"角色扮演法"在实践教学中的应用探析——以"第三方物流仿真与实践"为例

"角色扮演法"是以能力培养为目标,通过学习环境的创设、角色的扮演,以互动与创新为特征的一种实践教学方法.该文通过介绍"角色扮演法"的内涵,分析应用"角色扮演法"进行教学的优势,结合实践教学的特点与"第三方物流仿真与实践"课程的特点,对如何在实践教学中运用"角色扮演法"提出了两个案例.     

大班小组法在思想政治理论课实践教学中的运用——以《马克思主义基本原理概论》课为例

大班教学是高校思想政治理论课的常态,这种状况使思想政治课尤其是实践教学的实效面临严峻挑战。抽象深奥的"原理"课的实践教学在理论和实际工作中仍然有着很大的探索空间。小组学习法是目前世界上许多国家普遍采用的一种富有创意的教学理论与方略。在"原理"课实践教学中运用大班小组法,通过对课内实践与课外实践方案的设计并运用,可以提高学生参与度、激发自主学习兴趣、培养团队协作精神,有效提高实践教学的实效。     

《劳动与社会保障法》实践教学模式探讨

《劳动与社会保障法》是一门凸显较强实践性的法学课程,在讲授《劳动与社会保障法》理论的同时,更应注重该门课程的实用性。在借鉴相关优秀的教学案例的同时,立足于实际教学经验,探索出《劳动与社会保障法》的实践教学涵盖"课堂案例讲析、校内亲身实践及校外拓展实践"三大领域。这样的实践教学是一个由内向外、知行合一的过程。     

范例法与任务法在高职实践教学中的联合运用

在高职实践教学中,由于学生自主学习能力缺乏,导致运用任务驱动法难以实现高职教学目标.范例教学法与任务驱动法的联合运用,可以较好地实现高职实践教学提高学生职业能力的教学目标.在高职实践教学中,联合运用任务法与范例法要以认识联合运用必要性为前提,以创设相似的范例和任务学习情境为关键,以建构"模仿-练习-创新"的教学过程为核心.     

论《中学语文教学法》实践教学

<中学语文教学法>课程是高等师范院校一门主要必修课.作为师范教育本科学生的专业课,它对于学生树立正确的语文教学理念,增强从事语文教学的责任感,培养从事语文教学的基本能力,具有重要的意义.<中学语文教学法>课程,通过"增加选修课程,加强实践教学;积极开展实验,建构实践模式;提倡多媒体教学,提高实践效果;联系中学实际,增强实践意识;改革实习制度,强化实践训练;开展科研活动,培养实践精神"等实践环节,以促进"教学法"课程新的理论体系的构建,帮助学生培养驾驭教材、组织教学、研究教育的实践能力.     

《园林树木》课程实践教学的组织与实施

河北政法职业学院园林系在<园林树木>课程实践教学中,以职业岗位需求的"识树、懂树、会用树"为能力培养目标,实施"由易到难、按季实施、集中强化"的实践教学操作模式,采用"看、辩、查、练"法以及"项目过级"的实践教学评价法,全面提高学生职业能力.     

“思想道德修养与法律基础”课程实践教学模式探讨

文章提出"思想道德修养与法律基础"课的实践教学模式主要有三种:课堂实践教学、校园实践教学和社会实践教学.其中,课堂实践教学是主体,校园实践教学和社会实践教学是补充.     

中职电工技能课“共同研讨法”教学实践与思考

"共同研讨法"教学是指在课堂教学中学生以共同体的形式参与学习,以个体与群体的模式进行互动、互补学习,是小组合作教学的提升,其能够激发学生的课堂参与积极性,促进师生互动,真正实现个性与共性的统一。笔者针对中职电工技能课学生现有知识(技能)水平、学习兴趣及学习风格等,开展了"共同研讨法"的教学实践,经过一年多的教学实践,取得了不错的教学效果。     

参与式教学法在婚姻家庭法教学中的实践

婚姻家庭法课程理论繁杂、强调实践,传统的课堂讲授与单纯的案例分析方法无法实现本门课程的教学目标.将参与式教学法引入婚姻家庭法课程的教学实践,采用情景模拟表演、辩论赛、模拟法庭审判教学、法律诊所教学、小组案例讨论、法律咨询实践等方式组织参与式教学,实现教学互动,达到培养学生分析解决实际问题的能力乃至法律职业能力的目标.     

高中语文翻转课堂教学实践初探——以“中国现当代小说经典阅读”课教学实践为例

文章基于"翻转课堂"与"深层学习法"的教学理念研究,结合"翻转课堂"在高中语文"中国现当代小说经典阅读"课的教学实践,探讨如何将"以学生为中心"的教学理念运用于高中语文教学。结合具体教学案例,给出"翻转课堂"模式下,语文阅读课设计与教学实践的一些尝试方法,并探究这种教学模式变革在一线课堂实践的可行性与存在的问题。     

如何艺术化地展示片段教学

近年来片段教学已成为教学教研、评估教师基本素质和展示教师教学才华的重要途径之一。片段教学只是教学实施过程中的一个断面,执教者通过完成指定的教学任务,来表现自己的教学思想、教学能力和教学基本功。开展片段教学活动有利于教师教学能力、课堂教学效率、教研活动实效、教学评价信度的提高。展示片段教学时,要善于创设虚拟教学情境,关注教学步骤的完整性,对"可能的生成"进行最切实际和尽可能充分的预设,适当展示教学机智,扬长避短,努力展示自身素质。     

反思性教学在大学英语教学中的运用

反思性教学是近年来倍受推崇的教学理论.它是以追求实践合理性为目的的教学探究活动,是以提升专业知识为目的的教师学习活动,同时也是以解决问题为导向的教师思维方式.因其具有主动性、实践性、反馈调节性及有效性等特点,成为外语教师专业发展的有效途径.它能使教师的教学参与更为主动,专业发展更为积极,其实质是教师通过反思,在教育教学实践中逐渐形成适合自己的教学理论和发展自己的教学能力,不断提高自己的专业水平,从自然发展到自觉开发,增强其职业道德感,并通过改进自己的教学促进学生学习,最终发展自己和发展学生.     

The Interactions of Conceptions of Teaching Science and Environmental Factors to Produce Praxis in Three Novice Teachers of Science

One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the profession. This article presents case studies of three secondary science teachers that follow them from their science teacher education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’ pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews with participants; and their action research journals. As they approached the end of their first or second year of teaching, all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching approach that was the specific goal of their teacher preparation program.     

大学英语教师修正性反馈信念与课堂教学行为关系研究

教师教学信念影响其教学行为,也是预测教师教学质量和教学效果的最有效指标。文章运用课堂观察、深度访谈和刺激性回忆法,聚焦于三位英语专业精读课教师的教学信念和课堂行为,通过对所得数据进行定量和定性分析发现：由于个体差异,不同教师所持的教学信念互不相同,他们的课堂教学行为也存在巨大差异;同一教师持有内部相矛盾的信念,但这种个人内部矛盾的信念会随着教学经验的丰富和专业知识不断程序化而减弱;由于教学环境和教师所调用的知识的不同,同一教师的教学信念和教学行为之间虽具有一定的联系,但二者之间具有很大的差异。这就要求广大教师要不断反思自己的教学,积极开展行动研究,注意发展和完善自己的教学信念体系,努力促进专业知识的程序化,以应对复杂多变的课堂教学环境。     

Ambivalent journey: Teacher career paths in Oman

This study investigated the career paths of 625 university graduates who prepared to be secondary school teachers in Oman, their assessment of their current work situation, and the extent to which their initial commitment to teaching was related to their subsequent career satisfaction and intention to remain in teaching. While nearly all graduates entered teaching, their decision was marked by ambivalence. Nearly half of the graduates reported being only somewhat or not at all committed to teaching as a career when they graduated. It also appears that initial commitment to teaching operates as an important lens through which teachers view their subsequent careers. Those initially more committed to teaching were more likely to be satisfied with the progress they made in their career, more likely to think that their current teaching position offered them opportunities for advancement, and more likely to want to remain in teaching than were graduates who had a lower initial commitment to teaching. The authors discuss both the theoretical and practical implications of these findings.     

论"因材施教"的教学策略及其具体运作--兼谈处理教学统一要求与照顾个别差异的矛盾

因材施教是处理好中小学教学的统一要求与照顾个别差异的矛盾的总体策略。这一策略的具体运作关键在于实施班级授课制下的分层次教学和采用“一般要求加特长”办法。因材施教的逻辑结论之一是：既不能以放弃对学业后进生的培养为代价，更不能以放弃对学业尖子生的培养为代价。     

分层教学法在篮球教学中的运用

根据实际教学中出现的问题 ,我们将“分层教学法”引入体育教学 ,并以 98、99年级共 6 0 0名学生为教学对象 ,按照不同学生的现有水平、智力、素质、技术状况以及实际接受能力 ,制订出不同的教学方案 ,分类推进。通过半年的教学实践 ,各层面学生的成绩都有较大幅度的提高。     

Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004     

有效教师的素质构成

有效教师属于业务精干型教师,具有教学风格的个性化、教学行为的有效性、教学过程的创造性、教学评价的发展性等特征。教师的专业素质是教师在教育教学活动中表现出来的一种稳定状态,直接影响着教育教学效果,有效教师的素质构成主要包括教育信念、专业自觉、教学决策和教学智慧四个方面。     

浅析"互动启发式教学方式"在大学英语教学中的运用

大学英语教学改革要求教师必须注意改革传统的教学方式,从填鸭式教学方式向互动启发式教学方式转变.这种转变不仅有助于提高教师的教学技巧,而且也有利于调动学生的学习积极性,提高他们英语自主学习能力,为他们终生学习打下牢固的基础.从大学英语教学实际出发,分析传统教学方式的弊端,阐述互动启发式教学方式运用的要求和注意点,以期提高教学效率,使学生能够"学以致用".