关于实现高校两大课堂良性对接的探索

高校两大课堂的良性对接,是指第一课堂与第二课堂通过互动互补的"接合"实现在结构、机制与功能上的有机性、联通性和整体性,有利于学生综合素质的整体优化.文章提出实现两大课堂的良性对接必须建立一种中介组织,确立学生的主体性地刎位,实现二者教育功能上的互补.     

好风凭借力 品语联手强——谈品德课程与语文教学的有效整合

品德课程与语文课程这两门"近亲"学科,你中有我,我中有你。教语文并兼教品德课程的班主任,通过找准知识的结合点、摸准情感的交融点、整合方法的互补点进行有效整合,实现资源共享、情感互补,可以有效提高课堂效益,增强育人功能,实现"品语"双赢。     

融通课内外 践行大课堂——上海市普陀区架构“普陀大学堂”课外活动体系的实践与思考

<正>"十二五"期间,上海市普陀区积极建设"普陀大学堂",进一步深化"两纲"教育区本化的实施,使学生的学习从"教室小课堂"向"社会大课堂"延伸,开拓学生视野,培养学生实践能力、探究能力和社会适应能力,实现教育过程的课内、课外对接,形成区域德育工作品牌,促进了区域资源的系统化、实践活动的课程化以及课内外德育的有效融合。一、整体设计,建立学生社会实践的目标内容体系1.理念—建立社会学习大课堂我们遵循教育工作和学生发展的科学规律,着     

以学为中心:做好“教”与“学”的无缝对接

"以学为中心",我们要研究学习方式的变革,更要做好"教"与"学"的对接,不能顾此失彼。"以学为中心",切忌形式主义,要让课堂上的"教"真实对接学生的"学";教师在课堂上不能做甩手掌柜,而要该出手时就出手;教师不应囿于教学的经验,思维定势,而要依据学情,"因学设教"。"教"与"学"的适配和对接是实现真正意义上的"学为中心"的有效保障。     

谈“翻转课堂”在“真学”中的有益尝试

翻转课堂是一个关注学生个性的"学"的教学形式,利用翻转课堂,我们可以走进学生的学习,实现与学生的"无缝对接"。本文从三个方面阐述翻转课堂对于"真学"的促进作用。     

构建师生良性互动的平台——《中国古代文学》课程教学改革探索

当前形势下,进一步深化中国古代文学教学改革势在必行。伴随对教师教法的改革,着重从教学双方的"学"入手,注重对学生"学"的培育研究。要求学生课前进行准备积累、课堂保持积极状态、课后通过撰写专题论文将所学理论知识深化实践,并通过建立综合性考核机制保障监督整个学习过程,从而达到古代文学的"教"与"学"有效对接,构建起师生良性互动的平台,更好地实现古代文学素质教育的目标。     

案例教学法在旅游教学中的应用探讨

案例教学法作为一种常见的教学方法,对于激发学生的职业意识、提高学生的职业能力具有积极的促进作用。尤其是在旅游专业的教学中旅游教育需要实现与市场需求的"无缝"对接,增强旅游教学的针对性和有效性。对此,本文在分析案例教学法对旅游教学主要促进功能的基础上,重点就案例教学法在旅游课堂上的应用原则以及运用策略进行研究,旨在促进旅游教学质量的不断改进。     

数学教学中构建“学问课堂”的行动研究

课堂教学的两个特质是生命性与生成性,学生在课堂上会"学"会"问"将焕发课堂的生命活力,实现学生的主体发展。"学问课堂"中"学"与"问"交融行进,探究知识源流,丰富思维方式,培养科学精神。     

心心相印和谐统一打造高效语文课堂

课堂教学是一个由教师、学生、教材、教法等众多因素所构成的。要打造高效课堂,我们必须研究课堂教学诸因素的相互关系,和谐发展,强化互补,努力提高课堂教学效果。一、师生之间要"心心相印"世界上最远的距离不是天涯海角,而是两个近在咫尺的人,心不在一起。课堂不仅仅是传授知识,教师还应该注意与学生之间的情感交流,抓住学生的心,与学生"心心相印"。否则,学生人在心     

两种世界两个课堂——信息社会中的教育

人类利用信息技术创建的虚拟世界已经成为人们生存的一种重要的环境,它与现实世界形成了互补互融的关系.信息社会中的人需要同时具备在现实和虚拟两种世界生存的能力.教育作为人类一种重要的社会实践活动,不仅在目标上强调培养学生在虚拟世界中生存的能力,在教育的方式上,也要充分利用虚拟课堂的功能,实现现实课堂与虚拟课堂的融合,优化教育过程.     

The Participation of Boys and Girls in Home Economics

This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls.     

The Effects of Videoconferencing,Class Size,and Learner Characteristics on Training Outcomes

ABSTRACT We examined direct and interaction effects of learners' characteristics (cognitive ability, prior knowledge, prior experience, and motivation to learn) and classroom characteristics (videoconferencing and class size) on learning from a 16-week course. A 2times2 quasi-experimental design varied the class size between large (∼60 students) and small (∼30 students) and between traditional classes with the instructor always present and classes taught using a videoconferencing system with the instructor present at each site every other week. Theory regarding instructor immediacy was used to predict that larger and videoconferenced classes would have negative effects on learner reactions and learning, but that highly motivated learners would overcome the negative effects on learning. Interactions between videoconferencing and motivation to learn, and class size and motivation to learn, were found in support of the theory. Research and practice implications are discussed.     

STUDENTS’ OPPORTUNITIES TO ENGAGE IN TRANSFORMATIONAL ALGEBRAIC ACTIVITY IN DIFFERENT BEGINNING ALGEBRA TOPICS AND CLASSES

This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.

     

STUDENTS’ OPPORTUNITIES TO ENGAGE IN TRANSFORMATIONAL ALGEBRAIC ACTIVITY IN DIFFERENT BEGINNING ALGEBRA TOPICS AND CLASSES

This study compares students’ opportunities to engage in transformational (rule-based) algebraic activity between 2 classes taught by the same teacher and across 2 topics in beginning algebra: forming and investigating algebraic expressions and equivalence of algebraic expressions. It comprises 2 case studies; each involves a teacher teaching in two 7th grade classes. All 4 classes used the same textbook. Analysis of classroom videotapes (15–19 lessons in each class) revealed that the opportunities to engage in transformational algebraic activity related to forming and investigating algebraic expressions were similar in each teacher’s 2 classes. By contrast, substantial differences were found between 1 teacher’s classes with regard to the opportunities to engage in transformational algebraic activity related to equivalence of algebraic expressions. The discussion highlights the contribution of the interplay among the mathematical topic, the teacher, and the class to shaping students’ learning opportunities. Specifically, the mathematical topic appeared to play a prominent role in certain situations, with the topic involving deductive reasoning generating high variation in classes of 1 teacher but not in the other’s.     

FACTORS SHAPING STUDENTS’ OPPORTUNITIES TO ENGAGE IN ARGUMENTATIVE ACTIVITY

This study examines how students’ opportunities to engage in argumentative activity are shaped by the teacher, the class, and the mathematical topic. It compares the argumentative activity between two classes taught by the same teacher using the same textbook and across two beginning algebra topics—investigating algebraic expressions and equivalence of algebraic expressions. The study comprises two case studies in which each teacher taught two 7th grade classes. Analysis of classroom videotapes revealed that the opportunities to engage in argumentative activity with the topic investigating algebraic expressions were similar in each teacher's two classes. By contrast, substantial differences were found between one teacher's classes with regard to the opportunities to engage in argumentative activity with the topic equivalence of algebraic expressions. The discussion highlights how the interplay between the characteristics of the mathematical topic, the characteristics of the class, and the characteristics of the teacher contributed to the shaping of students’ opportunities to engage in argumentative activity.     

异步教学法在运动人体类课程教学改革中的实验研究

采用访谈法、实验法、数理统计法对异步教学法在运动人体类课程教学中实施进行分析,结果表明,实验班的学生在客观题得分和对照班相比不具有显著性差异（P＞0.05）,而实验班的学生在主观题得分与对照班相比存在显著性差异（P＜0.05）,实验班运动生理学成绩平均值普遍高于对照班.实施异步教学法后,学生主动思考问题的能力得到提高,学生在学习中将自身的运动实践与理论知识相结合,思维得到启发,促进了学生间交流,学生之间相互帮助的学习氛围浓厚.     

Distance Learning: Relationships among Class Size,Instructor Location,Student Perceptions,and Performance

This study investigated differences in student perceptions and performance among three distance learning sites taking the same off-campus M.B.A. course with the same instructor, The sites varied in class size and instructor location. Two classes (one large and one small) were linked using a two-way video system with rotating origination. The third class was small and was taught in person each week. Data were collected over an entire semester. Class size influenced performance more than location of instructor. Performance in the two smaller classes was better than performance in the large class. Student characteristics and site variables accounted for over 50% of variance in performance. One interaction effect was found. Students with initial low perceived value did best when the instructor was physically present each week. For students with high initial perceived value, location of instructor did not matter.     

Green writing: the influence of natural spaces on primary students’ poetic writing in the UK and Australia

This paper draws on findings of comparative international research on students’ poetic writing about the natural environment in the context of the classroom and a naturalistic setting. The study involved 97, nine- to 10-year-olds in four classes: two classes were in an English primary school with their counterparts in a Western Australian primary school. One class in each school had vicarious contact with nature as a stimulus for writing, using a previously taught technique for writing poetry; the other class in each school used the same technique but had direct contact with nature. The study has implications for students’ literacy development, creativity and agency and suggests that students’ poetic writing is enhanced through direct contact with nature. Teachers in both England and Australia, countries where ‘high stakes’ testing dominates the literacy curriculum, may find that standards of writing improve when students are given direct contact with natural spaces and are scaffolded to elicit their poetic voice.     

INSTRUCTOR AND STUDENT ATTITUDES TOWARD DISTANCE LEARNING

Eleven community college instructors and the 334 students in their distance learning classes were surveyed. Data showed instructors had conflicting attitudes about distance education. They were willing to teach a distance learning class again, but they rated the quality of the courses as equal or lower quality than other classes taught on campus. Their students, on the other hand, were highly satisfied with these instructors and the courses . But the critical factor in much of traditional classroom instruction, direct interaction with instructors, played no role in determining students' satisfaction in these courses. This difference in the nature of student-teacher interaction in distance learning classes may explain instructors' conflicting attitudes.