共查询到20条相似文献,搜索用时 109 毫秒
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王慧敏 《厦门教育学院学报》2001,3(4):7-11
研讨式教学是校长培训教学的重要形式,研讨工教学法将学习理论,总结经验、研究问题结合在一起,充分调动了校长参训的主动性,积极性,也大大提高了校长培训的实效性,针对性。本文对研讨式教学法在“问题-科研”小组模式中的实施程序和方法做详细阐述,旨在进一步探讨如何更加完善研讨式教学。 相似文献
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军校研讨式教学方法改革评述 总被引:1,自引:0,他引:1
从研讨式教学的内涵、研讨题目的设定、研讨的时机和学时分配以及研讨式教学中教师和学生的角色定位等四个方面,对近年来军校开展研讨式教学研究与实践的概况做了评述;对当前研讨式教学面临的学生课余时间精力不足、参与讨论积极性不高和课业成绩评价难等问题进行了初步探讨。 相似文献
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走向研讨式教学的十六要素 总被引:3,自引:0,他引:3
谭学峰 《通化师范学院学报》2002,23(4):23-26
实施研讨式教学;主要培养学生学习;秉此宗旨;作提出了十六个应注意的基本问题。 相似文献
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在阐述研讨式教学法和移动通信课程的特点的基础上,从提出课题任务、分析课题任务、完成课题任务、教师评价总结等几大环节探讨研讨式教学法在移动通信课程教学中的应用。 相似文献
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马力鹏 《湘潭师范学院学报(社会科学版)》2000,21(1):118-122
研讨式教学是深受学生欢迎的崭新的教学方法和教学模式,它将专业知识的学习与师范技能训练有机统一起来。学生自学为主与教师适时指导相互结合是研讨教学的突出特色,它为高等师范院校学生性与师范性的紧密结合提供了一个成功的范例。学生将自己的学习成果以讲课的形式呈现出来,在国内外当属首例,它是我国高校教学改革的一朵奇葩。 相似文献
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"课题研讨"式教学法的实践创新 总被引:1,自引:0,他引:1
陈锦晓 《高等教育研究学报》2007,30(1):53-55
“思想政治理论课”教学改革是一个常说常新的话题,一种好的教学方法应该充分发挥教师的主导作用和学生的主体作用。“课题研讨”式教学法较好地解决了教师如何教和学生如何学的问题,注重两者结合所产生的合力对教学效果的重大影响,该教学法既达到了锻炼学生的目的,也达到了提升教师教学水平的目的,可以说,适应了当今社会所倡导的终身教育观念。 相似文献
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Nick Mead 《British Journal of Religious Education》2006,28(2):173-184
This study addresses issues surrounding the recruitment and training of black African religious education teachers within the context of the government’s intention to make the teaching profession more representative of the wider community. In relation to this there is a strong emphasis in the Teacher Training Agency’s Qualifying to Teach on selection procedures which promote equality of opportunity and the recognition of individual training needs. The study is informed by the work of Sikes and Everington who have highlighted the place of religion and culture within the personal histories of religious education teachers. Black African members of two successive cohorts of PGCE students are tracked to identify their training needs in relation to their cultural and religious backgrounds. The data identifies four cultural and religious factors which impact on their training to teach religious education in the UK. Finally, as advised by the Carrington Report, recommendations are made for the practice of teacher educators. 相似文献
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Ronald Gulliford 《欧洲特需教育杂志》2013,28(2):103-112
ABSTRACT The aims and content of training in special education have been extended in recent years as a result of the practice of integrated education and also the recognition of a larger group of children with special educational needs. Provision in ordinary schools is being seen as the development of whole‐school policies for curricula and organization, including the development of systems of support within and sometimes, across schools. These developments have implications for the training of special education teachers and also for the pre‐service and in‐service education and training of all teachers and for the variety of strategies to be employed. 相似文献
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本栏目发表的北京航空航天大学的四篇文章就如何选培优秀主讲教师、怎样培养工科学生的创新意识和能力、工程硕士培养和管理模式、采取什么措施更有利于特长生的培养等问题进行了探讨,旨在互相交流,引发思考。 相似文献
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This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more than a decade of implementation, researchers investigated initial outcomes of the program for cooperating teachers, student teachers, and new teachers. Findings suggest that the training resulted in a greater sense of efficacy for aspects of the role and may lead to more effective evaluation practices by clinical faculty and to stronger performances by student teachers. The lack of other significant results may have implications for policies related to the evaluation of teacher preparation programs. 相似文献
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Children's Literature in Education - 相似文献
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A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others. 相似文献
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Nancy S. Johnston 《Psychology in the schools》1990,27(1):51-56
This paper describes the roles of teachers and school psychologists and presents an overview of current and prospective methods of providing services to special needs children. On the basis of the literature and professional experience, it is suggested that changes are needed in the provision of special education services. The consultative relationship between teachers and school psychologists is viewed as the key to successful classroom intervention for special needs children. Although each profession brings expertise into the consultative relationship, better training is needed for teachers and school psychologists to ensure that effective intervention strategies are developed. 相似文献
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