基于职业能力培养的高专中国地理教学改革

针对当前高专中国地理课程在教材内容、教学方法与手段、学生实践能力培养等方面存在着与中学地理教学相脱节的问题，提出合理调整教材内容，强化与中学地理教学之间的衔接；改革教学方法和教学手段，提高学生学习兴趣；加强实践教学，培养学生的地理实践能力；构建科学的学业考核体系，培养学生的评价能力。     

高师专科学生实践能力的研究与培养

高师学生培养中存在重知识传授轻实践能力培养的倾向，这种倾向是选择教育观的必然产物。树立可持续发展教育观、调整课程结构，提高对实践能力的认识，加强职业技能训练，建立稳定的实践基地和可操作的评估指标体系是培养高师学生实践能力的有效途径。     

指向地理实践力素养的高中地理实验教学思考——以“气温观测”改进实验为例

地理实验是培养学生地理实践力的主要方式。结合当前高中地理实验教学中存在的重技能轻素养、地理实验设计缺少科学探究思想等问题,提出了地理实验教学的改进措施,并结合“气温观测”改进实验课例,阐明了如何通过地理实验培养学生的地理实践力素养,指明了地理实验教学应逐步实现从教师演示向学生操作、从教师设计向学生设计、从教师需要向学生需要、从验证书本知识到探究新知识的四个转变,强调了要以地理实验教学培养学生求真求实的科学精神,并加强地理实验课程资源建设。     

面向基础教育新课程，改革高师地理教育专业课程体系

我国新一轮的基础教育改革，需要高师地理教育专业培养出新型的地理专业教师，而现行高师地理教育专业的课程体系和教学内容难以适应这种需要。高师地理教育专业的课程体系改革基本方向，要体现其师范性、地理性、研究性、技术性和地方性等特色，在三个方面寻求突破。即：调整课程结构，强化素质与能力培养，加强学科教学法、地理学技术和地理应用课程的教学；构建新的地理教育专业学科课程结构，把资源环境与可持续发展作为地理学研究人地关系的核心命题；加强地理实践教学环节，突出专业与地方特色。     

开发地理学习资源 培养学生探究能力

地理科学是研究地理环境和人类活动关系的一门科学,初中地理课程是以地理环境、人地关系和可持续发展为基本内容,以培养创新能力和实践能力为重点的基础课程。对学生进行扎实的基本训练,培养基本技能,建立科学的观念,培养探究能力,是地理教学的根本任务。充分挖掘地理教材内涵,调动学生知识积累,     

高职教育的课程开发与建设

课程教学是实现人才培养目标的基本途径.是专业教学改革的关键与突破口.目前高职教育课程还存在重专业职业能力.轻学生内在精神;重理论.轻实践;重教学目标的一致性.轻学生个性能力的培养等问题.必须围绕课程结构、课程内容、课程实施、课程评估等方面加强高职教育课程开发与建设.     

运用引导教学模式 优化农村初中地理教学

"优化农村初中地理学科教学过程的改革实验"针对农村初中地理学科普遍存在的重教轻学、重知识轻实践、重结论轻过程、重演绎轻归纳的问题,依据地理教学的基本规律,着眼学生地理能力培养,提出了"引     

高师院校地理科学专业自然地理实习改革探究

本文分析高师院校地理科学专业自然地理实习现状及存在的问题,提出改革建议,认为高师院校在组织地理科学专业自然地理实习的过程中应更加注重教学技能的培养,提高学生的实践能力;高师院校的人才培养应与中学课程改革有效衔接,接轨中学教育内容。     

论高等师范院校课程体系的调整

本在分析了目前我国高等师范院校课程体系中存在的比例失调，师范性不强，重专业轻通识，重理论轻实践等问题的基础上，提出了高师课程体系改革的几条对策。即高师课程体系改革应建构科学的课程体系，合理安排课程类别与比例；增大教育课程比重，突出师范性；增大通识课程比重，加强通才教育；加大实践性课程比重，重视实践环节。希望这些观点能够在高师课程体系改革中起到抛砖引玉的作用。     

地理探究式教学之我见

探究式教学的特点是通过探究式活动来引发学生的好奇心,进而培养学生探究科学的兴趣。在地理探究活动中以地理基础知识为载体,力求让学生通过这一过程掌握学习地理的方法,从而调动学生学习地理的积极性、主动性,培养学生的创新精神和地理实践能力。     

我校电子商务专业教学研究初探

针对电子商务毕业生就业不理想的状况,指出学校培养学生的知识结构与企业的实际需求之间的差距,在分析目前专业教学存在问题的基础上,提出教改建议,强调实训的科学性和重要性.     

高职实践教学"4.3.1模式"改革研究与实践

在《数字电子技术》课程实践教学中,如何充分提高学生个体职业实践能力,改革重理论、轻实践的传统模式,以＂实践教学是高职教育主体教学＂的理念,架构《数字电子技术》课程实践教学的＂4.3.1模式,使学生的实践技能得到较强的训练和提升,在改革实践中探索真正实现高职培养目标的实践教学新模式。     

The road to collaborative and integrated education: Success and struggle in a university classroom

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.     

广告摄影课程改革探析

文章主要对目前国内艺术设计专业摄影课程教学中经常出现的问题进行分析,提出了应该把摄影课程作为一门综合性的学科课程进行研究,改进摄影课程的教学内容,引导学生从实际、实用的角度学习、思考与实践。活学活用,这样才能令学生产生学习兴趣,从而提高教学质量。     

Predicting student evaluations of teaching using decision tree analysis

Abstract

This study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity.     

“高频电子线路实验”课程翻转教学模式的探索

传统的高频实验教学模式,过于重视理论验证,对高频理论的工程应用能力训练较少。为此,我们引入翻转教学思想,从教学形式和教学方法上进行探索。采用开放式实验模块,将验证和设计结合,课内指导和课外实验相结合,让学生从工程角度来实验电路和分析问题,突出设计性和实用性,从而有效地激发学生的自主学习和主动探究兴趣。     

集中性实践教学环节的教学改革研究

在与企业的交流中发现,学校的实践教学获得的认同度并不高。考察高等院校的教学活动,对于学生,本质上是一种基于资源的学习;对于学校,师资建设、实验室与实习基地建设等,本质上是一个教学资源的建设。工科学生实践教学环节训练乏力的问题,实际是一个实践教学资源缺失的问题。对于实践教学的重点部分如集中性实践教学环节,其教学资源建设的重点在于拓展与企业的合作渠道,把教学环境转移到企业现场,并结合CDIO大纲和企业培训纲要来指导教学,使得实践教学环节尽可能映射工程实践。介绍了基于上述思考的教学改革试点工作。     

Teaching English at a distance in China’s Radio and Television Universities

English language teaching (ELT) has played an important role in the Chinese Radio and Television Universities (RTVU) network since its establishment in the late 1970s. Based on a literature review and reflection from an insider’s perspective, this paper gives a full account of the RTVU distance ELT model, examining how it supports autonomous language learning, how autonomy features in its English courses/programmes and how well the students respond to the model. It also discusses issues related to the improvement of the model, including student support, course production, curriculum design, course assessment, and staff development. It is argued that ELT in RTVUs should not be ignored in the international academic community although not much is known about it outside China, and that the RTVU model may be of practical relevance to other open and distance learning contexts.     

Instruments for obtaining student feedback: a review of the literature

This paper reviews the research evidence concerning the use of formal instruments to measure students’ evaluations of their teachers, students’ satisfaction with their programmes and students’ perceptions of the quality of their programmes. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting attempts to improve the quality of teaching and for informing prospective students about the quality of course units and programmes. The paper concludes by discussing several issues affecting the practical utility of the instruments that can be used to obtain student feedback. Many students and teachers believe that student feedback is useful and informative, but for a number of reasons many teachers and institutions do not take student feedback sufficiently seriously.     

高职院校应用文高效课堂的评价

以学论教是评价课堂高效的标准之一,本文从学生课堂参与程度、学生书写应用文水平、学生实际工作能力三个方面来评价高职院校应用文高效课堂的开展情况,以推动应用文教学工作的进步,进而提升学生的综合素质,促进学生的成长。