研究性学习策略在《体育与健康》课程中的应用研究

运用实验法把研究性学习策略运用于<体育与健康>课程中,对耐久跑项目的教学进行了实验性的研究.结果发现:通过研究性学习策略,使学生的体能、技能、智力及心理方面都有所提高,极大地激发了学生的学习兴趣.     

Work placement experience: should I stay or should I go?

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.     

Is choosing to go on placement a gamble? Perspectives from bioscience undergraduates

In the biosciences, a professional placement experience in academia or industry is intended to contribute to a student’s personal and professional training. While there is a general acknowledgement that a placement experience is beneficial for students, recent years have seen a decline in the number of students choosing to go on placements. Using a mixed‐method research design, this paper explores the attitudes that influence the bioscience students’ decisions on whether or not to undertake a year in a professional placement. Other questions considered in this study were whether placements influence student attitudes towards learning and if students achieve a better degree classification and better employment because of placement. Perspectives from academic staff and employers were compared with student perspectives on the added value of undertaking an extended placement during a period of study at university. While our findings reaffirm some of the perceived advantages of a professional placement in terms of learning and employability, it identifies important factors that influence student decisions not to undertake placements, revealing interesting questions on the placement perspectives between the student, academic tutor and employer.     

Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy

Abstract

In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to pursue a major in Mathematics for Teaching. These interviews help explain their choice to pursue this major and their general experiences in IBL math classes. These insights were used to improve our program and may also help other mathematics instructors and programs that hope to implement an inquiry-based approach in their departments.     

Student enthusiasm for engineering: charting changes in student aspirations and motivation

Many recent teaching initiatives in engineering education have the underlying premise of improving student engagement with global issues and providing first-hand experience of complex problems associated with sustainable development and production. A greater understanding of actual motivational drivers may help in student recruitment and retention, and address, e.g. gender disparity. In this work, student motivations and aspirations are explored through a cross-faculty survey of undergraduate engineering students. The results indicate that while many students start an engineering degree with an aspiration to ‘invent something new’ and ‘make a difference to the world’, these diminish with time to be dominated by issues such as financial security. Students who continue to aspire to the creative/high-impact notions of engineering also maintain an enthusiasm for engineering. However, all students desire more practical work and skills training. Based on these findings, some general recommendations are given for further inspiring students towards engineering.     

博士生可迁移能力培养:张力及消解

注重可迁移能力的培养已经成为最近三十年主要博士生培养国家的教育新动向。改革的形式多种多样,其主要目的在于应对博士就业多元化的趋势。在改革实践中,存在着多种张力。可迁移能力的概念本身就存在理解多元化和外延泛化的缺陷。培养博士生可迁移能力的缘由存在短板论和全人论的冲突。培养模式存在附加式和融入式的争议。可迁移能力的评价则有分散式和整合式的差异。应正视这些张力并从培养单位和博士生自身角度进行有针对性的消解。     

不断变化的环境，不断改变的定位及其对远程教育的影响

全球化的知识经济对人的素质提出了全新的要求,同时也需要对学校教育的内容进行重新界定和建构。为此,要实现开放的、网络化的、终身学习和以人的素质为中心的新教育体制。远程开放教育就是一种最具革命性、灵活性的教育形式。要在竞争中合作,使远程教育得以快速发展。     

Impact of interactive online units on learning science among students with learning disabilities and English learners

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p?相似文献   

幸福心理与抗逆力培养的工控系统安全实验课程研究

针对当前工业控制系统安全人才极度匮乏、学生心理问题频发等现象,通过分析“新基建”背景下工业控制系统安全实验课程的教学实际,对工业控制系统安全实验课程进行教学改革,以满足社会对工控安全人才的需要。首先,明确人才培养目标,以专业前沿为核心构建模块化、矩阵式的课程内容体系,避免引发学生习得性无助;其次,在教学方法上注重学生幸福心理和抗逆力的培养,引导学生在掌握基本专业知识的同时具备可迁移的技能与能力,探索多元化和精准施教的实验教学方法;最后,设计并应用基于学生增值的过程化考核方式。通过全生命周期培养模式,提升工业控制系统安全教学质量,为“新基建”建设培养更多高质量人才。