论体验式学习在教师教育技术能力培训中的应用

文章介绍了体验式学习和体验式培训的含义和特点,并以全国中小学教师教育技术能力建设计划国家级骨干教师培训为例,设计了体验式培训模型,阐述了体验式培训模型应用的基本过程和方法,对中小学教师教育技术能力培训的体验式培训设计作出了初步的探索,旨在提高培训的效果.     

高职教育中体验式教学的实践探索

体验式培训已在企业员工培训中得到广泛的应用，其良好的培训效果深受企业欢迎。在总结体验式培训特点的基础上，将体验式培训应用于高职教育的教学实践，给出了在高职院校中开展体验式教学的一个案例——团队训练，重点介绍方案设计及实施过程中的原则和注意点，对如何组织好体验式教学及注意事项提出了建议。     

教师体验式培训中游戏的教学设计及案例研究

近年来,以互动体验、交流分享作为主要培训手段的体验式培训已渐成为师资培训的一个亮点,越来越多的学校将其作为教师入职培训、整合校园文化、激发教师潜能、建设学习团队的必要培训。文章首先介绍了体验式培训及其理论基础,然后结合迪克与凯里的教学系统化设计模型,探讨了教师体验式培训中游戏的教学设计方法,最后介绍一个教师心理健康与素质体验式培训案例,以期能为学校实施师资培训时提供有益的参考。     

对青年进行体验式学习的实践与认识

体验式学习已越来越多地应用于培训教育,与传统教育模式相比,体验式学习有其特点和优势,是传统教育模式的有益补充。本文通过实践,简要论述了体验式学习的模式、示例及体验式学习的一些相关要点。     

体验式培训的理论依据及价值

体验式培训在发掘和激发体验者潜能方面起到了积极的作用,它较之传统的培训具有独特的优势。体验式培训依托于辩证唯物主义、积极心理学（乐商)和体验式学习三种理论,它所体现的经济价值、教育价值、娱乐价值和实践价值是发展体验式培训的坚实基础。未来,创新将维护体验式培训行业的可持续发展。     

高校学生干部的体验式培训探索

体验式培训由于其寓教于乐、注重体验受关注和重视,本文从体验式学习的理论分析总结了高校学生干部体验式培训的概念和特征,构建了高校学生干部体验式培训的基本框架,初步设计了学生干部体验式培训的基本轮廓,为今后高校的学生干部培训提供有益建议。     

体验式培训模式在高校学生心理健康教育课程中的应用

体验式培训作为一种新的培训模式,是对传统培训方法和教学手段很好的补充。将体验式培训运用到高校教学活动中,可以提高学生的学习兴趣,提升课堂教学的效率,增强学生的综合素质和实践能力。在课堂教学中运用体验式培训模式还处于初级探索阶段,文章将通过课堂教学设计与实践,分析和探讨体验式培训在高校心理健康教育课程中的应用。     

把拓展训练引入大学生思想教育体系实践与探讨

拓展训练又叫体验式培训,因其培训效果显著,笔者尝试把其引入大学生思想教育体系。文章先分析了拓展训练引入大学生思想教育体系的可行性,然后对大学生开展拓展训练的形式、流程和注意事项进行了说明和探讨。     

以体验式培训理念发展任职教育

传统教学模式下的任职教育已经不能完全适应当今军事变革对于塑造新型军事人才的需要。体验式培训的理念符合任职教育的改革目标,将任职教育置于体验式培训模式下进行将得到事半功倍的培训效果。     

高校辅导员体验式培训举办

本刊讯10月22日至30日,安徽省2011年第一、二期高校辅导员体验式教育专题培训在安徽邮电职业技术学院举办。来自全省66所高校的226名辅导员参加了培训。在12个单元课程的培训中,学员们系统学习了体验式教育的基本理论、原     

Didactical Concept of Work-Based Training in a Virtual Working Space

Future Technologies for Expertise Development （FuTEx） is a virtual company in which information technology （IT） workers can obtain a qualification towards an IT specialist certificate. The qualification addresses jobseekers, who naturally do not have an in-company workplace as a precondition for workflow-embedded learning and therefore cannot participate in a regular qualification according to Advanced IT Training System （AITTS）. FuTEx was conceptualized and implemented by the Federal Association for Information Technology, Telecommunications and New Media （BITKOM）, in cooperation with training providers. FuTEx is based on a virtual platform that provides a virtual work environment for the qualification of jobseekers according to the workflow-embedded method of AITTS. The German AITTS focuses on the development of professional competences through working experience. The individual working experience is enriched by a workplace which functions as a learning place and the real in-company job tasks which provide learning objectives. The main disadvantage of AITTS results from the exclusion ofjobseekers, who are willing to undertake a qualification, but cannot earn a certificate, due to the lack of a workplace, which is a fundamental requirement of the certification. This article will address the theoretical basis of work process integrated learning environments, the regulative frame set by AITTS, the practical concept of FuTEx as a virtual work environment, and present final research results following completion of the qualifications. An earlier publication about FuTEx in the German language is based on interim results with respect to development and research （Schroder, Bernhardt, ＆ Topfer, 2010）.     

Learning how teachers learn in underdeveloped countries

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.     

古镇参与体验式旅游产品的深度开发——以闽北和平古镇为例

在旅游需求多元化、旅游者参与体验心理愈加强烈的今天,静态的古镇观光游已经不能满足旅游者对参与体验型旅游产品的需求,古镇旅游产品亟需优化和提升.文章运用体验经济的相关理论,提出参与体验式旅游产品的开发理念,并针对闽北和平古镇旅游深度开发以及参与体验式旅游产品设计给出了具体的建议和措施,从而突显其旅游特色,提高知名度,促进旅游经济可持续发展.     

新常态下大学生就业指导课体验式教学模式探究

就业形势新常态下,就业指导课成为高校培养大学生就业能力的重要途径,但高校就业指导课普遍存在"重理论教学,轻实践指导"的现象,直接影响了教学效果。在就业指导课中引入体验式教学理念,可采取自由辩论、角色扮演、社会调查、无领导小组讨论、材料投递等形式多样的方式加以推进,;在实际教学中,教师教学要侧重设计调控,教学情境要尽量贴近现实,实践活动要注重理论引导,教学效果要呈现体验过程。     

The effect of the success-oriented teacher on pupils' perceived personal control and attitude toward learning

After special training, 67 teachers of the third through sixth grades, with a total of 1853 pupils, each conducted an experience-based social studies program in his or her own class during the semester following the training. The program, the Mini-Society, requires considerable pupil autonomy. Half of the classes were taught by teachers with the highest success orientation toward teaching. These students showed significantly larger residual gains on perceived personal control of their own academic success and failure and on favorable attitude toward learning than did students in classes taught by the other half of the teachers, who were oriented more toward avoidance of failure in their teaching.     

体验式教学在小学英语听力教学中的运用探讨

在小学英语教学中,针对传统教学模式存在的不足,体验式新型教学理念和模式的应用,符合新课改的教学要求,并充分针对小学生的心理特点,对听力教学方式进行了改进和创新,同时对小学教师的教学工作提出了更高的要求,教师需要结合体验式教学活动,使学生的学习兴趣得到激发,英语知识掌握能力提高,文章就体验式教学模式在小学英语听力教学中的有效应用进行分析和探讨。     

Some thoughts on implementing U.S. physics doctoral education in Japanese universities

Recent policy debates surrounding Japan??s graduate education raise a serious skepticism in the validity of its ??research-based?? or ??learning-by-doing?? training approach that these institutions have uniquely established. Proponents of reform suggest drastic restructuring of the graduate programs by replacing the experience-based mentoring aspect with more systematic education that blends an array of coursework and examinations. However, whether such a coursework-based model of graduate training will successfully function without sacrificing the traditional virtue of Japanese practices is an unsubstantiated matter. Japanese graduate schools have produced scientists who have made immense contributions to the advancement in our scientific knowledge. Policy makers and academia in Japan should humbly acknowledge this fact and prudently determine what aspects of their educational content should be reformed and what should be retained. In order to do this, the merits and demerits of alternative models must be clearly understood. The objective of this study is to affirm both the strengths and weaknesses of the traditional approach that Japanese universities need to consider preserving and eliminating, in order to capitalize on their institutional heritage while also building in the educational caliber of the rigorous US graduate training model in the reforming process.     

体验式教学法在小学数学教学中的应用

在教学中融入体验式教学法,可以彰显学生本位基本理念,激发学生的兴趣,因此广受推崇。基于此,本文结合小学数学实际分析,从设置体验情境、引导实践操作、组织合作交流、联系生活指导方面具体阐述体验式教学法在教学实践中的应用,以供参考。     

高等教育阶段舞蹈专业教育的若干思考——关于课程设置与课程结构改革的思考

课程体系改革是教学改革与创新的核心.当前舞蹈专业的课程结构上存在着比较严重的偏差,专业技术课的比重非常大.这是因长期经验式教学所形成的思维惯性带来的必然结果,认为舞蹈教育的课程结构主要是突出专业教育"高、精、尖"的技能特征即可.由此造就了大批缺乏舞蹈理论与舞蹈文化的舞蹈人.学校面临着如何调整课程结构,加大本学科的基础理论课程,同时开设相关学科的理论知识和研究方法的学习,以适应社会发展,满足社会及人的需求.     

浅谈体验式乡村旅游产品开发

体验经济时代的到来对旅游业发展有着重要的影响,乡村旅游与体验经济本质是相融合的,开发体验式乡村旅游产品能更好的够促进乡村旅游的发展。