混合式教学在软件实训课程中的应用与实践

分析探讨了软件实训课程现存的主要问题,提出在软件实训的各个环节实施混合式教学,对基于混合式教学的软件实训过程以及实施关键点进行了详细阐述,并对混合式教学中软件实训资源进行了深刻剖析,提出了优化策略.     

Citizenship education in England and Wales: theoretical critique and practical considerations

This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories. We suggest that such differences create opportunities for new curriculum‐making practices as well as democratic possibilities in the context of citizenship education, at a time when curricula in both England and Wales are under revision. Considering school councils/forums as an exemplar of practice common to both contexts, we question the wisdom of schools employing a narrow conception of active citizenship, via forums, in order to demonstrate they are satisfying the relevant requirements of the Order for Citizenship in England, and aspects of the Personal and Social Education curriculum in Wales. While the exemplars are both from the UK context the arguments apply beyond these borders and to more general concerns regarding the development of global citizenship.     

我国流域公共治理的碎片化现象及成因分析

条块分割难以跨部门协同是长期困扰公共行政的难题。解决此问题的既有思路多着眼于行政体制改革和流程再造。近年来,随着数据资源、数据技术与行政实务的深度融合,在不改变部门职能分工与权责边界的情况下,通过数据赋能提升跨部门协同治理能力成为值得关注的实务现象,从理论上深入挖掘和凝练数据赋能跨部门协同的运行机制显得尤为必要。在“互联网+河长制”的实践中,数据赋能形成了有别于传统界面治理类型的“工具—对象”界面框架。其中,数据公开增强了基层对问题的判断与处置权力,压实了属地责任;数据集成提高了协调部门的话语权,以信息为基础,精准落实了责任主体;数据留痕借领导之权落实弱势部门之权,压实了条线部门责任。具备“赋权”和“确责”治理功能的数据通过降低权力位阶差距和形成“分流治理”格局,促进了上下统一与横向整合,进而推进了水环境跨部门协同治理。     

Paying Attention to Bodies in Education: theoretical resources and practical suggestions

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators.     

利用化学科技创新社团进行理论与实践教学的实践

化学科技创新社团依托化学系与国家级化学实验教学示范中心,形成了教学与科研一体化平台。通过该平台,学生在学习理论知识的同时,还能够在教师指导下,利用科研实验条件,培养自主分析与解决问题能力,为学生走上工作岗位或者进一步深造打好基础。     

楚雄州"人才立州"战略的理论分析与实践思考

“人才立州”战略是楚雄州顺应形势发展，继“农业富民”、“工业强州”、“引资兴州”之后提出的又一重大决策部署。当前，我州人才队伍建设在取得成绩的同时。还存在许多不足。要改变这一现状，必须从理论上深刻把握“人才立州”战略的基本要求和丰富内涵。并在此基础上采取有效措施予以认真贯彻和实施。     

程朱“理一分殊”思想的方法论视角

"理一分殊"这一命题具有丰厚的思想渊源,具体提出是程颐回答他的学生杨时关于张载<西铭>的疑问时说出的,朱熹则做了进一步丰富和发展."理一分殊"不但是程朱理学思想的重要组成部分,而且在理学中扮演着方法论的角色.程朱利用"理一分殊"解决了世界万物如何产生以及世界万物统一于什么的问题,这两个问题决定了程朱理学的哲学性质和发展方向.正是由于"理一分殊"这一方法的运用,使得程朱理学大大超越了先秦儒学、道家哲学和佛学关于宇宙生成和万物统一性的论述,使理学成为更缜密、完善、思辨性更强的哲学思想体系.     

Optimization: an attempt to establish empirical evidence for theoretical and practical purposes

European Journal of Psychology of Education - Optimal best practice is a central feat of human agency. It emphasizes a state of flourishing and reflects, in this case, the paradigm of positive...     

Oral reading errors: part of speech effects and their theoretical and practical implications

Data are presented which show striking differences between the characteristics of oral reading errors made to content and function words. Content word errors tend to be graphically similar but contextually unacceptable, whereas the reverse is true for errors made to function words — which are contextually acceptable but graphically dissimilar. This was true for two samples: for one child reading a total of 2,588 words, and for 12 children reading about 450 words each. There were however differences between the samples, and reasons for these are discussed. It is argued that some errors are better viewed not as errors in word recognition, but as post-recognition errors — that is, errors which occur even when the word has been correctly identified. The errors in this study are also compared with those made by an adult with acquired deep dyslexia reading words in isolation, and similarities between the two sets of errors were observed. Finally it is concluded that teachers and researchers should (1) categorize errors into visual, semantic, derivational and function word errors, (2) should calculate the proportion of function word errors, and (3) bear in mind that oral reading errors may occur even when words are correctly recognised.     

A case study of academic programme integration in the USA: andragogical,philosophical, theoretical and practical perspectives

The landscape of higher education is being transformed as challenges for greater efficiency, accountability, and economic viability challenge administrative and programmatic structures. Programmatic, administrative, and organizational realignment has emerged as one response to the challenge. This paper presents a case study which describes andragogical, philosophical, theoretical, and practical perspectives surrounding the restructuring and integration between Adult Education and Human Resource Development faculty of a large mid-western doctoral granting research institution, and the curricular development that resulted. Programmatic integration between compatible faculty units can result in efficient and effective design and delivery of curriculum that addresses the concerns of faculty, meets the changing needs of students, and responds to the demands of the changing landscape of higher education. In this case, realignment created an opportunity for the revitalization of faculty, programmes, and students.     

网络环境下的教学质量评价体系的理论研究与实践探索

随着信息技术的发展,人们生活水平的不断提高,这些都要求学习者要更快,更好地学习和掌握知识,同时也迫使我们不得不努力提升教育教学质量。教学质量评价作为整个教育过程的重要方面,对于教育起着指导和调控的作用。以"网络"教学为代表的学习内容和方法的出现,对学生的评价内容、评价方法等都提出了新的要求。本课题结合网络教学环境,从教学模式特点,教学评价类型、评价研究所面临问题、评价基本要求等方面入手分析制定了网络教学评价体系指标,并构建了反映网络环境下教学评价指标体系的评价模型,对其网络教学效果加以科学、系统、客观、正确的评价,以促进其向更成熟的方向发展。     

论真理标准讨论的实践和理论意义

关于真理标准问题的大讨论的历史实践意义就在于为确立解放思想、实事求是的思想路线奠定了理论基础,从而也为２０年来的社会主义现代化建设道路的开创、为改革开放和社会主义市场经济体制的建立提供了前提。这场大讨论的理论价值就在于从理论上冲击了长期以来束缚人们思想的本本主义、教条主义,也冲击了传统的经学思维方式,并为适应现代社会需要的实践思维方式的形成产生了深远的影响     

Assessing Students' Ability to Use Computers: theoretical considerations for practical research

The assessment of students' ability to use computers should be a central tenet of educational computing research, but until now most studies have relied on vague and imprecise definitions of what actually constitutes being able to use a computer. More often than not researchers are content to accept a self-evaluation from the student, often in the form of a response to a single question, and even the more elaborate attempts to measure ability have proved too narrow or ill-focused to be of lasting value. This paper argues that before attempting to assess computer ability the overall nature of the concept should first be considered. From this, a theoretical framework of ability can then be constructed on which to base subsequent practical assessment. The paper also raises methodological issues to be considered by future research into students' use of computers.     

高职理论教学与实践教学的两难困境及超越

当前,高职教育理论教学与实践教学陷入了两难困境,导致高职教学实践的摇摆和动荡。文章从社会经济、科技、教育以及认识论等多重视角进行归因分析,提出超越两难困境的出路在于将高职教育的理论教学和实践教学统一于素质教育和创新教育的实施中。