Being and becoming a university teacher

This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.     

《体育统计学》教学中应用PowerPoint的探索

运用教育经验总结法，探讨了PowerPoint在体育统计学教学中的应用。研究表明，提高课件制作的质量直接关系到教学的效果；使用PowerPoint课件辅助教学，可活跃课堂教学气氛，培养和激发学生的学习兴趣，并可培养学生的能力，提高教学的质量；针对应用PowerPoint课件教学特点，提出了教学过程中应注意的问题。     

如何培养大学生对健美操课的兴趣

兴趣是最好的导师，是一种内在的动力，在健美操课教学中，教师通过对学生进行美育以及营良好的课堂气氛等教学手段，来激发学生的学习兴趣，这样使学生在自学，自编，自练的过程中创新意识，进取精神得到培养，从而有利于终身体育思想的树立。     

深化教学改革提高教学质量

以课堂教学,实验、课程设计、毕业设计、考试等几个主要教学环节中的质量问题为例,强调不断强化质量意识,深化教学改革,提高教学质量,是当前普通高等学校的一项重要而紧迫的任务.     

从输入与输出角度看大学英语口语教学

针对目前大学英语口语教学中存在的一些问题,从输入和输出角度进行分析,提出口语教学应在强调输入的基础上,充分利用课堂教学创造良好的输出环境来帮助学生提高英语口语水平.其中对输入和输出的方式进行了比较详细的探讨.     

谈中学数学教学中求异思维能力的培养

结合教学实践谈如何培养学生的求异思维品质,提高学生的求异思维能力。     

对建筑力学教学内容改革的几点体会

根据目前高等教育中建筑力学课程的课时压缩情况 ,介绍作者对建筑力学教学内容改革的几点体会     

新技术下的中专教学教材探索

新技术（计算机、计算器、网络）使学生更接近数学概念和拥有数学经验，使数学探索、数学实验以及提高概念的学习效果成为可能。     

高等职业教育师资队伍建设途径

高职师资队伍建设中存在专任教师学历偏低、结构欠合理、"双师型"教师匮乏、相应培训滞后等问题。改善师资队伍,需在优化师资队伍结构,建立相对稳定的兼职教师队伍,寻求校企联合办学,培养"双师型"教师等方面下工夫。     

Influence of improved teaching practices on student satisfaction ratings for two undergraduate units at an Australian university

To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university.