打造有效课堂 提升教学效率

中职计算机教学是为学生更好的走向工作岗位提供保障的,课堂是我们教学的主阵地,打造优质课堂教学,确保计算机课堂教学的有效性将成为教育教学的重中之重。采取科学合理的教学模式,通过不同的教学方式和途径,激发学生的学习兴趣和求知欲望,使学生们在固定的45分钟内有提高、有进步、有收获;使教师在单位教学时间内获得最大的教学效果。进而有效实现了预期的教学目标,保证了课堂教学的有效性,提升了教学效率。     

Learning and Teaching Positive Guidance Skills: Lessons from Early Childhood Practicum Students

Empirical studies of early childhood educators' experiences with learning and implementing positive guidance skills are absent from the extant literature. This study explored this topic with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate. Most participants held inaccurate or somewhat inaccurate definitions both before and after class. Participants considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices. They rated positive language usage and conflict resolution as two of the four most improved skills during the course and addressing children's individual needs and confidence as most improved after the course ended. The majority of participants cited the hands-on aspects of class and lab as being important in contributing to positive attitudes about positive guidance.     

Towards Competent Systems in Early Childhood Education and Care. Implications for Policy and Practice

The close connection between the quality of provision for young children and professionaliation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the reciprocal relationship between quality and professionalisation, drawing on the findings of the study on ‘competence requirements in early childhood education and care’ (CoRe), jointly conducted by the University of East London and the University of Gent, and funded by the European Commission. Based on a review of literature in several European languages and data from a 15-country survey and seven in-depth case studies, CoRe has identified systemic conditions for a professionalisation of the entire early childhood system, beyond the formal qualification levels of individual practitioners. The article argues for a critical and systemic reconceptualisation of professional practice in a competent system.     

巧用区域地理案例 构建高效复习课堂

区域地理强调区域地理知识与地理理论和原理的结合,突出地理的应用性,是综合性很强的知识体系,是中学阶段学生学习地理原理、地理规律等的重要载体,也是近年来高考命题的重要情境材料。文章通过对区域地理案例在地理教学和高考命题中的地位和作用进行探讨,提出通过区域地理案例分析构建区域地理学习模式、形成地理知识体系、并利用区域差异的对比归纳和乡土案例来提升学生的思维品质,从而构建高效的高三复习课堂。     

Maternal Support for Play and Language across Early Childhood

Patterns of development in language and play for full term and preterm children from 6 to 54 months and the effects of maternal parenting strategies (i.e., maintaining attentional focus, use of directiveness) were examined. Significant risk differences in the growth of both language and play were found. The high risk children were more likely to show delays in both these skills. Maintaining had a positive influence on children's skills, while directiveness had a largely negative influence, especially at older ages. The relation between growth in play and language was stronger for the high risk, preterm, when compared to the low risk and full term, children, but only during the infancy and toddler period. Given that play and language development is more likely to be delayed for preterm, high-risk children and the relation between the development of these skills is stronger for high risk preterm children, particularly early, it would be important to provide the parents and educators with information about play and language development. For example, communicating the need to be consistent in using some interactive behaviors (e.g., maintaining) as children develop while modifying other behaviors (e.g., directiveness) would be essential.     

全美幼教协会“幼儿教育从业者系统行动计划”及其启示

全美幼教协会（NAEYC）是美国影响力最大的民间幼儿教育组织,其在制定幼儿教育从业者专业标准、保证美国幼儿师资水平方面发挥着重要作用。NAEYC发起的＂幼儿教育从业者系统行动计划＂（ECWSI）明确提出了美国幼儿教育从业者专业发展系统的政策领域、基本原则及一系列支撑措施,为帮助各州建立专业、稳定、高效的幼儿教育师资队伍,保证幼儿教育质量做出了积极贡献,对我国加强幼儿教师队伍建设具有重要启示。     

论幼儿弱势群体的早期教育政策支持

幼儿弱势群体是指0至6、7周岁,在经济、文化、身心等方面处于相对不利地位的儿童,即幼儿中的弱势群体。目前,我国缺乏对幼儿弱势群体早期教育的政策支持,也缺乏这方面的课题研究。国家可通过立法确立就近入园学前教育制度,减免或延缓支付教育费用制度,建立幼儿弱势群体的教育补偿制度,社区弱势幼儿教育状况监护网络等,以促进幼儿弱势群体早期教育的发展。     

用虚拟技术搭建计算机网络教学环境

本文描述计算机网络教学环境搭建中虚拟技术的一种应用。应用中,虚拟化被用作建立虚拟网络实验室的合适的工具,在教授网络课程时对真实实验室和网络模拟软件进行补充。文中给出了虚拟技术在网络实验典型项目中应用的简短描述,解释了实验室实现方法,和实验室用法和实验室练习设计。最后,还给出了虚拟实验室的测试结果。     

Building a New Biodevelopmental Framework to Guide the Future of Early Childhood Policy

Four decades of early childhood policy and program development indicate that evidence-based interventions can improve life outcomes, and dramatic advances in the biological and behavioral sciences now provide an opportunity to augment those impacts. The challenge of reducing the gap between what we know and what we do to promote the healthy development of young children is to view current best practices as a starting point and to leverage scientific concepts to inspire fresh thinking. This article offers an integrated, biodevelopmental framework to promote greater understanding of the antecedents and causal pathways that lead to disparities in health, learning, and behavior in order to inform the development of enhanced theories of change to drive innovation in policies and programs.     

可持续性早期儿童发展政策的理念和实施——亚太地区国家早期儿童发展政策制定的进展

早期儿童发展政策是一个社会性政策,它通过政府的投入对有关早期儿童发展重要问题的解决提供指导,为儿童及其家庭提供服务。这一政策应具有社会、政治、经济和人力资源方面的可持续性。政策的组成部分包括理想与目标、活动、管理和财政。政策制定的过程强调多方人员的参与以及有据可依。亚太地区多个国家近年来在早期儿童发展政策的制定方面取得了很大的进展,但同时在政策的实施、管理和财政方面仍面临很大的挑战。     

论构建农民工返乡创业支持体系

农民工返乡创业是我国经济社会发展到一定阶段的必然产物,构建农民工返乡创业支持体系势在必行。农民工返乡创业支持体系由观念支持体系、政策支持体系、融资支持体系、技能支持体系、产业支持体系、人力资源开发支持体系、科技创新支持体系等方面构成。构建农民工返乡创业支持体系是一项长期性、综合性系统工程,应创新思路,把握重点,积极探索。     

澳大利亚幼儿保育政策的演变及启示

自澳大利亚联邦政府从20世纪70年代开始向幼儿保育提供公共财政支持以后,数十年间,其财政投入政策发生了重大的变化.通过梳理澳大利亚幼儿保育政策的演变历程,借鉴其经验和教训,我国在提高学前教育财政投入的同时,应该认真厘清投入思路,完善投入体制与机制;在对托幼机构或家庭提供保教费用补贴时,要明确补助对象的合理范围,制订严格的监管措施,追踪补贴资金的用途和去向,评估社会效果,避免公共资金的无效投入.     

论早期教育中的游戏与教学

早期教育领域一直存在两种不同的游戏取向,一种是文化传播或文化定位取向,一种是生成式或响应式取向。在早期教育领域,儿童自由与教师掌控之间的矛盾一直难以解决。教师可以采用综合教学法,增加教师与儿童共同建构知识的可能性。     

论早期教育中的游戏与教学

早期教育领域一直存在两种不同的游戏取向,一种是文化传播或文化定位取向,一种是生成式或响应式取向.在早期教育领域,儿童自由与教师掌控之间的矛盾一直难以解决.教师可以采用综合教学法,增加教师与儿童共同建构知识的可能性.     

A Nordic Perspective on Early Childhood Education and Care Policy

The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The ‘Nordic model’ is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the ‘Nordic model’. It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model.