The relationship between conceptions of teaching and approaches to teaching

The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four‐category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education, approaches to teaching lower forms, with little pressure from external examinations or school ethos, followed logically from conceptions of teaching. There was also evidence that contextual influences, if they were sufficiently strong, could play a part in teachers’ approaches to teaching in the lower forms. For senior forms, the most marked contextual influence on approaches to teaching came from the external examination syllabus. Of the 13 teachers who taught senior form students, eight reported using approaches to teaching that were significantly different from those they used for lower forms. The remaining four used essentially the same approach for junior and senior forms because these were consistent with the orientation of examinations that measure skill and knowledge acquisition. Finally, the data suggest that both the educational background of the teachers and the banding levels (designation of the school as high or low achieving) of the schools they were teaching in were related to the combined conceptions and approaches. The influence of banding levels could be due either to teachers choosing a type of school consistent with their beliefs or the environment of the school influencing teachers’ beliefs and practices.     

The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education

Questionnaire surveys have found a strong relationship between students’ perceptions of their courses and their approaches to studying, but this might result from the operation of response biases. Responses to the Course Experience Questionnaire and the Revised Approaches to Studying Inventory from 2137 students taking seven courses by distance learning were reanalysed. Both acquiescent responding and extreme responding were found to be consistent traits within individual students between the two instruments. When these were statistically controlled, the overlap in variance between the students’ scores on the two instruments was reduced from 45.3% to 31.9%, and the variation in the students’ course marks explained by their scores on the two instruments was reduced from 21.8% to 18.9%. Nevertheless, the relationship between the two sets of scores remained the same: students who rated their course positively were more likely to show desirable approaches to studying and less likely to show undesirable approaches.     

Multimodal approaches to reflective teaching and assessment in higher education

Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context.     

高职高专翻译师资的现状及对策探究

本论文主要就高职高专翻译师资建设的现状及其相应对策进行较为深入地探究。翻译课作为高职高专英语专业的一门重要必修课,然而在教学建设上却相对滞后。而其中,翻译师资被普遍认为是翻译教学的瓶颈。针对高职高专翻译师资建设中存在的一系列问题,笔者提出了相应对策,从而对翻译师资的角色进行综合界定,以符合高职高专翻译教学的特殊性,符合翻译教学效果的最大化。     

高等数学教学在高职教育中教学现状与改革探析

随着科学的发展、时代的进步、经济的增长,高职院校要从市场需求与教学培养目标出发,通过结合高职院校高数教学的实际情况,分析教学现状提出教学改革思路,加强专业知识结合,加强数学实际应用能力,真正实现高职数学教学改革的目标。本文从高等数学教学中教学现状,提出数学教学改革的有效方案。     

论体育教学中师生关系及对学校体育教学的影响

本文采用文献法、问卷调查法、数理统计法等,针对体育教学中师生关系及对学校体育教学的影响,对泉州市3所大学、3所中学和3所小学的300名学生和60名体育教师进行了调查研究。结果表明：体育教学中师生关系总体评价较好;在影响师生关系因素和体育教师的职业认知上体育教师和学生存在差异。建立良好的师生关系是学校体育教学顺利进行的前提。     

Change levers for unifying top-down and bottom-up approaches to the adoption and diffusion of e-learning in higher education

Using Giddens’ theory of structuration as a theoretical framework, this paper outlines how five prominent United Kingdom universities aimed to integrate top-down and bottom-up approaches to the adoption and diffusion of e-learning. The aim of this paper is to examine the major challenges that arise from the convergence of bottom-up perspectives and top-down strategies. Giddens’ theory is used to understand the dynamics of organisational change as they pertain to the adoption and diffusion of e-learning. This is intended to support our understanding of the interplay between top-down strategy and bottom-up adoption of e-learning. From the research and from our findings, we present a set of change levers that are intended to provide practical value for managers responsible for the diffusion of e-learning strategy in higher education.     

新课改形势下历史教学中新型师生关系的构建尝试

中学历史教学中师生关系的现状和课程改革的发展决定了构建新型师生关系的必要。作为中学历史教师,积极投身改革,在实践中建立新型师生关系成为必需。     

The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education

Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment.     

论互动教学中的师生关系

互动教学中师生关系存在状态：尊重理解的和谐关系；体验生命的共生关系；融合智慧的践行关系。     

高职院校“双师型”教师队伍的现状、问题及对策

从规模、结构、素质和来源方面简要分析目前我国“双师型”教师队伍的现状,指出“双师型”教师队伍中存在的突出问题,如规模过小、结构不合理、素质偏低、来源单一等,并提出加强“双师型”教师队伍建设的措施。     

对话教学中和谐师生关系的构建

教学活动实质是人与文对话的活动，即教师、学生与教学文本的情景性、体验性和生成性的对话。对话教学中和谐师生关系的表现形态应该是：平等互动的理解关系；开放共生的融合关系；启迪共悟的智慧关系。     

小学教育专业本科生高等数学学习状况的调查研究

对长沙师范学院小学教育专业本科生高等数学的学习状况展开问卷调查,旨在弄清学生数学课程学习的基本状况,分析数学课程学习困难的主要原因——不良的非智力因素、课程偏难与专业结合不紧密,并由此得出对教学的启示。     

高职和谐师生关系的构建与高职大学生思想政治教育

和谐的师生关系有利于学生思想政治工作的顺利开展。本文分析了造成高职院校师生关系不和谐的主要因素,并提出相应的改善措施,以期促进高职院校学生思想政治工作的有效开展。     

我国高职教育教学发展现状及展望

随着我国高职教育领域的深入发展,已经建立了比较完善的高职教育结构体系,这就极大推动了我国高等教育大众化工作的进行,有效提升了我国教育事业的发展。但是我国高职教育在发展的过程中还存在着一些问题,这些问题严重限制了我国高职教育事业的发展,教育事业研究人员必须对我国高职教育的发展现状进行全面分析,这也是高职教育教学发展的重要基础。本文主要对我国高职教育教学发展的现状进行简要分析和展望。     

浙江省高职院校体育师资队伍现状及对策

本文以浙江省52所高职类院校体育教师为研究对象,运用文献资料、问卷调查法、数理统计法(SPSS17.0)、专家访谈法等研究方法,对浙江省高职类体育师的师资队伍结构(组成的要素、稳定性影响因素、年龄、性别、教学、学历、职称、科研、师资来源)现状,进行了全面调查研究和分析,从而发现存在的问题和不足。希望能对其他高校、以及浙江省高职院校在体育师资建设方面起到一定的参考作用。     

高等教育信息化对教师的新要求

信息技术的迅猛发展,为高等教育信息化提供了广阔的发展空间与平台。教育信息化对教育改革提出了新的挑战,对教师提出了新的要求。为适应教育信息化发展的需要,必须切实转变教师角色,提高教师的综合素质,塑造新型的教师形象。     

The relationship among learning outcome measures used in higher education

Although grades are still considered important signifiers of graduates’ quality, greater attention has been paid to other measures of learning outcomes in higher education. This shift in attention is attributed to an increased focus on study quality, employability, quality development and accountability. This article examines how grades relate to different measures of self-reported learning outcomes in engineering, health programmes and education programmes. Longitudinal data from national surveys in Norway are analysed in combination with data from public registers. Self-reported learning outcomes are related to student engagement and factors indicative of effective educational practices, while grades are related more to student background characteristics. Self-reported learning outcomes therefore measure individual gain or value added, using the personal starting point as a reference In this regard, this paper argues that it is important to critically discuss what kind of measures should be used as learning outcomes.