让学生学会利用档案进行历史研究性学习

开展研究性学习,可以改变教师的教学观念,激发学生的学习兴趣,有利于培养学生创新精神和实践能力。在历史研究性学习中,让学生走进档案馆,掌握基本的搜集历史资料和处理有效信息的方法,促进历史研究性学习的开展。实践证明,依托档案开展历史研究性学习不仅是必要的,而且是可行的。它可以大大提高学生学习历史的积极主动性。     

人才培养理念下历史学科研究性学习探析

为了切实改变传统的历史教学模式,着力培养学生的创新精神和实践能力,促进学生成才,必须认真地实施历史学科的研究性学习。要充分认识到历史学科研究性学习的重要意义,自觉加强自身学习,努力探讨,勇于实践,认真解决在实施历史学科的研究性学习过程中出现的新问题,充分调动学生的主体性、积极性和参与性,不断地提高历史学科研究性学习的能力和水平。     

大学历史课程研究性学习探索

研究性学习是信息时代学校教育的一种新的教学模式，以其开放性、探究性和实践性的特色受到普遍关注，历史学科研究性学习已成为高中的必修课。大学历史课程有进行研究性学习的紧迫性和可能性，笔者通过近年来的教学实践，对大学历史课程如何进行研究性学习进行了初步的探索和总结。     

高中历史研究性学习课及其教学策略摭谈

研究性学习课作为历史必修课内容 ,在完成知识传授、思想教育、能力培养方面更具有内容广泛、形式多样的特点。如何设计、组织和实施历史研究性学习课 ,无疑是迫在眉睫、亟待解决的重要课题。本文根据自己的认识 ,结合教学实践 ,从程序、步骤和方法上对历史学科研究性学习课进行了有效的探索与实践。     

研究性学习在初中历史课堂教学中的运用

研究性学习是新课程倡导的一种重要学习方式,对培养学生创新精神和实践能力具有重要作用。因此历史课堂教学中要根据历史学科特点和学习任务需要,按照研究性学习要求,确定研究性学习内容或主题,并适时创设情境,以激发学生参与研究性学习的积极性、主动性,使研究性学习取得实效。本文就初中历史课堂教学如何组织学生进行研究性学习进行思考与尝试,并取得实效,在此与同仁交流、分享。     

家庭与社区口述史研究性学习案例及其分析

家庭与社区口述史研究性学习是当前流行于美国的一种历史学习方式,本文拟通过相关案例介绍与分析,为我们的历史研究性学习课程设计思路和实践提供参照与借鉴。     

历史研究性学习的实践研究

历史研究性学习是一种以培养学生的创新精神和实践能力为特征的新型教学模式，是教育理论和实践领域的一个崭新研究课题。本文结合自身的教学实践，对历史研究性学习的组织实施、特点和作用进行探讨和研究。     

浅议中学历史教学中的研究性学习

研究性学习是目前教育改革过程中的焦点问题。从高考命题方向的转变和中学历史教学中研究性课题的实践。探讨研究性学习在中学历史教学中的重要地位，对中学教学有举足轻重的作用。     

历史研究性学习中存在的误区举隅

研究性学习活动现已全面走进我们的历史教学。但在这一探索的初始阶段、实践过程中,一些历史教师对研究性学习还缺乏理性的认识,存在着有悖于研究性学习宗旨和原则的现象,成为研究性学习的误区,笔者将对这些认识误区予以澄清。     

高中历史研究性学习课及其教学策略摭谈

研究性学习课作为历史必修课内容，在完成知识传授、思想教育、能力培养方面更具有内容广泛、形式多样的特点。如何设计、组织和实施历史研究性学习课，无疑是迫在眉睫、亟待解决的重要课题。本根据自己的认识，结合教学实践，从程序、步骤和方法上对历史学科研究性学习课进行了有效的探索与实践。     

产学研结合 基于焊接专业教学改革实训设备的研发

在焊接专业教改教学中,遵循理实一体化的教学理念,将＂产学研结合＂发挥到极致,利用现代科技手段,在整个焊接专业教学中巧妙地应用了配套研发的＂数控平面凸轮廓焊床＂实训设备,将实训设备产品化,并积极探索将企业产品引入教学,完成整个焊接专业不同教学领域的教学实训任务的具有职业教育特色的新型教学方法,将产、学、研有效结合,力求提高焊接专业的课堂教学质量。     

教学的文化研究:价值、进展与方向

教学的文化研究,即运用文化学的理论与方法来探讨教学现象或教学问题,它不仅在理论层面为教学研究提供了一个新的学科视角的支持和论证,而且在实践层面有助于诠释教学场域中呈现的新问题。目前国内关于教学的文化研究的内容主要涉及教学文化的意涵、文化传统与教学、文化变迁与教学、教学中的文化冲突与适应、多元文化与教学及网络文化与教学等六个方面。教学的文化研究今后尚要注意厘清教学文化的基本概念,集中和深化研究主题,运用多种方法进行整合研究。     

Linking theory and practice: teacher research in history and geography classrooms

The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might be a way to link educational academic research and teaching practice aiming at furthering professionalism in teaching, improving teaching practice and extending the knowledge base on teaching and learning. Four experienced secondary school teachers systematically investigated their classes, guided by a supervisor. Their materials as well as formal and informal communication with their supervisor and with each other were analysed. Related to their research projects, these teachers reported significant changes in their understanding of student learning and their teaching. They took different perspectives on teaching, looked at alternative solutions for problems, and reflected more deeply on their own teaching as well as teaching of their colleagues. Although each of them published an article in a peer-reviewed journal, they reported difficulties with extending the knowledge base on teaching and learning. Not only did they rarely share results with their colleagues in school because they were perceived as external researchers, they also struggled with writing journal articles and coping with peer reviews. We discuss the value of situated generalization as one of the implications and discuss how teacher research could lead to a new in-between research practice, linking theory and practice, and researchers and teachers.     

Teaching to enhance research

In this paper, I present a conceptual argument for ‘teaching-led research’ in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.     

英文报刊教学研究现状述评

本文对2001-2011年我国针对报刊英语的教学研究现状作了一次文献研究。分析表明,英语报刊教学顺应了英语教学改革的现状,有利于提高教学效率,增强学生学习和运用语言的能力。10年来国内英语报刊教学在研究内容和研究方法都有了很大的发展,研究的深度和宽度都有了很大的提高,同时研究也更注重教学的实效。以后英语报刊教学实践研究还需要拓展视野,对其进行系统的分析和研究,不断丰富英语报刊教学。     

A synthesis of the literature on research methods education

The purpose of this research synthesis is to examine the current research on teaching and learning research methods. The aims are to understand the themes present in the current literature and identify gaps in our understanding of how we teach, and how students learn, research methods. A synthesis of 89 studies generated three themes: (1) characteristics of students taking a research methods course, (2) teaching methods and techniques, and (3) content and course goals. Gaps identified include a lack of research on assessment and on what and how students learn in research methods courses. The majority of studies reviewed were teacher reports of attempted teaching strategies so that an additional need exists for other types of research into the teaching and learning of research methods such as case studies of students' learning or experimental studies of assessment techniques. Suggestions for instructors and future research are considered.     

教师网络教研原动力浅探

教师网络教研活动过程中,网络平台作为物化的支撑工具为研究工作的顺利开展提供了十分重要的条件,也带来了新的生机,但始终必须记住的是教育研究工作中人才是主体因素,教师的投入与否直接影响学校网络研究工作的进程,决定着教育研究成败。网络科研原动力的问题实质就是在网络教研中应该多考虑人性化的吸引与呼唤,应该让更多的教师切身感受到信息技术给教师教学研究带来的效能,让每位教师清楚看到信息技术对自己的近期发展与长远成长的影响,个性化的唤起每位教师内心借助信息化提升个体科研素质的渴望。     

中学历史教学中研究性学习的特点

研究性学习是一种学生在教师指导下 ,以类似科学研究的方式获取知识和应用知识的新课程模式。本文指出中学历史教学中的研究性学习具有问题性、开放性、综合性及实践性等特点。     

Imperatives and challenges in integrating teaching and research

This paper explores why it is important for universities to integrate research and teaching at the present time and considers how it can be achieved. Political, institutional and disciplinary factors affect the relationship, whether the aim is to integrate teaching with research or to integrate research with teaching. So the article explores factors that facilitate and factors that discourage integration. By way of providing an example of implementation, imperatives and challenges in developing this relationship at a large research‐intensive Australian university are outlined. Finally, the paper draws some general implications from this discussion to suggest where moves by disciplinary communities to integrate research and teaching might be heading.