以行业为主导:澳大利亚TAFE学院职业教育的特征

澳大利亚的行业积极参与职业教育,并在TAFE学院的职业教育中发挥了主导作用,这一主导作用具体表现在职业教育与培训的宏观决策、学院的专业设置、学院的课程开发、学院的教学质量认证和评估等七个方面。以行业为主导,有利于TAFE学院的教学内容与行业需求的紧密结合,有利于最新技术迅速反映于TAFE学院的教学之中,有利于充实优化TAFE学院的师资队伍,有利于企业推广新产品,有利于增加TAFE学院的经费投入和有利于TAFE学院毕业生更好就业。     

走向教育案例研究——兼论新一轮课程改革实验区的教育科研

案例研究与具体的教育教学工作相结合,工作、教学与研究一体化,着眼于解决教育教学过程中出现的真实的问题,强调实践与反思,强调合作与分享,最终目标是调整与改进教师的教育教学行为,增加教师的实践智慧;案例研究是开放的,允许研究者从各个侧面对案例作多元解读;案例研究是有限制的,不能指望通过案例研究就能解决所有问题,更不能不顾特定的历史条件、背景而把有限制的对案例的认识和解读推而广之,无限扩大;新一轮课程改革实验区的教育科研应该兼顾好实践性、创造性和指引性,在行动研究的基础上走向案例研究。     

浅谈课堂教学中的知识互动

课堂教学在整个教育教学活动中占据着重要的位置。课堂教学过程实际上是知识的传递和互动的过程,随着教学知识内容的丰富,要求和目的性的提高,课堂知识的传递表现出更明显的互动性,并由此带来课堂教学方法的变化。     

利用冗余理论加强英语学习中的技能训练

冗余是人类语言中普遍存在的现象之一,这一现象的研究对语言教学有着积极的意义。本文主要论述了冗余理论在英语教学过程中对听、说、读、写、译五种技能训练的作用,希望对英语教学有所帮助。     

功能目的论在翻译教学中的运用

德国功能目的论的提出为翻译理论研究提供了一个新的视角,对原文的地位问题提出了新的看法。翻译教学实践需要目的论翻译理论的指导,它强调译者的社会作用,突出了由传统的“五段教学法”逐步过渡到语言交际运用型的翻译教学方法。本文通过对比传统翻译教学方法和运用目的论指导翻译教学的方法,得出运用目的论的翻译理论指导翻译教学活动,培养学生的跨文化交际意识．语言交际运用型教学方法更有利于翻译教学的发展。     

高等学校化工教育改革的思考

为落实素质教育，培养学生的实践和创新能力，结合高等学校化工教育的特点及作者在教学中的若干体会，论述了人才培养的教育思想从“知识型”向“创造型”转变；“加强基础、面向实际”及将理论课与实验课有机联系的教材选择原则；营造学生为中心的氛围、培养学生动手能力和实践创新能力的实验内容设置、使化工理论与生产实际结合及专业教育与思想教育结合的化工厂实习等教学方法；学习国外先进教学与研究一体化和多样性特点的教学经验。     

技术服务在高职教学改革中的作用

在介绍当今高职教育教学改革的方向的基础上,阐述了技术服务在高职教学改革中的作用。基于企业典型工作任务的项目教学改革和针对企业现实需要的技术服务在很大程度上具有一致性。技术服务可以起到强化校企合作、锻炼教师队伍及丰富教学项目改革内容的作用。     

语文教学质量问题的思辨

语文学科教学质量的评价，应从科学的价值取向出发，探讨影响语文教学诸因素。既应注意语文教学规律、语文教学性质、语文教学的特殖性等内在因素，又应观照社会的价值观、高考等外部原因。语文教学的出路在于：从人本论意义上，给予学生人文关怀，注重发展学生的个性，塑造其文化心理结构，并在这一理念指导下，运用正确的教学方法，实现语文教育的人文性。     

电工电子技术基础实验教学改革的构想

实验教学改革是一项复杂的系统工程。通过分析电工电子技术基础实验教学的现状,从电工电子技术基础实验独立设课、设计性实验代替传统的验证性实验、实行开放式教学及建立一支高素质的实验队伍等方面阐述了电工电子技术基础实验课程改革的构想。     

大学英语口语错误分析和纠错策略

口语表达能力是外语学习者实现外语交际功能的重要指标,而大学英语教学的难点也是口语表达。错误分析理论是第二语言学习研究的一个重要组成部分,它对二语学习者所犯的错误进行全面系统的分析和研究,有利于我们有的放矢地开展并改进语言教学。因此,通过对学生口语表达中常见的错误进行分析并提出纠错策略,对提高大学英语口语教学质量,促进学生口语水平和交际能力的形成有重要意义。     

Co‐education‐‐II: AN ANALYSIS OF RESEARCH ON COMPARATIVE ATTAINMENT IN MATHEMATICS IN SINGLE‐SEX AND COEDUCATIONAL MAINTAINED GRAMMAR SCHOOLS

The Schools Council's evaluation of i.t.a. (Warburton and Southgate, 1969) did not seek to ascertain the attitudes towards i.t.a. of teachers using craditional orthography (t.o.) other than those involved in the British i.t.a. experiments in teaching control groups. This smaller‐scale research aimed to investigate the attitudes of t.o. users as well as i.t.a. users in the Berkshire College school practice catchment area.

The attitude measures distinguished clearly between users and potential users of i.t.a. and t.o. users.

No significant differences in attitude relating to the age of children taught, the age and service of the teacher or the position held in school were found for the t.o. sample, nor, contrary to some of the Schools Council findings, for the i.t.a. users. The sole exception was that older t.o.‐using teachers showed more feelings against i.t.a. than younger teachers.

About 10 per cent of t.o. users indicated that they were potential users of i.t.a., whilst 13 per cent of i.t.a. users rejected i.t.a. in a future situation. There was little demand for i.t.a. courses; only 3‐57 per cent of the t.o. users wished for these.     

独立学院个性化人才培养中自主性创新实验教学

分析了实验教学改革面临的问题以及独立学院自身及生源的特点,阐述了建立以学生实践和创新能力培养为主线的自主性创新实验教学新体系,协调个性化人才培养和人才培养质量的关系的必要性与紧迫性.解决独立学院现有的实验教学资源不能满足自主创新实验教学的矛盾,实施如何面向全体学生的开放,发挥实验教学在人才培养中的重要作用.     

以行动导向构建一体化教学流程

近几年,教学改革如雨后春笋,不断推陈出新。但这些方法,仍然采用以教师的教为主,没有从根本上解决学生厌学问题。行动导向教学,让学生在＂做中学＂,既可以兼容以前的各种方法,又可以充分调动学生学习的积极性、主动性。本人在汽车专业一体化教学中,将行动导向的理念和做法与一体化教学有机融合,起到很好的授课效果。     

《鸿门宴》多媒体辅助教学摭拾

在新兴的电教多媒体教学中,文言文的教学是一个很少涉猎的领域,作者在《鸿门宴》中作了一个尝试,并将电教多媒体渗透到传统启发式教学。文中剖析了利用多媒体辅助手段在文言文教学中激发学生兴趣,酝酿教学情景,感染力强,信息量大等作用,以及使用多媒体教学手段应遵循突破一点,画龙点睛的原则。本文最终得出的结论是：多媒体教学与传统教学不能相互替代,只能取长补短。     

培养学生的问题意识--研究性学习的切入点

问题意识的缺乏严重制约着研究性学习的实施，导致研究性学习学科化和学习功能的过分窄化。学生问题意识缺乏的原因是：教师观念陈旧普遍进行“去问题教学”；课堂教学重传授轻探索，重结论轻过程，重教法轻学法；学校课程、学校活动的内容及范围的局限。实施研究性学习必须转变观念，培养学生的问题意识；实行以问题为纽带的教学；转变“师道尊严”的教师权威观念，建立民主平等的师生关系，营造宽松的质疑气氛；积极进行课程改革，使教学内容紧密联系学生的实际。     

浅议"课改"背景下《学科教学论》课程的变化

"课改"背景下<学科教学论>课程应在课程功能、教学内容、课程实施、教学方法、评价标准等方面发生积极的变化;"课改"对<学科教学论>课程任课教师提出了新的要求.<学科教学论>课程的任课教师要努力学习,深入中学研究"课改",应成为"课改"坚定不移的拥护者、实践者、研究者,以适应"课改"的要求,提高<学科教学论>课程的教学质量.     

Dutch beginning teachers’ intrinsic orientation for the profession: Measurement and consistency during the first year

Compared to the disseminated studies on teacher motivation and positive emotion as separate dimensions, the knowledge base about teachers' intrinsic orientation to the profession (TIOP) as a compound trait is relatively underrepresented in the literature. Particularly, little is known regarding TIOP at the start of teaching trajectories. The present study sought to develop a reliable and valid TIOP scale based on self-determination theory and teaching effectiveness perspectives. By combining three existing subscales, the compound scale of TIOP was designed to measure the hypothesized value-related cognitive (i.e., the value and meaningfulness added to the profession) and the feeling-related affective (i.e., the positive affection experienced from the teaching activity and the subject) dimensions of TIOP. Furthermore, this study aimed to provide empirical evidence concerning the predictive validity and trait consistency of TIOP. The study included 271 Dutch beginning teachers in secondary education at the beginning and the end of their first career year, by means of self-report scales and classroom observation. The analysis results confirm that TIOP can be reliably and validly measured in terms of the three subdimensions of autonomous motivation, enthusiasm for teaching and for the subject. Additionally, TIOP was found to be a consistent teacher quality over the first year of teaching profession and can validly predict teachers’ self-efficacy. However, the results also reveal a possible discrepancy between ‘an enthusiastic and motivated teacher’ and ‘a teacher with effective teaching skills’. In sum, TIOP can provide a relatively explicit and quantified picture of teachers’ global psychological processes and functioning on a long-term basis.     

工商行政管理专业教学模式的改革与实践

在分析了传统教学模式存在的种种弊端的基础上,对工商行政管理专业新的教学模式,从改革目标、注重能力培养、构建新的课程体系、强化实践教学、改革教学方法、建立教学质量考评体系等方面进行了探索和实践.     

Role of expectations and explanations in learning by teaching

The present study examined the role of preparing to teach (i.e., teaching expectancy) and actually teaching (i.e., explaining to others) on immediate and long-term learning. In Experiment 1, participants studied a base version or an enhanced version of a paper-based lesson on how the Doppler Effect works with the expectation of taking a test on the material or with the expectation of teaching the material by providing a video-recorded lecture. Results indicated that those who prepared to teach (without actually teaching) outperformed those who prepared for a test on an immediate comprehension test (i.e., a teaching expectancy effect; d = .55), regardless of the format of the lesson. In Experiment 2, participants studied while expecting to be tested or expecting to teach the material; some then actually did teach the material by providing a video-recorded lecture, whereas others received additional study time. Results indicated that those who actually taught the material outperformed those who did not teach on a delayed comprehension test (i.e., a teaching effect; d = .56), though this effect was strongest for those who also prepared to teach. Overall, these findings are consistent with the idea that preparing to teach results in short-term learning gains, whereas the act of teaching (i.e., by explaining the material to others) coupled with preparing to teach is important for long-term learning.     

关注语文能力发展的深层制约因素

语文教学要通过听说读写活动来进行,语文能力的考评要借助于听说读写活动来实现,但语文教学和研究的着眼点却不能仅仅局限于听说读写本身。要透过听说读写这种外显的语言操作活动,认识和把握心智、情感、习惯等内隐的深层要素,才能收到良好的效果。