培养管理人才的“七步反馈教学法”

传统的管理型人才的培养方式缺乏实际情境下的管理能力内化养成训练,以知识为导向的课堂教学模式迫切需要转化为知行合一的能力内化养成的训练模式,为此高等教育工作者需要系统思考,并帮助学生提升系统思考能力,将丰富的自我管理学习、通识学习和专业课学习等多维学习内容进行有机整合内化,锻造出合格的毕业生。管理人才培养的教学改革要加强自我管理的理论教学,重视自我管理素质的养成,可按照七步反馈教学法的训练提高学生的自我管理能力,并用于专业课的学习之中。     

负反馈教学法在化学教学中的实践

1 负反馈教学法的模型和原理 负反馈教学法的原理是从教学过程中的作业、实验、答疑、单元测验等反馈的问题入手的,通过及时讲评,解决学生学习中存在的各种问题,以达到预期的教学目标.     

反馈教学法在高校多媒体教学中的应用

研究在高校多媒体教学中应用反馈教学法的教学模式,提出构建多元反馈信道,收集学生教学反馈信息的一些方法,阐明提高多媒体教学质量的关键就是主动接受教学反馈信息,及时把反馈信息反映到课程教学中,并进一步优化多媒体课件。     

Interpersonal Consulting Skills for Instructional Technology Consultants: a Multiple Case Study

Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study research design, four experienced ITCs at a large urban research university located in the Midwest showed that interpersonal skills are crucial when consulting with faculty on course design, technology integration, and teaching. By applying eight interpersonal consulting skills (active listening, paraphrasing, summarizing, open questioning, closed questioning, explaining concepts, explaining procedures, and informal conversation), ITCs developed trust-based relationships with faculty and generated an atmosphere conducive to change. While research on interpersonal skills is limited in the field of Instructional Design (ID), other fields, such as counseling or medicine, offer promising methods and results for teaching these skills. This article concludes with a presentation of methods for teaching interpersonal skills in counseling and medical preparation programs that could be adopted in the Instructional Design curricula.     

引导文教学法在化妆技能教学中的运用

引导文教学法是德国职业教育和培训广为采用的一种教学方法,强调培养学生独立学习、计划、实施和评估能力.在化妆专业课中采用引导文教学法,可分7个步骤,即布置任务、收集资料、制订计划、作出决策、实施计划、检查成果和评估反馈.实施引导文教学法,设计引导文是前提,教给学生学习的方法是重点.     

机械专业技能课的自选式教学法

处理教与学的关系是老生常谈、常谈常新的问题,对职业学校机械专业的学生来说,由于文化课基础差,学习能力差,恰当处理好教与学的关系十分必要。在教学中对机械专业的技能训练采用自选课题方式,满足了各个层次学生的训练要求,有效提高了专业技能训练的效果,激发了学生的学习热情,改善了课堂教学效果,技能训练效果达到了最大化。     

Video: A Method of Delivering Student Feedback

This paper describes the implementation and evaluation of the use of video as a method of delivering feedback to students taking certain practical art and design modules, as part of their first degree programmes at De Montfort University. Initially tested within Lens Based Media photographic modules, the results were such that video was considered to enhance a feedback process that referred to visual imagery, as well as offering students comparative feedback on their own performance. Further tests were undertaken, with an Interior Design module, to investigate the effectiveness of video in assessment procedures that included both two and three dimensional work. Insights are also given into various perceived improvements that this use of video can offer art and design education. These include the freeing up of staff time for individual tuition and creative work, a rapid speed of turnaround between assessment and distribution of the feedback to students, and a method of alleviating problems associated with the storage of student work.     

Interpersonal Social Work Skills for Community Practice,by Donna Hardina

The social work profession has struggled with an uncertain identity since its beginning. The split between clinical practitioners and those who engage primarily in social action and social policy analysis is particularly diversive. The author proposes that "Community Education" could be an integrative framework for the profession. Direct practice could shift from an obsolescent allegiance to a therapeutic model, to a less stigmatizing educational model which could include psychodynamic practice. Those professionals concerned with macro-issues can be conceptualized as educating the community regarding their clients' needs. Such a change of identity would have implications for professional training.     

网络学习：在职英语教师职业技能训练新路径

教师的专业发展是一个终身过程,需要将“终身教育”的理念引入教师教育领域,使教师教育贯穿教师职业生涯的整个过程。多媒体和网络技术的迅猛发展为职前教师培养和职后教师培训终身化提供了可能。网络学习以其形式灵活、信息量大,自主性、针对性、互动性、创新性较强等优点,拓展了教师职业技能训练的主体、空间、时间的维度,也为职后教师提高职业技能水平提供了新路径。     

超前回馈实验法与电磁学实验

根据建构主义教学思想详细地阐述了超前回馈实验法的内容、意义和方法,指出了应用该方法时需要注意的问题。丰富和发展了超前回馈实验法的理论,使其更具有可操作性。实践证明它确实是改革目前实验教学的一种好方法,具有较高的推广价值。     

在临床技能教学中运用PBL教学法的探讨

本文介绍了PBL教学法在临床技能教学中实施的必要性及运用的意义,并结合本校详细论述了PBL教学法在临床技能教学中的实施,以期为临床技能学教学改革提供借鉴.     

判断反馈极性、类型的一种简明方法

指出一般教材中反馈极性、类型的判断方法及其存在的困难;对一些文献中的简捷方法提出质疑;给出一种简捷明了、适用面广的判断方法。     

Relationship between Standardized Admissions Variables and Certain Interpersonal Skills

Most research on admissions criteria has shown that academic admissions variables are generally not related to counseling skills before, during, or after training. On the other hand, substantial research has demonstrated a good predictive relationship between some nonintellective variables and counseling skills and performance. An admissions model was developed in the Department of Counselor Education at Boston University that included standardized intellective and nonintellective variables. The admissions “scores” of three groups of subjects were tested against levels of performance on a tape-test of three counseling skills. It was found that linear combinations of grade point average, quality of undergraduate college, major area of study, and recommendations and work experience were generally unrelated to pre- or posttraining ratings of empathy, respect, and genuineness. New variables based on Carkhuff's Counseling Simulation Inventory were added to the admissions equation and significantly raised the predictive power of the admissions score. Implications and further research are discussed.     

任务驱动式小组教学法在电动机技能教学中的应用

任务驱动式小组教学法是将全班学生分成若干学习小组，在技能教学过程中以一定的学习任务来驱动小组成员通过协作、探究共同完成实操任务的教学方法。以电类专业的电动机棼能教学为例，就技能教学中应用“任务驱动式小组教学法”及教学效果和存在问题等进行探讨。     

A Defence of Teaching General Thinking Skills

There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it is used against thinking skills and we offer a consideration of the expert/novice objections about subject or domain-specific knowledge.     

谈英语教学中的翻译法及应用技巧

阐述了翻译法在英语教学应用过程中的变化发展 ,着重讨论了在大学英语教学中应用翻译法教学原则的必要性及应用技巧