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我们认为以活动为中心的初中理科班是对两个种族组行为进行比较、对照的理想研究。理由是这些班的学生可以相对自由地选择自己的座位,可以选择伙伴做实验项目,还可以自由支配使用自己的时间。从这些行为中,我们能够对取消了种族隔离的学校中种族间关系的性质,以及对每个五文化组学习科学动机的程度作出推论。此外,也可能确定课堂行为与教师评分之间的关系。在此类班级中成绩的评定,依据的是作业或学习项目的进步,项目结束后的测验、平时测验、最后测验以及教师对学生努力程度的估计。因此,本研究意在回答下列问题: 1.在种族平等以活动为中心的初中理科班中,黑人和自人男生是怎样上课的?行为上
We think activity-centric junior high school science classes are ideal comparisons and contrasts for the behavior of two racial groups. The reason is that students in these classes are relatively free to choose their own seats, you can choose partners to do the pilot project, you can also freely use their own time. From these acts we can reason about the nature of inter-ethnic relations in schools that have been abolished apartheid, and the extent to which each of the five cultural groups learns to learn from science. In addition, it is possible to determine the relationship between classroom behavior and teacher’s ratings. Grading in these classes is based on progress in homework or study programs, tests after the end of the project, usual tests, final tests, and teacher’s assessment of student effort. Therefore, the purpose of this study is to answer the following questions: 1. How do black and self-employed boys take classes in junior high school science-centered activity-centered science classes?