合作学习法在职业学校德育课“有效互动”教学模式中的应用策略

多年来,职业学校的德育学科教师致力于如何调动学生学习积极性、如何打造高效德育课堂的探索与尝试,力求突破现有学生素质的困境,寻找适合职业教育教学模式的康庄大道。因此,我校德育组积极开展"有效互动"教学模式的课题研究,将合作学习法引入中职德育课堂,努力打造一种高效、和谐、情感、动态的德育课堂。本文拟从合作学习法在中职德育课的应用策略、效用等问题展开探讨。     

让职业学校德育课“活”起来

正德育课是职业学校各专业的必修课程,是对学生进行职业生涯规划教育、法制教育、哲学与人生教育、职业道德与就业指导教育的一门重要课程。经过多次改进与修订,中等职业学校德育各门课程教学大纲的制定"以中国特色社会主义理论体系为指导,注重体现职业教育的特点,注重遵循‘贴近实际、贴近生活、贴近学生’的原则,切实增强针对性、实效性和时代感。"(《中等职业学校德育课课程教学大纲汇编》)尽管如此,不少教师还是反映职业学校德育课难教,难以激发学生的学习兴趣。究其原因,有学生厌学或者逆反心理等因素所致,更有教师授课缺乏说服力、课堂缺乏活力等因素造成。要改变这种现状,关键在于德育教师要善于采取多种手段引导启迪学生,采取多种教学方法来激发学生学习兴趣,让课堂"活"起来,提高教学实效。     

浅谈如何让技校德育课堂充满吸引力

改善德育课的枯燥无味,势在必行。通过改进教学方法,营造良好的课堂气氛,激发学生的学习兴趣,从而提高德育课堂质量,树立学生的理想、信念和追求,改变德育课的"副科"形象,让德育课堂充满吸引力。     

教学生活化理念在中职德育课教学中的运用

职业学校的德育课要为专业课程教学服务,为学生终身发展服务。如何激发和调动学生学习的积极性,使德育教学课堂焕发生命力,是每个德育课教师应该思考的问题。本文作者在教学实践中,尝试将教学生活化理念运用到德育课教学中,积极探索适合职业教育特色的德育课教学新形式和新方法。本文主要阐述了教学生活化课程理念在德育课教学中的作用以及如何在德育课教学中正确运用这一理念。     

教学生活化理念在中职德育课教学中的运用

职业学校的德育课要为专业课程教学服务,为学生终身发展服务.如何激发和调动学生学习的积极性,使德育教学课堂焕发生命力,是每个德育课教师应该思考的问题.本文作者在教学实践中,尝试将教学生活化理念运用到德育课教学中,积极探索适合职业教育特色的德育课教学新形式和新方法.本文主要阐述了教学生活化课程理念在德育课教学中的作用以及如何在德育课教学中正确运用这一理念.     

职业学校德育课“三贴近”实施策略探究

针对职业学校德育课教学实施过程中遇到的问题,坚持"贴近实际、贴近生活、贴近学生"的"三贴近"原则,采用提高教师素质、"以生为本"、因材施教、生动活泼的教学模式等有效的实施策略,实现教学目标,增强课堂吸引力与感染力,提高课堂教学质量与效率。     

以"趣、新、情"激发德育课的学习兴趣

职业学校的学生,普遍存在着重专业课、轻文化课的思想。特别是对德育课,有的人简直没有“胃口”,认为德育课就是唱高调,对自己“没有用”,这就给教学带来一定的难度。如何激发学生对德育课的学习兴趣呢?教学中用“趣、新、情”教学法效果显著。     

德育课学习兴趣的激发

职业学校德育课不仅向学生讲授政治经济的基础理论知识．还承担帮助学生树立科学的世界观、人生观和价值观的重任。当前职校学生普遍不喜欢、不重视德育课。极大地影响了德育课的教学效果,更难以实现德育课的智育和德育双重功能。本文针对目前职校德育课的学生学习兴趣低下的现状,提出通过激发学生学习兴趣增强德育课的教学效果。     

把德育课堂托上天空的彩云——愉快教学法的探索与实践

中职生的德育课学习,摆脱了升学的紧箍咒,他们的学习动力,主要来源于兴趣。如果德育课仍以传统的单向灌输和简单说教的形式在课堂反复出现,学生必然萌生厌学情绪并渐渐将这种情绪固化。让愉快教学法飞入德育课堂,将唤醒昏睡的德育课堂,引领德育课取得"真经"。     

提高职业学校德育课课堂教学效率的有效途径

课堂教学是职业学校学生获取道德知识的主要途径,德育教师应当努力提高德育课课堂教学效率。学生是学习的主体,在课堂上应该以生为本,充分调动学生主动学习的积极性。利用多媒体技术,运用案例教学法,可以提高课堂教学质量和效果。教师素质的提高非常重要,教师只有具备过硬的业务素质和强烈的创新意识,并且能够营造良好的课堂教学氛围,课堂教学效率的提高才有可能。     

Having a Whale of a Time

A classroom practical exercise exploring the reliability of a basic capture‐mark‐recapture method of population estimation is described using great whale conservation as a starting point. Various teaching resources are made available.     

对公推直选乡镇长与乡镇党委书记的比较

公推直选乡镇长与乡镇党委书记出现的时间、发展现状与趋势、制度依据、选举成本,以及乡镇长与乡镇党委书记在乡镇政权中的作用有明显的不同。在我们看来,直接选举乡镇党委书记,发展的空间更广阔,对乡镇民主建设与乡镇政府职能转型所起的作用更大。     

一道联赛题的推广

题1 已知实数a、b、c、d互不相等，且n＋1/b=b＋1/c=c＋1/d=d＋1/a=x．     

关于循环矩阵求逆的一种算法

给出了利用多项式的欧几里德算法判断循环矩阵的可逆性和求逆的方法     

向量与数的乘法

Vectors may also be multiplied by a number. The productof the vector a by the number λ is defined as the vector a λ=λa, the absolute value of which is obtained by multiplying theabsolute value of the vector a by the absolute value of thenumber λ, i. e. |λa|=|λ||a|, the direction coinciding withthe direction of the vector a or being in the opposite sensedepending on whether λ>0 or λ<0. If λ=0 or a=0, then λ a     

三角形的一个性质的推广

本对[1]给出的三角形的一个性质进行推广．     

向量与数的乘法

（参考译文）。 向量也可和数做乘法．向量a与数字A的乘积定义为向量aλ—λa,它的绝对值是向量a的绝对值和数字A的绝对值的乘积,     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.     

Rate of a maintained operant as a function of temporal position within a session

McSweeney and her colleagues (e.g., McSweeney, Hatfield, & Allen, 1990) have demonstrated reliable, large magnitude rate changes in maintained operants within daily sessions under a wide variety of reinforcement schedules. The present paper examined the role of schedule of reinforcement, reinforcement rate, and total amount of food access in determining those within-session rate changes. When median rates across birds were considered, all procedures resulted in a brief period of an increasing rate, followed by a modest rate loss across the major portion of the session. However, not all individuals exhibited that pattern. When the amount of food access per session was limited by lower reinforcement rates, shorter sessions, or shorter reinforcement durations, the magnitude of the withinsession rate change was reduced from that occurring without those constraints. Additionally, under the conditions that produced strong within-session rate changes, the magnitude of the within-session rate loss was correlated with the bird’s body weight. These effects are consistent with what is typically labeledsatiation.     

Developing a professional vision of classroom practices of a mathematics teacher: views from a researcher and a teacher

The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.