师范院校植物生理学教学改革的一点作法和体会

通过多年的教学实践,围绕纲的要求,主要在开展第二课堂、提高实验课的教学质量和在数学中寻找课题等方面对植物生理学的教学进行了一些改革尝试,取得了一些效果。     

教学实验室管理的实践与探索

教学实验室是高校应用型教学的主要场所,也是从理论到实践过渡的重要桥梁。加强和完善教学实验室的管理工作是当务之急。笔者结合教学实验室管理的实践,浅谈教学实验室管理的几点看法。     

高职数学差生转变策略

高职数学差生产生的原因是多方面的,结合教学体会,从教育学和心理学角度分析当前高职院校学生数学素质低下的深层原因,探究在高职教育中如何改良高职数学“差生”现状,从而真正实现培养合格职业技术人才的教育目标,给出了提高他们数学素质的策略。     

Exploring The Island: Mapping the Shifting Sands in the Landscape of English Classroom Culture and Pedagogy

I begin with an account of my own observation of an English lesson taught by one of my student teachers using a teaching resource, The Island, that I used myself as a new teacher more than 20 years ago and of my own responses on finding it transformed by two decades of change in educational policy and practice. It has become almost a given in academic articles on English teaching, to refer, in a sentence or two, to the reduction of the English curriculum, the narrowing of pedagogy and the loss of teacher agency due to the dominance of a high stakes assessment regime. The policy changes that have given rise to this change have been clearly analysed elsewhere, but part of my purpose here is just to look again at how it might be experienced by a particular pupil in a particular class. I am interested in analysing some of the features of The Island’s incarnation then and now, from three different angles: as it is inscribed in the project book, as I remember teaching it and as I observed it recently in a London classroom. I draw on theories of literacy and of the teaching of writing in particular in trying to account for some of the differences but beyond that, I argue that it is essential to link such theories to wider political debates about culture and to reflect back from this to the purposes of the English curriculum and culture of the English classroom.     

浅谈农村高中英语阅读课教学现状及对策

近年来，在全体从事外语教学教师的努力下，农村高中英语阅读教学质量得到了较大的提高。但也还存在不少的弊病，我们必须尽快作出决策，优化教学方法，进一步提高教学质量。     

英语听写教学中存在的问题及原因

听写训练在大学英语教学中并不受很大的重视,仍有许多空白值得研究。因此,在实际教学中坚持实践,不断摸索,发现问题,分析总结,最终找出问题,以帮助学生改进学习方法,提高语言综合应用能力。     

On Validity of English Tests in Vocational Schools

In this paper, I want to talk about my experience of English testing in vocational schools and share my ideas about the relations between English teaching and testing in vocational schools so that a better way of testing English may be carried out in vocational schools.     

对提高《毛泽东思想概论》课课堂教学效果的几点思考

本文用理论和实践相结合的方法，针对《毛泽东思想概论》课的课程特点、教育教学规律、以及学员的年龄特点，从教学环节、教学内容、教学方法等几个方面全面阐述了提高《毛泽东思想概论》课课堂教学效果的几种途径。     

A Comparative Study of Further Education Staff Attitudes to Multi-cultural and Racist Reforms in Art and Design Education

My initial interest in multi-cultural art education coupled with a wish to promote more cultural equality was inspired by my two years teaching experience in Kenya, Africa. The contrast of cultures gave me an objective view of my own culture on my return home and I found that I had not only changed as a person as a result, but wanted to continue that change, which gave me the motivation to become a research student, whilst lecturing. As a lecturer in and around the Bristol area it came to my notice through informal conversations with my colleagues at work that they held quite racist views. This I felt was a very insular way of viewing the world when global communications were very efficient and wide spread. In view of this, I chose to investigate to what extent Further Education staff in art and design were racist, and to consider how that might affect students' performance in terms of self-esteem, achievement and assessment. I took a psychodynamic approach to the interview schedule which was based on my experience and training as an art therapist, as well as an artist-sculptor and lecturer, and used Race Awareness Training (RAT), and specific criteria to base and analyse the data collected during the research. An interpretative paradigm was used in the final analysis and evaluation of this small scale study. The qualitative methodology used was felt to be more applicable to a personal approach because it gained clearer and more honest information in this sensitive field.     

如何激发学生学习动机和自主学习意识

1.My context:I was once greatly influenced by the traditionalteaching methodology applied by almost all my previousteachers,and my classroom teaching practice was quiteteacher-centered.As a college teacher,I placed a signifi-cant emphasis on bringingknowl…     

The Forum: Helping Students Respond Meaningfully to Poetry as well as Pass Exams

This article describes an action research investigation into overcoming a tension I have felt in my approach to teaching literature. I want to make studying literature a meaningful experience for my students. At the same time, I want to help them get good results in exams. At times these two desires seem to pull in opposite directions. I have tried to use the idea of the forum, as described by Bruner, as a way of holding these two thrusts together. This article aims to evaluate the effectiveness of this approach.     

Teaching Preservice Teachers to Read the Discourse of School Reform

In this article, I argue for redesigned preservice teacher education courses that provide opportunities for teaching students to read the discourse of school reform, especially in terms of how that discourse both restricts and builds capacity for the kinds of teachers they want to become. Drawing from the experiences of three preservice teachers who opted out of teaching, I attempt to show how their experiences intersected with my own journey from experimentalist training into critical hermeneutic work and, more recently, into policy and editorial arenas to produce sites in which to explore the discourse of current reform efforts in literacy education in the United States.     

The Problem of “Just Tell Us”: Insights from Playing with Poetic Inquiry and Dialogical Self Theory

Contemporary approaches to pre-service teacher education and in-service teachers’ professional development increasingly reflect the general paradigm swing in education, advocating for dialogic co-construction of understandings of teaching and learning rather than monologic telling of how to be a teacher or how to improve teaching practice. However, teacher–learners sometimes have difficulty adapting to the different stance required of them to participate effectively in this change of approach. Successfully facilitating the development of learners to take an active, inquiry stance requires engaging in the process of development of oneself: being open to new approaches, being prepared to be uncomfortable and being willing to extend one’s comfort zone as a teacher educator. In this self-study project, I use iterations of poetry writing and reflection to document my introduction to Dialogical Self Theory (DST) and the development that these explorations provoke. By exploring different perspectives of why learners sometimes ask teachers to “Just tell us,” I have become more thoughtful about the nature of dialogue and how this might be supported in engaging with learners. I argue that using DST as an analytical tool has not only provided meaningful personal insights that have affected my own professional practice as a new teacher educator, but also shown potential for facilitating the development of teachers at all stages of their professional becoming.     

‘In-between’ Asia and Australia: on the politics of teaching English as the ‘Other’

This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’.     

Talking about English Classroom Teaching

Classroom teaching is a subject of science and it is also a subject of art.so designs of classroom teaching should follow certain principles;and it ought to have the general characteristics of art.Here,I will talk about my views in English classroom teaching,and I hope that I can get some comments,I hope sincerely that as many as possible mistakes will be pointed out,in order that I can correct them,so as to improve my English teaching level.     

Improving the work climate in a TVET college through changing conversations

Abstract

As an HRD manager in a college, I am responsible for employee wellness within the organisation. However the culture of the college in which I work is toxic, characterised by bullying, destructive leadership, gossip and victimisation. Such a culture is difficult to change and requires a different approach to the expert-led, training interventions that are underpinned by diagnostic organisational development. In this article, I provide evidence that supports my claim that a participatory action research approach, embedded within a dialogic organisational development paradigm, succeeded in improving the work climate as it enabled individuals to identify the factors which contributed to the toxic environment and take action to improve it. The participatory methods employed allowed the x participating college mangers to deal with their own feelings, and enabled them to describe and evaluate the workplace climate as toxic. Armed with a discourse to discuss the problem, they were able to move from helplessness and self-blame to acceptance of responsibility for change. Viewing the problem as a systemic issue enabled them to understand how to modify their practice to embody life-enhancing values that diminished the toxic patterns of communication. By changing conversations, negativity was diminished and negative interactions were replaced by more positive workplace relations. The process described in this account of my learning may be useful to improve the climate in other similarly toxic workplaces.     

Improving teaching: Enhancing ways of being university teachers

My aim in this paper is to theorize my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but rather it is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course.     

Teaching diversity: a reflexive learning opportunity for a teacher educator

This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research.     

Living Un/Grammatically in a Grammatical World: The Pedagogic World of Teachers and Students

In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically.     

探析学生初学器械体操时的心理障碍及消除方法

器械体操是体育教学训练的一个重要内容 .通过对学生初学器械体操时产生心理障碍原因的分析 ,并根据自己几年来的教学经验体会 ,阐述了几种消除心理障碍的方法