让生物教学走向研究性学习

生物研究性学习就是改变传统的教学模式，在教学过程中创设一种类似研究的情境和途径，让学生课内外结合，有目的的主动研读、探索、发现和体验，通过对大量信息的收集、分析、综合、处理获取知识，提高综合运用所学知识解决实际问题的能力。     

Applying Learning Analytics to the Scholarship of Teaching and Learning

In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.     

From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar

Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies, journals, and critical summaries of assigned readings, and they questioned each other’s understanding and development in the context of their shared experiences. Through this process, they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed.     

Students' Studying and Approaches to Learning in Introductory Biology

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K–12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.     

让教学成为共同的财富--舒尔曼大学教学学术思想解读

现任卡内基教学促进基金会主席李·舒尔曼(Lee Shulman)博士对大学教学学术运动在美国的发展起到了很大的推动作用.本文主要从教学何以成为学术及教学学术的实践两方面对舒尔曼的教学学术思想进行概要的梳理.     

博耶报告20年：教学学术的制度化进程

本文回顾和评价了卡内基教学促进基金会前主席欧内斯特·博耶发表《学术反思》后的20年里,国际上教学学术在制度化方面取得的进展。这一进展表现在：学术界对教学学术内涵的丰富和分化;教学学术的专业组织和成果出版的完善;教学学术评价制度的加强;各国和地区在国家和院校层面教学学术实践的多样化发展。文章最后提出教学学术进一步发展面临的挑战和对未来的展望。     

From Lifelong Learning to Lifelong Teaching: Teaching as a call to style

This paper offers the viewpoint that franchised Further Education-based degree courses should be continued and expanded, since these colleges are less likely to intimidate adult (potential) students. A modified American '2 + 2' learning scenario (2 years in FE college followed by 2 years concluding the degree in a university) is discussed.     

Learning Mathematics for Teaching: From a Teachers' Seminar to the Classroom

A successful practice grounded in the principles that guide the current mathematics education reform effort requires a qualitatively different and significantly richer understanding of mathematics than most teachers currently possess. However, it is not as clear how teachers' mathematical understandings develop and how those understandings affect instruction. This paper explores two avenues for K-6 teachers' mathematical development, (a) engagement in inquiry into mathematics itself, and (b) investigation of children's mathematical thinking, illustrating how the need for these two kinds of investigations arises in classroom situations and how they can be pursued in a professional development setting.     

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students,and Biology to Math and Engineering Students

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students'' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students'' appreciation of biology.     

泛在学习:高职英语延伸教学的可能途径

泛在学习是随时、随地、随设备的新型学习方式,本文通过论证高职英语延伸教学的可能途径,得出泛在学习能够提升学生英语自主学习能力、英语学习兴趣与英语总体水平,且学生的自主学习能力、英语学习兴趣与英语总体水平呈正相关。     

从联结主义到联通主义:学习理论的新取向

联结成为探究和解释个体学习现象的一个视角,从行为主义学习观、认知主义学习观到新近的联通主义各个学习流派都曾把联结看成学习发生的基础。而随着信息时代个体学习的社会化和学习情景的复杂化,联结主义学习理论正面临新的挑战。有必要提出一种新的认识框架和联结主义体系来重新建构学习,这将成为指导知识时代学习设计的新基础。     

教师学习共同体:高校教师教学学术发展的一种新范式

教师学习共同体是当今高校教师教学学术发展的一种新范式,实践证明学习共同体不仅能提高高校教师工作积极性,促进教师个人的教学学术发展,而且能提升组织凝聚力,提高高校的竞争力。高校教师学习共同体的构建是一个复杂的过程,其中成员的筛选及组织是共同体形成的基础,主持人的选拔和培养,共同体的评价是保障其质量的关键,支持系统是共同体正常运作的动力来源。认识和研究教师学习共同体将为我国高校教师教学学术发展提供新的视角。