共查询到20条相似文献,搜索用时 125 毫秒
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本研究旨在设计与开发基于在线教育平台的人体解剖学与组织胚胎学精品课程。首先,对在线教育平台进行了概述,介绍了其在教育领域的应用和优势。然后,针对人体解剖学与组织胚胎学课程进行了设计,包括课程目标与教学目标、课程内容与教学方法以及课程评价与考核方式。详细探讨了在线教育平台上的课程开发,包括课程教材的选取与编写、课程视频的拍摄与制作、课程互动与讨论的设计,以及课程作业与考试的设计。提出了课程的实施与效果评估方法,包括课程实施过程的管理与监控、学生学习效果的评估与反馈,以及课程改进与优化的措施。 相似文献
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徐东升 《中国科教创新导刊》2013,(3):4+6-4,6
本文研究了普通高中生物选修课程的开发与建设,重点探究了普通高中生物选修课程的开发与建设的原则、研究的方法、如何实施,以及课程开发与建设的类型和课程开发与建设的评价等。 相似文献
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新一轮课程改革十分重视信息技术与课程的整合。本文从信息技术教育与课程整合的重要意义、整合的形式与方法以及整合应注意的问题三个方面进行了阐述。 相似文献
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信息技术与学科整合的研究 总被引:2,自引:0,他引:2
信息技术与课程的整合,是高层次的主动适应.本文就信息技术与课程整合的内涵,信息技术与课程整合的必要性,信息技术与课程整合的前提,以及构建网络教学模式推进信息技术与课程整合等作了必要的探讨. 相似文献
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略论美国地方课程的开发与管理 总被引:6,自引:0,他引:6
本文分析了美国地方课程开发与管理的含义 ,论述了联邦和州对地方课程的开发和管理 ,学区在地方课程开发与管理中的作用 ,以及学校在地方课程开发与管理中的功能 ,归纳、分析了美国在地方课程开放与管理中的经验和特色 相似文献
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聂丹 《河北工业大学成人教育学院学报》2006,21(1):19-21
文章从教学改革和教学的实际需要入手,对信息技术与课程整合的中间过程和状态进行了详细的分析和探讨.根据信息技术与课程整合的不同程度和深度,就信息技术教育的教学目标,信息技术在课程整合中扮演的角色,以及课程整合的三种基本模式等作了必要的探讨。 相似文献
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邱广木 《中国科教创新导刊》2008,(5):208-208
本文从我国学校德育课课程的结构现况系统汇总剖析入手,结合对德育课课程与教学的设置探索,通过对德育课课程与教学设置科学化的辩证分析,提出了德育课课程与教学的合理化设置以及德育课课程与教学设置的基本思路,从而阐述了德育课课程与教学合理化设置的科学发展观,突出了新时期德育课课程与教学合理化设置的必要性和紧迫性。 相似文献
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学生是课程实施及其研究中的一个弱势群体。为改善课程实施的成效,有必要把学生纳入课程实施及其研究中。学生参与课程实施有利于促进课程变革走向成功;学生参与课程实施及其研究具有三种形式,即学生作为数据来源、学生作为积极反应者、学生作为共同研究者。在新的课程实施及其研究中应该加强对学生的关注。 相似文献
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This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's qualitative and exploratory purposes, it made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training. 相似文献
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Doune MacDonald Lisa Hunter Teresa Carlson Dawn Penney 《Asia-Pacific Journal of Teacher Education》2002,30(3):259-275
As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge. 相似文献
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研究地方高校转型期的小学教育专业课程体系改革。以宁夏师范学院等6所院校为研究对象,应用比较研究分析法,对比院校培养目标、课程体系,学分、学时等数据要件,析出共性特征及个性差异。探索高职本科与创新性发展,重新定位本科培养目标,改革课程体系,更新教学内容,确定课程学时、学分在2400-2550学时,140-155学分之间;理论与实践课学时比例调控在1∶0.13;重构通识教育课与专业基础课、教育科学课、教师资格认定课、职业教育方向课必修课、职业教育方向课选修课的学时或学分比例为1∶0.65∶0.5∶0.12∶0.20∶0.18。构建一个课程结构合理,学时比例恰当,课程内容之间有序、协调、衔接性好的全新的地方本科高校高职课程体系。 相似文献
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Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007 相似文献
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许琼莉 《语文学刊:高等教育版》2008,(2):154-157
通过选取某校英语系本科生四年中所学的42门语言类课程,以英语系某级137名学生成绩为样本,将相关系数作为量化分析和评价的基本工具,简要分析了这些课程之间的相关性,揭示了课程间的内在关系;以此为基础,对课程的设置和教学提出了一些建议。本文是将数量化的方法引入教学评估中的一次尝试,本方法也可应用到其他专业(不限于英语专业)的课程设置的分析与评价中。 相似文献
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信息技术与课程整合的探究 总被引:1,自引:0,他引:1
目的探讨信息技术与课程整合的内涵、整合模式以及在当前存在的问题.方法文献资料法.结果信息技术与课程整合可以提高课程教学效率,改善教学效果,对不断深入推进素质教育、丰富发展教育理论有着重要意义.结论信息技术与课程整合有利于教育资源的共享,可以缓解教育公平等问题,应因时因地制宜搞好这种整合,以进一步提高教育教学质量. 相似文献
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Peter Goff Sarah B. Boesdorfer William Hunter 《Cultural Studies of Science Education》2012,7(3):631-651
This research documents the creation, implementation, and evaluation of a novel chemistry curriculum. The curriculum allowed students to create theories situated in a variety of cultures while they investigated chemical phenomena central to all civilizations; it was a way of synthesizing chemistry, the history and nature of science, inquiry, and multicultural education. Achieving both chemistry content and nature of science objectives were the main goals of the curriculum. A small sample of undergraduate students participated in the curriculum instead of attending a large lecture course. The novel curriculum covered the same chemistry topics as the large lecture course. Program efficacy was evaluated using a combination of grades, survey data, and interviews with the participating undergraduates. The results suggest that this curriculum was a successful start at engaging students and teaching them chemistry as well as nature of science concepts. 相似文献
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美国整合性STEM教育框架基于STEM理念,阐明对整合性STEM的共识性理解,首次提供了涵盖K-12阶段的整合性STEM课程资源,绘制了STEM课程路线图,提供在课堂层次实施STEM的课程路线,为整合STEM方法的系统转型提供支持,以数据驱动STEM教学与评价,制定有效的STEM课程项目和STEM教师专业发展框架,推动整合性STEM课程实施与教学方法改革,培养学生运用STEM知识去解决真实问题,提高创新、批判性思维和解决问题的能力,培养21世纪技能。美国整合性STEM教育框架的课程理念、课程路径与课程支持系统,对我国在基础教育阶段推进STEM教育改革,开发全学段的STEM教育整体框架和课程路线图可以提供有益借鉴,包括基于标准的整合性STEM课程框架,赋能STEM教师的整合性教学实践和推动整合性STEM教育的系统性转变。 相似文献