浅谈多媒体技术在物理化学教学中的优势

把多媒体技术运用到《物理化学》教学中,可以增大课堂教学容量,提高教学效率;有利于实践与理论的有机结合;可以在良好的学习情境中激发学生的学习兴趣;有利于提高学生的自学能力。     

化学科学方法教育的实施途径

化学新课程重视对学生科学方法的培养,从科学方法的教育作为化学教学的重要目标出发,探讨了在化学教学中进行科学方法教育的具体实施途径。     

任务驱动式翻转课堂教学模式在开放《管理学基础》课程中的应用

翻转课堂作为一种新兴的教学模式,已成为国内教学关注的重点。本文以任务驱动为目的和手段,根据开放教学学生的学习特点,构建了任务驱动式翻转课堂教学模式,并应用到开放教育《管理学基础》课程中,分析其在应用过程中出现的问题以及取得的教学效果。     

化学教学改革探讨

<基础教育课程改革纲要>提出:要倡导学生自主参与、探究发现、合作交流的学习方式,注重学生的经验与学习兴趣,改变课程实施过程中过分依赖教材,过于强调接受学习、死记硬背、机械训练的现状[1].而自主——探究——合作的教学过程模式,重在知识的获得过程,因而有利于学生的过程体验,有利于学生能力与方法的培养与训练,有利于情感、态度与价值观的获得.     

综合研究型有机化学实验教学模式的探索

在有机化学实验中开设综合研究型实验,加强了学生的化学实验技能。对开设实验的特点、教学模式,进行了大胆的探索,取得了初步效果。     

波谱分析与诺贝尔化学奖

以100多年来诺贝尔化学奖的获奖项目与波谱分析的关系,激发学生学习兴趣,提高学生学习热情,收到了较好的效果.     

英语口语考试练习系统的研究与设计

本文主要介绍了一个中考英语口语考试系统的设计。阐述了使用计算机网络系统进行英语口语考试比使用传统方式进行口语考试所具有的巨大优越性。然后详细论述了试卷与试题对象的结构模型,考试过程中的事件机制与控制流程等。最后,以一份具体的试卷实例对该系统的使用方法和技巧作了一个简单说明。     

高校学生慕课和翻转课堂体验实证研究——基于231条在线学习日志分析

随着慕课和翻转课堂的流行,很多研究开始关注师生在慕课以及翻转课堂中的体验。为深入了解高校学生的慕课体验,寻求课堂教学改革的新方法,浙江大学教育学院在本科生课程“网络与远程教育”中,运用将慕课融入的翻转课堂教学模式教学,并采用质性研究方法,利用质性分析软件NVivo 8对收集到的231条在线学习日志进行编码,围绕学习者、教师、课程、技术、环境五个维度进行内容分析。研究发现,在慕课融入的翻转课堂学习中,学习者情感体验丰富,知识技能以及元认知能力得到提升,思想观念发生转变;在与他人互动方面,相比在线交流,学习者偏好面对面的交流讨论;教师对学习者的指导与鼓励非常重要;多元评价方式能让学习者体验到学习过程比最后得分更为重要。尽管慕课融入的翻转课堂因其形式的灵活性、自主性、多元化等特征深受学习者喜爱,但也存在访问限制、视频形式单一、语言障碍等问题。在具体实施慕课融入的创新课堂教学模式时,应注意提供完善的技术支持与保障,设计多元化的学习活动和过程性评价内容,创设良好的强调互动的学习环境,实现教师与学生的角色转变。     

Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual‐Situated Learning Model

This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual‐situated learning model (DSLM). Two instruments—the students’ motivation towards science learning (SMTSL) questionnaire and the acid‐base‐salt concept diagnostic test (CDT)—were used in the study. The questionnaire and the test were given to students in pre‐test, post‐test, and delayed post‐test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi‐structural interviews. Results showed that, after experiencing DSLM digital learning, students’ post‐CDT and delay‐CDT scores were significantly higher than pre‐CDT scores (p < 0.001, p < 0.01). Furthermore, Pearson correlation analysis indicated that students’ conceptual change (ΔCDT) was significantly correlated with motivational factors such as self‐efficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p < 0.05). Interviews also supported students’ motivational correlation to ΔCDT, particularly for SE, ALS, and AG.     

Clarity and coherence of lesson goals as a scaffold for student learning

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.     

从统一招考到自主招考:中国大学招生入学考试之重大变革

进入新世纪以来,中国大学招生入学考试出现了一个新的变化:从统一招生考试到自主招生考试。发生这种变革最主要、最直接的动因是中国实行市场经济、政府职能由大政府向小政府转变,与此相伴随的是高校办学自主权逐步扩大。高校自主招生的实质是要求面对灵活多变的市场需求,实现中国高校拥有办学自主权的目标。目前,对高校自主招生政策能否成为一项国家教育考试政策争论颇多,本文就我国目前和今后的发展走向分析后认为:实行高校自主招生制度是可行的,而且是必要的。     

基于教学做合一的学业考试

针对我国现行考试制度存在的观念偏颇、形式单一、内容狭窄、重心倾斜、方法陈旧等五大问题,提出必须创新现行考试制度,实施基于教学做合一的学业考试,树立教学做合一的考试观念,探索教学做合一的考试形式,丰富教学做基于合一的考试内容,确立教学做合一的考试重心,创新教学做合一的考试方法等,进而促进教育教学改革与创新。     

Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction

ABSTRACT

Just-in-time teaching and peer instruction are two student-centred approaches that have been widely employed in various science subjects but seldom in language classrooms. This research proposed a flipped learning model through technology-enhanced just-in-time teaching and peer instruction and investigated the effectiveness of this model in promoting English learning. Two groups of upper intermediate EFL learners participated in the study and learned in two different flipped learning modes, one with the newly proposed approach and the other with the conventional flipped learning approach. The results showed that the proposed model outperformed the conventional model in promoting the development of students’ writing skills, motivation, and tendency of critical thinking. The use of an assessment-centred tool (e.g. EDpuzzle) for interactive videos and cloud-based tools for real-time collaboration (e.g. Padlet and Google Docs) assisted in creating scaffolded learning experience, sharing culture, and opportunities of peer instruction for students in the flipped classroom with Just-in-time teaching and peer instruction. Such results implied that our flipped learning model is very conducive to language learning, and it is advised to be employed more widely in various language learning classes.     

“减负”背景下学生课余时间管理指导策略

"减负"背景下学生课余时间管理指导策略包括明确课余时间的主要任务,指导学生制定课余时间规划,引导学生独立完成课后作业,建立课后学习小组,鼓励家长参与监督管理,实施有效监督评价。     

完善成人高考招生制度 提高教育质量

近年来成人高等教育获得了突飞猛进的发展,但存在的问题也是显而易见的。本文试图从分析成人高考违纪舞弊现象及成因入手,探讨我国成人高等教育下一步改革和发展措施。