运用有效影视手段改革英语听力教学模式

传统的英语听力课教学存在着诸多弊端,而在听力课中引入影视片段能带来意想不到的教学与学习效果。文中首先简要概述了影视教学的理论基础及方法,然后笔者以影片《灰姑娘的故事》、《穿普拉达的女王》与《泰坦尼克号》为例,介绍自己的教学手段,提出如能合理利用影视资源并辅以有效方法,影视手段必能激发学生学习兴趣,提高学生听说能力和跨文化交际能力,以及发展他们的多元智能。     

国外教师教育实习特点分析

为培养合格教师,许多国家的教师教育都很重视教育实习,本文分析了各国教育实习的特点,为我国的教师教育提供启示。     

The Elusive Notion of Creativity and Pedagogical Practice

Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction. In contrast to behaviorism, cognitivism is a relatively recent learning theory and its features are not well known or are confused with constructivism by teachers. This article aims to provide an overview of the core characteristics of cognitivism, its philosophical and theoretical basis, its implications for classroom practices, and its illustrative teaching methods. Cognitive apprenticeship, reciprocal teaching, anchored instruction, inquiry learning, discovery learning, and problem-based learning are explicated as the most distinctive methods of the cognitive perspective on learning.     

Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.     

教育实习调查报告

本文从师范学校小教大专中文和数学专业的实习中取样132份,对他们的实习反思心得文章进行定性分析,发现师范生教育实习存在问题主要有实习前的心理适应性弱;教学中存在基本功准备不足、教育机智缺乏、课堂教学设计能力和语言表达能力不够要求和课堂纪律管理困难;师范院校的课程设置和管理存在缺乏;指导教师的指导不统一有效,较随意等。并针对性分析了原因和提出了相应的对策。     

浅析行动导向的课堂教学实践

论文从四个方面分析和论述了什么样的课堂是一个好的行动导向教学课堂,包括教师是否是一个出色的导演,学生是否真心投入到课堂中去,课堂是否有清晰的脉络和结构,课堂是否达到了预期的目标、要求和效果,并以一个好的课堂案例进行了展示和分析。     

教育实习对高师生教育学知识发展的影响研究

使用中学教师资格考试的教育学试卷在高师生教育实习前后分别进行测试,并运用访谈法访谈部分参加实习的学生。结果显示:教育实习前后的教育学成绩存在显著性差异,实习后的成绩高于实习前的成绩,高师生的教育学知识明显地增加;进一步分析发现,实习前后记忆型教育学知识与理解型教育学知识的成绩存在显著性差异,实习后,前者明显下降,而后者明显提高,教育实习加深了高师生对教育的理解。学生对教育实习的认识与态度、有效时间(讲课次数)、实习场所(农村学校和城市学校)、指导教师等是影响实习效果的主要因素。为有效地实现教育实习的专业发展价值,需要解决师范生的态度与认识、有效时间、实习指导的实效性等问题。     

Developing Critical Rationality as a Pedagogical Aim

The development of a conception of critical pedagogy is itself an aspect of the development of critical rationality within late modern societies, closely connected with the role of education in developing critical rationality. The role of critique pervades all aspects of life: for people as citizens, workers and self‐determining private individuals. Late modern societies depend on a critically minded population for their viability, for the democratic management of a competing balance of interests and for a capacity for rapid renewal. These requirements put a demand on the education system for the development of critical rationality. However, its development contains within itself the seeds, not just of renewal, but of transformation or even anarchy. This is discussed in relation to three major aspects of education—liberal, civic and vocational—and it is argued that there is a tension within each that arises from the requirement of critique for their successful functioning as educational practices in liberal societies and from the implausibility of developing forms of critique that are inherently self‐limiting. Societies that espouse the development of critical rationality as a key educational aim exist in a state of tension and of uncertainty as to the extent to which it can be developed. Attempts to limit critique to consideration only of what is worthwhile are bound to be futile. On the other hand, education must be concerned with preparation for the worthwhile. Critique thus performs the important function of ensuring that our conception of the worthwhile does not remain fixed, but is itself an agent of social change. This paper explores this issue and argues that the problem of reconciling preparation for social participation with preparation for critical engagement exists in all three spheres. The problems may not be resolvable ones but should encourage continual awareness of the scope and limits of educational critique in liberal societies.     

Critically Adaptive Pedagogical Relations: The Relevance for Educational Policy and Practice

In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (at least) four analytically distinguishable pedagogical relations, each of which interacts with the others. These relations are contingent on the embodiment of teacher and students and on the political and sociocultural context of the class. Therefore they are also contingent on time, as teachers age and as the political and sociocultural context changes. Griffiths concludes the article with suggestions for creating a teaching profession in which teachers are reflectively and critically adaptive during the course of their careers.     

开放教育教学改革思路和实践

中央电大“人才培养模式改革和开放教育试点”项日总结性评估已经基本完成了对省级以下试点单位的考察，试点工作已经取得了一些阶段性成果，教学改革的指导思想和工作思路已形成框架，改革措施也基本落实。总结和回顾省级以下试点单位在试点工作中的经验教训，可以为试点项日进一步向基层延伸提供更有价值的参考，也可以为今后进一步深化教学改革提供更可信的依据。     

化工仿真实训系统在高职教学中的应用探索

化工仿真实训是一种新的高效的教学方法,它能够解决学生下工厂实习难、不能动手操作的问题。可以使学生不进工厂就能实际了解化工生产装置的生产和操作过程,通过实际动手,完成对生产装置实际操作的培训。仿真实训教学与传统下工厂实习相结合是提高学生学习效率、培养学生综合能力的有效途径。本文综述了化工仿真实训系统的特点及研究进展,就化工仿真实训的教学规律进行了探索。     

Photoshop中路径课程的教学设计与实践

基于对教学活动内在规律的认识,从Photoshop中路径课程的教学设计出发,采用实例讲解和分析探索的教学方法,达到培养学生的创新精神与操作能力的教学目标。     

法学观摩审判教学法的组织与实践

法学教育中的实践教学环节对于培养学生的认识和解决法律问题之能力,非常重要。而观摩司法机关审判活动,是与模拟审判活动一样重要的实践教学手段。观摩审判教学活动的计划和组织,包括案件类型、审级、审判组织、时间、交通安排,以及对案件的预处理和活动之后的分析报告、师生交流、总结。教师作为总组织者,要和学院各部门尤其是学工办以及学校后勤等通力合作,才能确保观摩审判教学活动收到预期效果。     

合作原则与礼貌原则在大学英语教学中的运用

合作原则和礼貌原则是人们交际活动中常用的语用原则,有助于正确理解会话过程中的隐含意义。在大学英语教学中,教师应让学生了解语用学中合作原则和礼貌原则的基本理论知识及其在日常语言环境中的运用,提高英语综合能力。     

基于海洋技术专业的物理海洋学教学改革与实践探索

改进物理海洋学课程的教学模式,探索适应海洋技术专业的教学方案,提高教学水平和质量对于我校海洋技术学科的发展和海洋技术专业人才的培养具有重要的意义。本文针对海洋技术专业的特点,在教学内容、教学方法以及教学手段方面提出教学改革的具体内容,并以海水运动方程部分章节为例,设计物理海洋学的教学方案,探索具有海洋技术专业特色的教学实践,提高《物理海洋学》课程的教学质量,促进我校海洋技术学科的发展。     

The Blending of Andragogical and Pedagogical Teaching Methods in Advanced Social Work Practice Courses

Many social work educators have endorsed an andragogical appraoch to instruction as a means to reach the diverse student population of today's classroom, without recognizing the larger debate and concerns voiced by adult education detractors. Andrgogical methods provide practical experience-related learning opportunities where self-directed learning is emphasized. Although these methods are effective and have improved social work instruction over the past two decades, there is sufficient research to support the importance of and rationale for belnding pedagogical and andrgogical techniques. This paper will highlight innovative teaching strategies and evaluation components that were used in an advanced social work practice course that blended pedgogical and andrgogical teaching methods.