隐喻艺术思维的主要方法

隐喻艺术思维的主要方法是从想象、联想出发,进而形成艺术意象,最终以象征的整体艺术形态表现出来。从而达到艺术隐喻之目的。     

试析数学思想方法的迁移

论述了将数学思想方法迁移到数学之外领域的必要性和具体做法.     

学会发问--学生主动学习的一把钥匙

苏霍姆林斯基说过:学生来到学校里,不仅是为了取得一份知识的行囊,更主要的是为了变得更聪明。教师要使学生越学越聪明,越学能力越强,就必须把学生正确的思维方法的培养放在十分重要的位置上,学会发问就是途径之一。学会发问是学生主动学习,变得更聪明的一把钥匙。     

课堂教学中培养学生创新思维的途径

在课堂教学中培养学生创新思维的途径包括：创设情境,设置悬念,适宜提问,思路引导,双向互助以及渗透扩张。     

Systems thinking: An experimental course for college freshmen

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.     

计算思维视角下初中信息技术学科学生思维能力提高途径浅析

计算思维是人们认识和改造世界的方式之一。在当前信息技术背景下,越来越多的人认识到计算思维对于发展的重要性,初中信息技术教学中对学生计算思维能力进行培养是教育教学改革的必然趋势。计算思维视角下的初中信息技术教学中对学生思维能力的提升要注重教学理念的改变、注重思维的训练和迁移以及程序思维和数据思维的培养。初中信息技术教学本身是理论和实践相结合的学科,通过信息技术教学能够更好的提升学生的计算思维能力。     

《基础写作》教学中的"多向性"思维训练

在《基础写作》课的教学中，通过对学生发散机制、换元机制及换向机制的“多向性”思维训练，培养学生更多的新异性的写作思维，以激发学生的创新精神，使之写出的章超出常规，别出心裁。     

对学会提问的几个疑难问题探讨

“学会提问”是新时期教育改革针对陈旧的传统教育弊端提出的要求。但是,大家对此存在很大的分歧,这很容易导致在实施过程中流于形式,因此,我们需要深入研究“学会提问”的一些关键问题,找出症结所在,使教师和学生能够正确地认识学会提问的意义,使学会提问真正成为教学过程中有意义的、有价值的活动。问题一:学会提问是教学目的还是为教学服务的手段?肯尼思·H·胡佛说:“整个教学的最终目标是培养学生正确提出问题和回答问题的能力。任何时候都应鼓励学生提问。遗憾的是,提问课中常常是按照教师问学生答的反应模式进行。”①肯尼思·H·胡…     

培养学生主动提问的几种策略

爱因斯坦曾经说过,提出一个问题比解决一个问题更重要。问题是开启创新大门的钥匙。在培养学生主动提问的策略中,我采取了以下几种做法:     

Investigating epistemological beliefs in vocational education for child care workers: New ways of thinking about learning and training

Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching and learning in the technical and further education (TAFE) context in Australia. Seventeen 1^st and 2^nd year child care students studying for a Diploma in Children's Services were interviewed about the nature of their epistemological beliefs. The findings revealed new ways of thinking about evaluativistic beliefs, described as “practical evaluativism”. These beliefs may have implications for the way in which students evaluate theory and practice for implementation in their own child care practice.     

Using higher order thinking questions to foster critical thinking: a classroom study

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.     

少数民族地区贫困现状的对策思考及脱贫初探 --对贵州省大方县鼎新乡贫困现状调查的思考

我国的贫困面大多分布在中西部地区的经济、自然条件十分恶劣的老、少、边、穷地区.深入探讨中西部地区的贫困现状,尤其是从研究少数民族地区的贫困实际出发,对于政府制定和实施反贫困攻坚战略的现实政策具有重要的理论意义和现实意义,文章针对这一现实性课题,以贵州省大方县鼎新乡的贫困现状为个例,调查分析了少数民族地区的贫困原因,商讨贫困对策,探索性地提出建议性的脱贫渠道.     

艺术语言产生时思维的心象性和意象性

本文从心理学角度 ,探讨了艺术语言产生时的心理过程 ,认为 :艺术语言的思维是心象性思维 ,心象思维明晰化 ,就成为意象思维。艺术语言思维的根本目的是在“意”而不在“言” ,即“言” ,只是表现“意”的形式材料和手段而已。艺术语言的思维过程 ,首先是一种特殊的形象思维 ,即心象思维 ,“心象”是一种“心灵化的表象” ,它是渗透了主体认知、情感、心绪、审美体验等的表象。潜意识中的心象思维明晰化、语词化 ,就成为意象思维。     

借鉴超越：香港学术发展的正途

检讨香港学校发展的缺失,我们可得出以下的结论：第一,无视自身社会的需要,但求模仿西方的学术模式,既浪费资源,也虚耗时日,结果事倍功半;第二,我们必须自身杜会的需要开始,虚心借鉴,取他人之补已之短,进而谋求超越,自能青出于蓝,成为富强之国。美日两国就是求进步,求现化和走国际术方向的成功例证。