Redesigning Informed Consent Tools for Specific Research

Consent tools for health research generally are designed without contextual or linguistic factors in mind. This is especially true of university-based research. This case history details our design team's efforts to transform one generic consent form into a set of multimodal tools that will increase patients’ understanding of and participation in a medical study.     

Redesigning the Teacher Education Technology Course to Emphasize Integration

Abstract

Teacher education programs in the United States are trying to equip tomorrow's teachers with the technology skills needed to impact learning in the classroom. During the past decade there has been a realization that teaching technology skills alone is not adequate-pre-service teachers must also learn how to integrate the use of technology into their curriculum. This paper describes BYU's instructional technology course and the design process that a team of instructors went through to redesign the course in order to put greater emphasis on technology integration. An iterative redesign approach was used. Several iterations of the course redesign will be shared along with the strengths and limitations discovered in the design and implementation process.     

建议高校普遍开设“科学研究方法”课程

在大学一年级,建议开设“科学研究方法”课程,因为它适应了新时代培养创新人才的需要,适应了大学生知识和心理的特点,也是培养创新人才长远系列中的重要一环,培养创新人才,不是仅仅给他创造一些外界条件即可,还须直接开设“科学研究方法”这门课程,以便从理论与实际的结合上讲清方法规律,从内因和外界条件的结合上培养创新人才。     

理工科大学生信息检索课程教学的创新设计

科学技术日新月异的发展使得信息检索教学赖以存在的基础和对象发生了深刻变化.面对这些变化和目前信息检索教学中存在的一些问题,对信息检索课程教学内容可作以下调整:增加文献保障系统和国内外主要文献信息检索系统的分布及特点等内容;弱化人工检索语言,并强化自然检索语言方面的内容;按功能合并各类信息检索系统使用方法的内容;删减专论信息利用方面的内容;提高教学起点.     

五年制师范专科体育课程设置初探

五年制师范专科体育专业是一门新型专业.目前仍没有一个完整系统的教学大纲和统一教材.依据安徽省教育厅下发的<纲要>精神和学生现有水平,结合当地实情,遵循教学规律和课程设置原则,合理地设置出五年教学全课程.     

基础教育课程改革呼唤研究型教师

基础教育课程改革是否成功,教师是关键性的影响因素。基础教育课程改革要求教师实现从知识传授到学生学习促进的角色转换,教师必须从“教书匠”的角色中挣脱出来,成为研究型的教师。笔从学生研究型学习,校本课程开发,教师专业发展三个角度论述了教师成为研究型教师的必要性。     

VFP课程教学方法研究

VFP是高等学校一门重要的程序设计课程。本文提出一些VFP课堂教学方法和体会,旨在提高学生的程序设计能力。遵循以教师为主导、学生为主体的教学模式便于培养具有创新思维和创新能力的创造型人才。同时,要重视实践教学环节。     

提高工科专业课课堂教学质量的探索

针对工科专业课教学特点,为提高课堂教学质量,在备课时,应制作多媒体课件,优化教学内容,选用适用教材,及时更新讲课内容;在讲课时,宜采用以讲授法为主,辅以问答法和自学指导法的教学方法.     

新课程期待教师主动参与

我国正在全面进行轰轰烈烈的基础教育课程改革,教师的主动参与是新课程改革成功与否的关键因素之一。本文拟从介绍新课程改革的背景与内容着手,指出新课程期待教师积极主动地参与,并简要阐述了教师主动参与新课程改革的意义。     

中小学英语教师培训课程的设置

本文应用需求分析原理,以问卷调查结果为数据来源,分析归纳出中小学英语教师培训课程应包括以下三个方面的培训内容:英语语言能力及语言文化的培训;教学能力的培训和现代化教学手段的培训.     

灾难教育：教师的必修课

论述了对教师进行灾难教育的必要性。灾难教育的内容,包括责任意识、灾难知识、组织能力、心理品质的教育。提出了对教师进行灾难教育的形式,如系统培训、专题讲座、灾难展览、情境模拟等。指出对教师进行灾难教育的途径是通过教师进修院校、教师所在学校、社会各种媒体提升教师抗灾避险能力。     

计算机专业留学生的课程教学方法研讨

本文针对长安大学计算机专业留学生这一群体展开研究工作.通过三年多的"Java面向对象程序设计"和"Java课程设计"的教学实践,总结出留学生的总体现状和特点,给出了相应课程教学方法的改进措施和线上课程的应对措施.希望对其他高校的相关老师提供参考性建议.     

课程理念与教师教学

课程理念是人们对课程的理性认识以及在此基础上所形成的对课程的认同和追求,它直接影响着教师的教学。从某种意义上说,教师教学就是课程的实施,而怎样实施课程、实施效果如何在很大程度上又取决于教师持有什么样的课程理念。从课程理念与教师教学的相关性来看,课程即“文本内容与教师意识”、“教学情境与教学互动”、“价值追求与行为导向”。     

Development and Evaluation of a Computer Literacy Course for Preservice Teachers in Singapore

The problem was to identify topics and concepts for a computer literacy course for preservice teachers in Singapore, to develop curriculum materials, and to evaluate the course in terms of achievement, attitudes towards computers, and reactions to the course by the participants.

The syllabus was designed and curriculum materials were developed for the course. The results of the study showed that the course had been effective in raising the computer literacy achievement of the preservice teachers but not attitudes towards computers. Reactions to the course were favourable and hands-on experience on the computer was considered the most effective aspect of the course.     

Redesigning a large-enrollment introductory biology course

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course.     

“电工学”课程教育教学方法的研究与实践

文章简要分析了当前在电工学课程教学中存在的主要问题,从理论教学、实践实验教学和网络教学三个方面阐述了对课程教育教学方法的研究与实践,从丰富课堂教学手段、实验仿真与综合实验的开展、各种网络学习平台的相互结合等方面进行了大胆的创新,取得了良好的教学效果。     

光学课程教改方法的探讨与研究

文章分析了光学课程教学过程中存在的一些问题,并针对性地提出了解决方法。其中着重分析了光学课堂与实验综合教学模式,该模式包括准备、演示、讨论、反转和总结五个部分,能有效改善课堂氛围,加强教师与学生之间的沟通交流。通过两个班级光学课程的对比教学分析,无论是教学效果、期末成绩,还是上课质量、新教学模式与传统教学模式相比,均有大幅提高。     

Implementation Effects of a Pre‐service Training Course for Secondary Education Teachers

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers.