数字化语言实验室在大学英语教学改革中的作用

新的大学英语教学要求明确提出要大学英语教学模式改革,本文分析了大学英语教学改革的新趋势和数字化语言实验室的特点,就如何整合数字化语言实验室为大学英语教学改革助力提出了笔者自己的见解。     

论大学英语教学改革背景下的英语教学

新一轮的大学英语教学改革即将进行．这给大学英语教学提出了新的要求。大学英语教学改革分为三个部分,即教学大纲的改革、教学方式和内容的改革,以及大学英语四、六级考试的改革。本文就此进行了阐述。     

大学英语教学思想和教学模式的新探索

转变教学思想是大学英语教学改革的关键,在新的教学思想指导下,创建新的大学英语教学模式,是大学英语教学改革的重要组成部分,对大学英语改革成败具有重大意义。     

建构主义视域下多维互动大学英语教学模式

大学英语教学模式改革是当前大学英语教学发展的必然趋势。该文探讨建构主义视域下多维互动大学英语教学模式,阐述这种教学模式在具体实施过程中的策略和方法,为大学英语教学改革和发展提供新的途径。     

公安院校英语自主学习教学策略探究

随着新一轮的大学英语教学改革,自主学习正成为一种新的教学理念,是大学英语教学改革的主流思想,信息技术的快速发展给大学英语教学带来了新的机遇和挑战。文章从教学策略的三个方面展开,对在公安院校培养学生英语自主学习的能力进行了探讨。     

基于网络学习共同体的大学英语教学模式研究

大学英语教学在网络技术的支撑下进行了一系列的改革,初步形成了基于网络的大学英语教学模式。但由于各种因素的制约,新的英语教学模式未能真正取得理想的效果。本文在分析当前大学英语教学现状的基础上,从建构主义理论和网络学习共同体的视角对大学英语教学模式进行了思考和探索,提出了基于网络学习共同体的大学英语教学模式,并分析了该模式的基本框架、特征和优势,以期对当前的大学英语教学改革有所启发。     

一项成效明显的教改实践——关于大学英语教学改革的调查报告

改革大学英语教学这是很长一段时间来社会、学校以及学生的强烈呼声。2002年教育部启动的大学英语教学改革,从教学大纲、教学模式到教材都提出了新的要求,并于2004年在全国不同地域、不同层次和不同办学类型的180多所院校开展了大学英语教学改革试点。最近,受教育部委托,大学英语教学改革联络办公室对其中50几所大学英语教学改革的情况进     

基于大学英语四级考试最新题型构建大学英语教学模式初探

大学英语四级考试内容在2013年有了新的调整,作为大学英语教学的一个重要检测标准,大学英语四级考试对大学英语教学起到了积极的反拨效应。本文从对大学英语四级考试新题型的分析,探讨大学英语教学模式的改革,冀望研究能为大学英语教学改革提供一些有用的参考。     

基于多元智能的大学英语个性化教学探析

多元智能理论作为一种新的智能理念,给大学英语教学改革带来了新的思路。本文从多元智能的视角,探讨和分析了当前大学英语教学存在的问题及应对策略。     

大学英语中英美文学教学现状研究

大学英语教学改革的不断深入和社会环境的变革对大学英语教学提出了新的要求,英美文学教学受到重视并逐渐纳入到大学英语教学中。本文结合个案研究,总结归纳了我国大学英语教学中英美文学教学的现状,并对造成这些现状的原因进行了分析研究。     

The EHE Initiative: programme architecture and evaluation design

Local evaluation was a key element of the evaluation strategy for the EHE initiative. In offering an overview of local evaluations undertaken by the 50 or so HEIs involved in EHE, this paper endeavours to account for why local evaluations have converged around a grounded, dispersed evaluation model focused in the main on curriculum changes at course level. The strategic and integrative qualities of the initiative which posed evaluation questions about institutional capacity to manage the processes of change associated with EHE have generally not been included within the scope of local evaluations, nor have other key facets of the innovation been addressed. The thesis running through this paper is that the programme architecture of EHE both shaped the nature of the innovation as well as contextualised evaluation design. In adopting an evaluation stance in which evaluation was integrated with the innovation process, evaluation itself mirrored the ‘developmental trajectory’ of EHE as an innovation. Evaluation thus cannot be divorced from the political processes associated with the implementation of an externally introduced programme of change. The general lesson to be drawn from the experience of EHE local evaluations is the interdependence between programme characteristics and their evaluation.     

基础教育信息化教学创新：内涵、要素与测量

基础教育信息化2.0阶段发展的核心任务是推进信息化教学创新,其前提在于清晰地认识信息化教学创新的内涵及其构成要素,并对基础教育信息化教学创新发展的现实水平进行科学测量。基于以上考虑,文章明确界定了"教学创新"与"信息化教学创新"的内涵,深入分析了基础教育信息化教学创新的六大核心要素,并遵照量表研制的一般流程,开发了具有较高信、效度的基础教育信息化教学创新的测量工具。文章的研究为信息化教学创新水平测量提供了科学的评价工具,并可为基础教育一线学校推进信息化教学创新提供理论参考。     

A general framework for cultivating innovations in higher education curriculum

ABSTRACT

Systematic changes to higher education curriculum typically occur within the extended timeframes of formal curriculum review processes. Programmes need to be reviewed periodically for internal and external accountability or to determine whether the curriculum has lost its coherence due to the accumulative effect of continual small-scale changes. These programme reviews often lend themselves to the introduction of innovations in teaching and learning however experiences suggest that these innovations are often short-lived. Even with well-thought-through project plans, adequate funding and staffing, and robust project evaluations, a curriculum innovation may fail to take hold and continue beyond the short-term. In this article we work towards developing a general framework that identifies the various factors and drivers that are essential to sustain important curriculum innovation beyond the short-term. The framework is developed from an analysis of several curriculum innovations related to the embedding of graduate attributes to highlight the important factors necessary to ensure longevity in important developments in teaching and learning.     

Student–authored Hypermedia in Veterinary Anatomy: Teaching and Learning Outcomes of Group Project Work

The Directed–Self Education programme (DSE) in the first year undergraduate course in veterinary anatomy seeks to support students in developing personal study and information technology skills. It also aims to move computer–assisted learning (CAL) towards offering tools for students to create a variety of computer–based materials of their own which subsequently can be repurposed by staff as teaching resources. This aspect addresses the issue that many British academics have little incentive to devote time to improving teaching through CAL methods, as innovation and excellence in teaching is not rewarded in career terms on par with excellence in research. The programme seeks to integrate a modest type of "problem–based learning" (PBL) methodology without demanding the total integration of pre–clinical with clinical teaching advocated by full–scale PBL. Since 1993 the outcomes of the programme have been that lectures in the first year veterinary anatomy course have been reduced by a third, with a slight change in the mean value of the final grades in the first year final examination in veterinary anatomy during 1994–5, as compared to the years 1991–3. Other benefits have included the rapid creation of a library of student–produced CAL which is recycled by staff into other forms of computer–based teaching. It has also led to involvement in the use of CAL by lecturers hitherto resistant to applying technology to teaching, and the vacation employment of current BVSc undergraduates from the programme in university and national projects producing CAL for medical teaching.     

案例与实验教学法在泊松过程教学中应用

本文探讨了案例教学法和实验教学法在泊松过程教学中的应用.案例教学法从四个维度上进行设计,形成由一般到特殊,再从特殊到一般的教学模式,从而避免传统教学方式的枯燥,实现知识由"点"到"线"的思维过程,最终达到由"线"到"面"的思维升华;实验教学法在设计上,从课堂内容实验,到个性化实验,再到综合性实验,形成从简单到复杂,从基...     

虚拟仪器技术在"感测技术"课程实践教学中的应用研究

介绍了＂感测技术＂课程实践教学的改革思路,针对该课程的内容和特点,对该课程的实践教学进行了深入的研究和分析,对原有的实践教学体系进行了改革,探讨了虚拟仪器在传感器实践教学中的应用,给出了基于虚拟仪器技术的自动检测技术创新实践教学平台构建方案。     

中国政治思想史的学科定位与课程建设

中国政治思想史以中国传统政治思想为主要研究对象，具有交叉学科的特点。其学科价值主要体现在弘扬传统文化价值和实现现代价值两个方面。在其课程建设中，应该努力做到制订一个革新的教学大纲、选用一套先进适用的教材、形成一套启发式的教学方法和科学的考核方法以及采用一套现代化的教学手段。     

Art,Design and Environment: A Programme for Teacher Education

This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development.     

如何提高音乐课堂教学的有效性——《走进进行曲》的教学实践与反思

新课程背景下的音乐教师,应不断充实专业知识,提高自身素质;要依据课程标准的要求,确定教学目标,合理选择教学资源,根据学生的实际情况来设计教学方案,为学生创造良好的学习环境,引导学生创新与实践,促进学生的发展;将新的理念运用于课堂实践,以学生为主体,构建和谐、高效的课堂。