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徐敬标 《中国现代教育装备》2012,(19):25-27
实验与实训教学是高师培养师范生实践能力的重要途径,而实验与实训室是实验与实训教学的载体和组织形式,对其进行科学建设和管理意义重大。在分析教师教育实验与实训室建设现状和存在问题的基础上,结合南京晓庄学院"教师教育实验与实训教学示范中心"的建设,对如何更好地构建教师教育实验与实训中心进行了探讨。 相似文献
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以学生为中心的教育教学改革是世界高等教育的发展趋势,也是我国高等教育发展的必然。在此背景下,西安邮电大学数字艺术学院从以学生为中心的教育理念出发,从关注“教”的改革转变为更加关注“学”的实际效果,通过不断深化实践育人改革,以实践为载体促进学生的学习与发展。 相似文献
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结合湖南农业大学食品科学技术实践教学示范中心建设经验,阐述了以增强学生实践创新能力和工程素质为目标,深化实验教学改革,完善实践教学体系,以高素质实验教学队伍和完备的实验条件为保障的教学改革的经验及成效。 相似文献
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《International Journal of Educational Development》2004,24(1):85-102
Information systems can play a vital role in supporting the planning and management of development programs and, as such, they are fundamental to improving people’s health, education, training, and enhancing the transparency of decisions and actions taken by public and private agencies in these and other domains. This paper examines how information systems in general, and geographic information systems (GIS) in particular, can contribute to an understanding of local educational contexts and needs through the provision of information tools that bridge national-level goals and policy to local-level action and outcomes. First, utilising the frameworks from global initiatives such as Education for All and A Framework for Action, direction is provided as to what types of data are required to evaluate education systems and education quality, especially given the absence of detailed local-level data. Second, the relationship between neighbourhood context and the quality of education is assessed. Third, the available educational and contextual information for a case study in the urban district of Independencia, Peru is described. Utilising information available at the local level and general international frameworks, a method is outlined for the analysis of education quality and neighbourhood well-being and is applied to the case of Independencia, Peru. 相似文献
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A reader of Traianou and Hammersley’s article (in this issue), which discusses at some length the work we undertook in the Evidence‐based Practice in Science Education (EPSE) Research Network, might attribute to us views that are rather different from those which we in fact hold, and which we have sought to present in our own accounts of this work. We highlight several points on which their interpretation of our work and views differs markedly from ours. The aim of the EPSE Network was to explore the practical implications of ‘evidence‐based practice’ in the context of a mainstream curriculum subject such as science, not to advocate any particular interpretation of that term. We would encourage readers interested in the relationship between research and practice in the teaching of specific subjects to base their view of our work, and the perspectives underpinning it, on our own account. 相似文献
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Recent advancements in neuroscience heighten its relevance to education. Newly developed imaging technologies enable scientists to peer into the working brain for the first time, providing powerful insights into how we learn. Research reveals that the brain is not a stable and isolated entity, but a dynamic system that is keenly responsive to experience. This work underscores the crucial role of education in shaping the brain's abilities. Brain research provides scientific evidence that emotion is fundamental to learning. Neuroscience also gives insights into how we learn language, literacy and mathematics that can inform the design of the national/state curriculum and teacher training. 相似文献
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Research practice partnerships: a strategy for promoting evidence-based decision-making in education
Laura Wentworth Christopher Mazzeo Faith Connolly 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):241-255
AbstractBackground: In the United States, an emphasis on evidence-based decision-making in education has received renewed interest with the recent passage of the Every Student Succeeds Act. However, how best, in practice, to support the use of evidence in educational decision-making remains unclear. Research Practice Partnerships (RPPs) are a popular strategy for cultivating evidence-based decision-making among educators, but understanding the ways in which partnerships can influence educators’ use of research evidence in their decision-making is limited.Purpose: This paper explores the influence that Research Practice Partnerships can have on educators’ evidence-based decision-making.Sources of evidence: A framework is offered for examining the impact of Research Practice Partnerships on behaviours such as educators’ evidence-based decision-making, in the context of school and district improvement efforts. The framework suggests a host of intermediary and long-term outputs: for example, the ‘mindsets’ of researchers and practitioners which are most conducive to enabling evidence-based decision-making among those engaged in Research Practice Partnerships. We explore this framework through short illustrations of the experiences of three Research Practice Partnerships, contextualising the ideas within the literature, and presenting the process of our design and pilot of a survey instrument used to examine the perceived impact of Research Practice Partnerships.Main argument: We argue that participants’ self-reported behaviours and perceptions are important elements in examining the influence of Research Practice Partnerships on educators’ evidence-based decision-making. Additionally, this paper examines the potential benefits and challenges of attempting to measure the outputs and outcomes of a Research Practice Partnership using a survey measure.Conclusions: The process of developing the pilot survey suggests that certain conditions in Research Practice Partnerships may be more conducive to the development among educators of behaviours, mindsets and perceptions associated with evidence-based decision-making. 相似文献
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Hung-Bin Sheu Robert W. Lent 《International Journal for Educational and Vocational Guidance》2009,9(1):45-60
The article gives an overview of a social cognitive perspective on psychosocial well-being and adjustment (Lent, 2004), along with a model of educational and work-related satisfaction (Lent &; Brown, 2006) that has been derived from it. The theoretical perspective integrates cognitive, behavioural, social, and personality variables hypothesized to jointly promote positive adjustment, both generally and within particular life domains, such as work and school. We also review initial findings testing these social cognitive models and consider their implications for cross-cultural practice and research. 相似文献
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Zhicheng Mao 《Compare》2019,49(6):1014-1016
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Gökçe Erturan-Ilker 《Educational Psychology in Practice》2014,30(4):365-379
Using Self Determination as a framework, the purpose of the study was to examine the relationships between basic psychological needs, motivational regulations, self-esteem, subjective vitality, and social physique anxiety in physical education. One thousand and eighty two high school students aged between 14 and 19 [mean (M) = 15.89 ± 0.95 years] from six public high schools participated to the study. Students’ basic psychological needs: motivational regulations, subjective vitality and self-esteem served as positive indicators, while social physique anxiety was a negative indicator of psychological well-being. Structural equation modelling results revealed that students’ motivational regulations mediated the relationship between basic psychological needs and psychological well-being. Intrinsic motivation negatively predicted social physique anxiety and positively predicted subjective vitality. Amotivation positively predicted social physique anxiety and negatively predicted subjective vitality. Identified regulation and external regulation positively predicted subjective vitality. Results supported the tenets of Self Determination Theory (SDT) and suggested that satisfying adolescents’ basic psychological needs in physical education will promote their psychological well-being. 相似文献