which Facilitate Learning = 14
• The Teaching Process = 19
• Discussion Questions = 23
• Suggested Readings = 24
• Suggested Films = 24
• 2. Discipline in the Learner-Centered Classroom / MERLE M. OHLSEN[University of Illinois] = 27
• Establishing and Maintaining Limits = 30
• Diagnosing and Treating Discipline Cases = 35
• Emotionally Disturbed Pupils = 43
• The Responsibility for Discipline = 44
• Discussion Questions = 46
• Suggested Readings = 47
• Suggested Films = 48
• 3. Appraising Pupils' Personal Adjustment / MERLE M. OHLSEN[University of Illinois] = 49
• The Pupil's Picture of Himself = 52
• Classmates' Picture of a Pupil = 56
• The Staff's Perception of a Pupil = 63
• Personality Tests = 70
• The Cumulative Record = 75
• Discussion Questions = 78
• Suggested Readings = 79
• Suggested Films = 80
• 4. Appraising Pupils' Mental Growth and School Achievement / MERLE M. OHLSEN[University of Illinois] = 82
• Guides for Selecting Tests = 85
• Mental Tests = 88
• Standardized Achievement Tests = 96
• A Planned Program of Testing = 100
• Appraising School Success = 100
• Teacher-Constructed Tests = 104
• Discussion Questions = 108
• Suggested Readings = 109
• 5. Instructional Materials and Curriculum Decisions / FRED P. BARNES[University of Illinois] = 111
• The Role of Verbal Meanings = 112
• The Instructional Materials Stairway = 120
• Reality Materials = 126
• Manipulative Materials = 130
• Pictorial Materials = 134
• Symbolic Materials = 140
• Discussion Questions = 143
• Suggested Readings = 146
• 6. Use of the Textbook / FRED P. BARNES[University of Illinois] = 147
• Assistant Teacher in Print = 149
• Pupil's Guide to Course of Study = 151
• Reference Book for Pupil = 153
• Patterns of Textbook Use = 156
• Single Textbook for Subject = 157
• Different Textbooks Used by Different Pupils = 159
• Books as References or Resources Only = 162
• Nature of Textbook Controversy = 167
• A Realistic Look = 168
• Discussion Questions and Activities = 173
• 7. Teaching Reading / WALTER J. MOORE[University of Illinois] = 176
• The Role of Parents in a Reading Program = 181
• Essential Elements of a Sound Reading Program in the Elementary School = 190
• What Is Meant by Developmental Reading? = 190
• The Developmental Reading Program : The Primary Grades = 192
• Readiness for Reading : General Considerations = 193
• Readiness for Reading Programs in the Kindergarten = 196
• Readiness for Reading in the Primary Grades = 198
• The Reading Program in the Primary Grades = 205
• Phonics in the Primary Reading Program = 212
• The Developmental Reading Program : The Middle Grades = 216
• The Readiness for Reading Program in the Middle Grades = 216
• The Reading Program in the Middle Grades = 218
• The Individualized Reading Program = 223
• The Developmental Reading Program : The Upper Grades = 226
• Developing Reading Readiness for Reading Assignments = 229
• Conclusion = 234
• Suggested Readings = 235
• 8. Teaching the language Skills / J. HARLAN SHORES[University of Illinois] = 237
• Language Skills = 239
• Written Expression = 241
• Grammar = 246
• Handwriting = 247
• Spelling = 252
• Speaking and Listening = 258
• Discussion Questions = 263
• Suggested Reading = 264
• 9. Teaching foreign languages / GILBERT C. KETTELKAMP[University of Illinois] = 266
• Objectives to be Achieved = 267
• Ability of Elementary-School Pupils to Learn a Foreign Language = 269
• Selection of Foreign Language to be Offered = 271
• Grade Level at which to Begin Foreign-Language Study = 273
• Pupil Participation in the Program = 274
• Integrating Foreign Languages into the School Program = 275
• Teaching Techniques at Various Grade Levels = 277
• The Problem of Staffing = 286
• The Training of Elementary-School Foreign-Language Teachers = 288
• Initiating an Elementary-School Foreign-Language Program = 288
• Discussion Questions = 290
• Suggested Readings = 291
• 10. Teaching Social Studies / EDWIN H. REEDER[late of the University of Illinois] = 293
• Dissatisfaction with Earlier Programs = 294
• What Should the Social Studies Do? = 295
• Social Studies in the Primary Grades = 301
• Social Studies in the Upper Grades = 306
• Definition of the Social Studies = 311
• A New Approach to Social Studies = 313
• Instruction in Civics = 317
• Tools of Learning = 318
• Summary and Conclusion = 321
• Discussion Questions = 322
• Suggested Readings = 322
• 11. Teaching Arithmetic / ROBERT E. PINGRY[University of Illinois] = 325
• Place of Arithmetic in Elementary Education = 325
• Methods of Teaching Arithmetic = 330
• The Meaning Theory = 332
• Expected Outcomes of a Typical Arithmetic- Program in the Elementary School = 354
• Discussion Questions = 357
• Suggested Readings = 358
• 12. Teaching Science / J. MYRON ATKIN[University of Illinois] = 360
• Elements of Problem-Solving Ability = 364
• Objectives of Elementary Science = 367
• Other Methods of Curriculum Organization for Elementary Science = 368
• Science Materials = 377
• Some Further Resources for Elementary Science = 383
• Discussion Questions = 384
• Suggested Readings = 384
• 13. Teaching Health / ANN E. JEWETT ; CLYDE G. KNAPP[University of Illinois] = 386
• Health Education Through Health Instruction = 387
• Health Education Through Health Services = 400
• Health Education Through Healthful Living = 403
• Responsibility for School Health Education = 405
• School-Community Cooperation ill Health Education = 408
• Summary = 412
• Discussion Questions = 412
• Suggested Readings = 413
• Suggested Film = 416
• 14. Teaching Physical Education / CLYDE G. KNAP ; ANN E. JEWETT[University of Illinois] = 418
• A Good Program = 419
• Posture Development = 422
• Conditioning Activities = 424
• Apparatus or Playground Equipment Activities = 429
• Mimetics = 433
• Rhythmical Activities = 434
• Group Games = 438
• Tumbling and Stunts = 441
• Lead-up Games = 443
• Relays = 447
• Team Sports = 448
• Individual and Dual Sports = 454
• Track and Field Sports = 457
• Nine Teaching-Learning Essentials = 458
• Discussion Questions = 463
• Suggested Readings = 464
• 15. Teaching Music / COLLEEN J. KIRK[University of Illinois] = 471
• Music as a Means of Self-Expression = 472
• Music as an Avenue to Self-Appreciation = 475
• Music as Means Toward Clear and Intimate Understanding of Others = 477
• Factors Contributing to Learning in Music = 480
• Musical Activities = 487
• Listening = 492
• Evaluation = 497
• Suggested Readings = 503
• 16. Teaching Art / C. RITA NEWTON WHITE[Mills College] = 513
• Outdated Practices in Art Teaching = 514
• Art in the Learner-Centered Classroom = 515
• Art as a Way of Thinking - The Creative Process = 520
• Art as a Way of Exploring and Expressing Feelings - Emotional Health = 529
• Art as a Way of Solving Problems with Materials - Tools and Skills = 534
• Art as a Way of Integrating and Communicating Ideas - Correlation and Curriculum Planning = 538
• Art as a Way of Making Value Judgments - Art Appreciation = 543
• Art as a Way of Making Value Judgments - Evaluation = 546
• Discussion Questions = 549
• Suggested Readings = 550
• Suggested Films = 552
• 17. Teaching Industrial Arts / DONALD G. LUX[University of Illinois] = 554
• Definition of Industrial Arts = 555
• The Need for Balance = 557
• Content Areas = 560
• Typical Activities = 563
• Fitting Activities to Needs = 572
• An Integrated Activity = 575
• An Industrial-Arts-Centered Activity = 577
• The Physical Setting = 581
• The Next Steps = 585
• Discussion Questions = 588
• Suggested Readings = 589
• 18. Teaching Exceptional Children / OLIVER P. KOLSTOE[Southern Illinois University] = 592
• Mental Deviates = 594
• Educationally Handicapped Children = 610
• Emotionally Disturbed Children = 614
• Physically Handicapped Children = 619
• Self-perception and Adjustment = 628
• Suggested Readings = 631
• Suggested Film = 632
• 19. Guidance / MERLE M. OHLSEN[University of Illinois] = 633
• The Teacher's Role in Guidance = 635
• The Specialist's Role in Guidance = 647
• The Guidance Committee = 648
• Discussion Questions = 654
• Suggested Readings = 655
• Suggested Films = 656
• 20. Parent-Teacher Relation ships / MERLE M. OHLSEN[University of Illinois] = 658
• Feelings that Interfere in Parent-Teacher Relationships = 659
• Building Wholesome Relationships with Parents = 663
• Communications with Parents = 667
• Discussion Questions = 674
• Suggested Readings = 674
• Index of Names = 677
• Index of Subjects = 682