微格教学技能训练调查与思考

为了解学生在微格教室进行技能训练的基本情况,作者设计了"外语系微格教学技能训练调查表",对外语系2002届168名学生进行了问卷调查。结果表明,微格教学在提高学生的教师职业技能和激发学生的训练热情等方面成效是显著的。     

微格教学功能探析

目前师范院校微格教学有训练学生教学技能的功能、教师进行教学设计的功能、提高在职教师教学技能的功能、教师进行教学测评和教学研究的功能等。同时，微格教学在新课程、新课标和教学改革中的功，能作用也不容忽视。     

对个别化学习导学录像带制作的思考

录像带是远程教育学习中非常重要的学习媒体，随着远程开放教育的发展，业余学习逐年增多，采用个别化自主学习的学习将越来越多，改革以往传统班组系统讲授录像带的模式，设计适合个别化自主学习使用的导学录像带，显得越来越重要。本从导学寻像带的设计思想，制作原则，录制内容，录制形式等作了介绍。     

运用微格教学法改革化学教学技能培养模式

探讨了运用微格教学法改革化学课堂教学技能训练模式和培养、提高师范院校学生从教创新能力的有效途径。     

课堂教学实况摄像的独特视角

课堂教学实况摄像是各级各类学校的需要，是学校现代教育技术人员经常要做的工作．提出课堂教学实况摄像既有技术性又有艺术性，还应有一些特殊要求．     

The effects of parent self‐recording and home feedback in systematic parent training

This study experimentally evaluated the effects of three parent‐ training phases on the parents’ use of consequences to appropriate and deviant behaviour, and the frequency of deviant child behaviour in the home, within a single subject partial reversal design. Instruction No Feedback comprised didactic lecture presentation, verbal and written instruction in a group training setting to teach the parent to use behavioural procedures at home. Self‐monitoring Plus Feedback comprised the parent self‐recording aversive comments to the child and differential therapist feedback on her performance of various behavioural skills. Feedback Alone involved the continuation of feedback sessions but the withdrawal of self‐monitoring. Observation results indicated that Self‐monitoring Plus Feedback produced higher levels of parent attention to appropriate behaviour, lower levels of attention to deviant behaviour and low levels of deviant child behaviour when compared to Baseline, Instruction No Feedback and Feedback Alone conditions. The implications of the results for parent training were discussed.     

数码影视编辑与刻录制作技术的实现

利用应用软、硬件合理组合,实现数码影像快速编辑与刻录,本文重点介绍实现方法、软件完美组合,硬件合理配备,最终完成数码影像作品的制作.     

网络融合对普通高校体育选项课微格教学的影响分析与对策

中国努力推动的"三网融合"让此前竖立在计算机网、广播电视网和电信业务网之前的藩篱逐步撤除,将引发微格教学模式的深远变革。本文就其相关问题进行分析,从技术革新的视角探讨体育微格教学的应用模式,提出一个基于终端设备小型化的体育选项课微格教学系统设计思路,利用三大网络素材库,引进非线性视频编制、多维动画及网络3D互动等新技术,采用网络群组式教学等对策,以期发挥小型化课堂优势,增强体育微格教学的实效性。     

河北省涉外导游及翻译人才培养策略研究

"十一五"是河北省旅游业发展的关键期,有挑战,也面临机遇。要将河北省丰富多彩的旅游资源进行国际化推广,除进一步加强硬件设施建设外,软环境的建设也至关重要。其中构建合理有效的涉外导游培养机制是极为关键的一环。纵观我省导游人才的培养选拔工作,可以说离市场要求还有一段距离,存在的问题还很多。所以制定出适合我省省情的涉外导游及翻译人才培养的发展战略,造就和聚集一支高素质的专业队伍,是我省旅游业与国际市场接轨的重要基础。     

两年制专科教育探索

在对古代数学教育与我国当前数学教育现状分本文就两年制专科教育的实质、可行性和具体实施等问题进行了有益的探索 ,并就此提出了自己的见解。     

微格教学课程、教材、教法的研究与实践

作为微格教学这项研究和实践的基础性工作，师范生教学技能培养不是囿于一般课堂教学场面的需要，而是根据初中英语教学目的，学生的学习规律，先进的课堂教学模式和教学原则确定的，通过这些技能训练的新教师使初中英语教学发生了很大变化，微格教学培养了一大批优秀英语教师。     

谈微格教学在开放教育实践教学中的应用

为了加强开放教育文科类各专业的实践教学,本文根据汉语言文学、英语、小学教育三个本科专业共同的师资方向的特点,提出了“微格教学”实践性环节的实施措施,以探讨开放教育实践教学改革。     

数字化微格教学实验室设备常见故障及处理方法

数字化微格教学实验室设备正常运转是开展微格教学的前提。通过总结其常规故障及处理方法,以期对提高管理人员排除实验室设备常规故障的能力有一定帮助。     

师范生舞蹈教学中微格教学的运用

本文从微格教学法在舞蹈教学中的运用为切入点,具体介绍了微格教学的特点以及在实际舞蹈教学中的实行。特别对微格教学在帮助幼儿师范生体会教师的角色,提高舞蹈的教育教学水平,进行了重点的分析。     

Multidimensional analyzing of the microteaching applications in teacher education via videograph

Microteaching is a practice – based teaching method that can be applied at various stages in teacher training programs and it gives the opportunity to engage in self-evaluation and to eliminate or correct inadequacies of both pre-service and in-service teachers. It is believed that this study is important in determining the inadequacies of prospective teachers through microteaching applications, and in determining the steps to be taken to eliminate the inadequacies. Therefore, this study aims to exhibit prospective teachers’ individual, methodological and social performances through two microteaching applications. It is found from this research that prospective teachers’ discipline over the classroom developed, and students’ motivation and their interest in the lesson increased with reinforcement and effective communication in the second microteaching application. This showed that feedback given at the end of the first microteaching application was effective.     

Exploring authenticity of microteaching in pre-service teacher education programmes

This study examined the perspective of a cohort of 60 Chinese EFL pre-service teachers with regards to microteaching. Reflective paper writing was employed to explore the student teachers’ perceptions of the experience. The study results show that microteaching was a useful tool for the pre-service teachers’ professional development; however, the experience was not without flaws. The most commonly perceived deficiency was artificiality, which appeared to have to some extent limited the student teachers’ development of real-life classroom teaching competence. The study suggests that microteaching should be supplemented with various alternative forms of school experience and practice.