微格教学存在的主要问题及改进策略

文章对微格教学现况进行了系统的分析,指出了现行微格教学中的主要问题,从加强微格教学研究、加强对教师微格教学素养的培训、增加教育投资,完善微格教学设备、加强微格教学课程资源建设、改革微格教学,增强操作性和实效性、建立科学的微格教学评价标准等方面,提出了改进对策。     

对高校师范生微格教学训练实效性的反思

作为当前师范生技能素养培训的一种重要方式,微格教学训练应加强微格教学理论知识的学习,注重微格教学方案的设计,强化学生的角色扮演意识,突出微格教学训练方式的多样化,加强微格教学反馈评价等,从而提高师范生微格教学训练的实效性。     

基于微格教学的教学技能培训

通过阐述微格教学的含义,论述微格教学的组成和特点,分析微格教学对培训师范生技能的优越性,进一步指出微格教学过程中应注意的几个问题,以期更好地发挥微格教学的作用,有效提高师范生的教学技能。     

微格教学的环节及其理论依据

微格教学具有观察、实践、反馈、评价等四个主要环节，其中观察、模仿是微格教学的初始环节，微格教学实践是微格教学的核心，直接反馈是微格教学的优势，科学评价是微格教学不可或缺的环节。各环节都具有充分的理论依据。     

师范生网络微格训练的效果探析--基于微格教案分析的视角

信息技术为微格教学的开展注入了活力,为基于网络的师范生教学技能的培养提供了多种支持。该文针对传统微格教学中存在的问题,引入网络微格教学模式,着重探讨了网络微格教学中微格教案的设计与编写活动。最后通过对生物师范生网络微格教学中的5个版本的教案分析,了解师范生在微格教案设计与编写上的变化,以探析网络微格教学的效果。     

挖掘数字化教学优势 扩展微格教学的作用

探讨作为培训教师教学技能的微格教学,在新的数字化教学形势下,在教学环境、微格教学目标、微格教学培训技能、微格教学训练模式等方面的突破和发展。     

浅谈微格教学中的摄录像技巧

利用微格教学可以训练学生掌握和提高技能，微格教学最重要的两个步骤是微格教室的同步录像以及课后的反馈和评价。微格教学摄录像要反映微格教学整个的记录过程，要体现微格教学的特点，要做到有的放矢。微格教学摄录技巧，可以从镜头的设计和各种具体技能的拍摄两个方面完成。     

师范生微格教学技能训练模式研究

微格教学是一种利用现代化教学技术手段来培训师范生教学技能的系统方法。为优化微格教学过程,提高微格教学质量,笔者在分析微格教学的实质特点的基础上,提出一种师范生教学技能训练模式,并探讨了在微格教学技能训练过程中应该注意的问题。     

高师院校思政专业教学技能实训中的微格教学

微格教学作为新形势下培养高等师范院校师范学生的新型手段,是加强未来教师教学技能不可忽视的重要环节。它利用现代化的多媒体技术,并同微格教学的理论与高中政治学科的教学相结合,突显出微格教学在思想政治课教学过程中的特色。通过对微格教学理论的学习,以及具有针对性的高师院校师范生微格教学训练,分析在微格教学实施过程中出现的困难以及应解决的问题,对于微格教学的自身发展以及师范生未来教学技能的训练具有重要的意义。     

高师数学教育专业微格教学模式的实践探索

数学微格教学具有微格教学的一般特征,又区别与其他学科,要遵循数学教学的特殊规律。为充分挖掘数学微格教学的价值,需结合数学学科特点,探讨数学微格教学的训练项目和实施程序,通过具体教学实践,构建合理的高师数学微格教学模式。     

英语否定转移的表达方式及其汉译

否定转移是指位置上与一个词或短语放在一起的否定词,有时在意义上或逻辑上可转移到去否定另一个词或短语。通过总结英语否定转移的四种表达方式,即从一般否定转移到特指否定;从特指否定转移到一般否定;从一种特指否定转移到另一种特指否定;从否定主句谓语动词转移到否定从句谓语动词,来探讨其在汉语中的翻译,以期进一步提高翻译的准确性。     

A Case Study of Preschool Children’s Musical Interests at Home and at School

In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.     

Against the humiliation of thought: The university as a space of dystopic destruction and utopian potential

Abstract

My objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegger’s turn to Nazism can be seen to represent, I turn to Deleuze in the name of a model of educational becoming that recognises difference in itself, before noting that this philosophical approach has similarly found humiliation in the contemporary neoliberal university dominated by a form of rhizomatic power. Finally, I look to develop a fusion of Heideggerian and Deleuzean approaches to deepen Stiegler’s pharmacological critique of the contemporary dystopia of systemic stupidity and its potential resolution in an educational utopia of invention on the other side of the humiliation of thought.     

论培养和提高师范生写作思维能力的环节

本文对如何培养和提高师专中文专业生写作思维能力的问题进行了探讨,主张在写作教学中教师必须把握好四个环节：一是明确思维特点,讲授思维方法;二是抓住写作理论课堂,引导学生走上科学思维轨道;三是加大文章赏析力度,锻炼科学思维能力;四是抓好习作实践,提高学生写作思维能力。     

Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources.     

The Scientist as School Teacher

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

高等学校科技档案规范管理的问题与对策

高等学校科技档案日益丰富,但是科技档案工作普遍存在价值低估、管理制度缺位、专业化引导缺乏、科技泄密和知识产权争议等问题。为此,需要建设专兼结合的高素质档案管理队伍,提高科技档案的利用率;完善管理机制,增强科技资料归档制度的执行力;加大宣传力度,提升科技人员和档案管理人员的保密意识和能力;加强信息平台建设,提高科技档案管理信息化水平;开阔视野,构建高校科技档案资源共享系统。     

力学课程特色教学与素质教育

力学课程中蕴含着丰富的人文因素。在教学过程中开展特色教学,有意识地引入力学课程中的辩证唯物主义、美学、品德等方面的素材,对学生进行人文素质教育,既能够活跃课堂气氛,也能够激发学生学习的积极性,更能够在传授科学知识的同时,让学生掌握分析和解决问题的辨证方法,引导学生建立正确的世界观、人生观,提高自身的美学修养和思想品德修养,从而促进学生的素质教育。     

广义价值初探

广义价值是从系统论角度出发定义的。所谓价值就是事物与事物之间在相互联系、相互作用的关系中所产生的影响。广义价值不仅考察事物(包括人)的价值,还考察对事物(包括人)的价值。前者包括事物的外在价值和内在价值,后者包括外部事物及环境对事物的价值以及事物内部要素对事物的价值。广义价值的定义有多方面的意义。