在研究型化学实验中培养绿色意识

化学教师在研究型实验教学中,要树立绿色化学的思想,把绿色实验作为研究型实验的主要内容,加强和培养学生的绿色意识。     

《油田化学基础实验》中创新研究型实验教学模式思考

本文对实验教学现状进行分析,概述《油田化学基础实验》基本情况,总结创新研究型实验教学的意义及特点,论述了创新研究型实验在学生创新研究能力培养方面的重要作用,重点针对《油田化学基础实验》中的创新研究型实验提出了如何开展创新研究型实验教学模式。     

研究型化学实验教学模式的创新与实践

对研究型化学实验教学模式的要素进行了分析,初步摸索出研究型化学实验教学项目的形成和考核评价体系,探讨了研究型实验在教学实践中对学生科研创新能力的培养。通过上述教学探索和实践,合理地设置了研究型化学实验项目,激发了学生的科研热情和创新意识。     

化学学科实验教学示范中心建设探略

建设化学学科实验教学示范中心,应实现实验独立设课,以能力培养为核心,修订实验教学大纲,优化课程设计和实验内容,建立实验教学新体系;增加综合型和研究型实验比例,改革实验教学方法和手段;突出学生的主体地位,注重创新能力的过程生成性;强化实验室开放和科研成果的实验项目转化,培养学生的综合素质、创新意识和实践能力。     

“影响电极电势因素”的微型化实验设计

通过“影响电极电势因素”的微型化实验设计,培养高师学生的研究意识和研究能力,有利于培养适应基础教育化学新课程要求的研究型教师.     

化学实验教学与学生智能开发

化学实验教学与学生的智能开发有着密切的联系.教师恰当运用化学实验,通过有效的方法和手段,能够较好地开发学生的智能,并有效地培养学生的实验意识、发现能力、设计能力、观察能力和操作能力,优化思维习惯和思维能力等.     

优化演示实验教学提高课堂教学效率

化学实验是培养初中生全面素质的重要环节,实验分演示实验和学生实验两部分.教师演示实验在学生学习正确规范化的操作上起示范作用,并能培养学生的观察能力、实验能力、创新意识和动手操作能力,而且还可以激发学生学习化学的兴趣,可以让学生通过鲜明、准确、生动的实物反应现象,使概念、原理易于理解、便于记忆,从而培养学生实事求是、严肃认真的科学态度和科学的学习方法.所以提高化学实验教学特别是演示实验教学有重要作用,下面我就演示实验教学谈几点认识.     

浅谈化学教学中学生问题意识的培养

化学是一门自然科学,它是建立在化学实验基础上的.化学实验在化学教学过程中十分重要,越来越深受教师和学生的重视.通过实验演示能培养学生的问题意识,促进学生积极主动学习.那么在实验教学中如何培养学生的问题意识呢?一、培养学生问题意识的重要意义1.能促进学生自学习惯和能力的养成发现问题、提出问题不仅是思维的起点,更是思维的动力所在.问题意识能引发学生强烈的探究问题的     

浅谈中学化学实验的探究式教学

实验能力是学生应掌握的一项基本技能．那么在实验教学中如何将教学过程设计成为一个愉快学习的过程,使学生通过观察绚丽多彩的化学现象,积极探索化学奥秘,发展智慧和创造能力,形成稳定的学习动机,是我们化学教师应该研究的课题．教师进行探究式实验教学能提高学生的探究意识和实验能力,为创新能力的培养打下坚实的基础．本文阐述了自己的一些教学实践,与同行共勉。     

浅谈化学实验教学中的创新教育

<正>化学是一门以实验为基础的学科.在实验教学中如何将教学过程设计成为一个愉快学习的过程,使学生通过观察绚丽多彩的化学现象,积极探索化学奥秘,发展智慧和创造能力,从而培养和增强学生的创新意识及创造能力,形成稳定的学习动机,是我们化学教师应该研究的课题.一、注重实验的创造性教学,培养学生的方法创新能力在化学实验教学中,要经常引导学生对书本中的实验进行"鸡蛋里挑骨头"式的思考,大胆启发学生从安全、简单、微     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

连云港师专—附小教育集团丁兆岩

<正>江苏省连云港市是一个依山傍海的美丽城市,生长于此,从某种意义上说,港城山的高远与海的博大为我的个人树立了成长目标。我成长过程中的各位师长更是我的"山"与"海",是他们让我懂得     

师者

我有一个梦想,梦想全世界的老师都变得和蔼可亲;我有一个理想,希望所有的老师都能够担当起自己的责任;我有一个"妄想","妄想"我要是当了教育部长……嘿嘿。梦想终究不太现实,因为这个世界上还有很多的烦恼忧伤;理想却一定可以实现,我看到美好的前景就在远方。至于"妄想"嘛,呵呵,还是算了吧。     

Neuromyths Among Teachers and Student Teachers

Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research.     

老师(英文)

好的老师能作出解释。出色的老师会表演示范。伟大的老师则知道如何激励学生。——威廉·沃德It’s hard to think about what life would be like without teachers. Who would guide you through     

在教师培训中帮助教师完成角色转变

新一轮课程改革已经在我省14个地市展开，我省广大教师能否适应新课程．是新课程实验能否成功的关键。各级各类培训都应懂得．大多数教师都已形成由许多旧的教学传统、教学观念、教学方法、教学评价所综合构成的教学习惯，因此．各级各类培训都要以帮助教师在实施新课程中转变角色为核心内容，并把帮助教师角色转变渗透到提高本学科专业知识的培训中。但从理论研究到教师在教育教学实践中完成角色转变，有一个艰难的过程。从事继续教育工作的同志，要在教师培训中开动脑筋，充分利用当地的教学资源，完成好新课程培训。     

Teachers Anonymous

ABSTRACT

The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.     

Teaching Teachers

Abstract

Women Against the Odds The Campus Troublemakers: Academic Women In Protest By Athena Theodore Houston: Cap and Gown Press, 1986 xxiv + 293 pages, $23.95 hardbound, $15.95 softbound. Reviewed by Claire Hirshfield

“Artistry of Discussion Leadership” and Other Skills Teaching and the Case Method By C. Roland Christensen, with Abby J. Hansen Boston: Harvard Business School, 1987, 290 pages, $29.95 Reviewed by Richard Leahy

Valuable Background Reading College: The Undergraduate Experience in America By Ernest L. Boyer, president, The Carnegie Foundation for the Advancement of Teaching New York: Harper &; Row, 1987, 328 pages, $19.95 Reviewed by Frederick S. Weaver     

智慧型教师与教师类型转换

一 所谓“智慧型教师”,是指通过教育科研不断探索教育规律,寻求教育实践活动所必需的教育智慧,从而具有高情商、高