高师小学教育专业“科学课程与教学论”教学系统的构建

高师小学教育专业“科学课程与教学论”课程教学系统由课程性质、课程教学目标、课程教学过程、课程教学评价与反思等四个主体要素构成,其课程教学过程是一个由课程教师、学生、课程教学内容、课程教学资源、课程教学策略与技术五要素相互作用的复杂操作系统。在课程实施中,应全面考察与分析这些要素的要义。     

Science of Learning: Evidence‐Based Teaching in the Clinical Supervision Classroom

Although clinical supervision is widely viewed as an educational process, counseling doctoral students may lack relevant background in pedagogy. In response to calls to incorporate learning theories and principles into supervision instruction, 7 evidence‐based science of learning principles as well as examples from 1 doctoral supervision course are described.     

Prevalence and predictors of out‐of‐field teaching in the first five years

Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017     

Interactive radiological anatomy eLearning solution for first year medical students: Development,integration, and impact on learning

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists.     

立法学典型案例的选择及其教学方法——以诊所式法律教育为视角

案例的选择是进行立法学诊所式法律教育的前提和基础,是教育能否取得良好教学效果的关键。立法学案例的选择应坚持和遵循一定的原则。立法学诊所式法律教育的主要方法有案例分析、观摩学习、模拟立法、参与立法等．运用这些教学方法能使学生理论联系实际,培养解决现实问题的能力。     

在科学教育中融合人文与艺术教育

科学教育与人文艺术教育相融合是当今世界教育发展的一种趋势,结合专业课程教学进行人文艺术教育,是深化大学生文化素质教育的重要手段,是实施人文、艺术教育与科学教育融合的重要渠道。在物理教学中把科学教育与人文、艺术教育相融合,充分发掘科学教育的人文艺术价值,使学生在融会贯通中汲取智慧,获得心智训练和提升,是物理教师的神圣使命。     

Views on the philosophy of science among undergraduate science students and their tutors at the University of Papua New Guinea: origins,progression, enculturation and destinations

Using a schedule originated by Nott and Wellington to explore science teachers’ views on the philosophy of science, data were gathered at the University of Papua New Guinea. Similarities in response were established for successive first year intakes of science undergraduates (1999–2000). Students with experience in national high schools or Australian high schools responded more positively than their provincial secondary school trained peers to items indicating that the findings of scientific enquiry were universally true. A cross‐sectional analysis showed the undergraduates in the third and fourth years to be more process orientated than the first or second years. Both the first and second years were different in their views compared with their tutors in the relativism–positivism scale, where they were more positivist, the contextualism–decontextualism scale, where they were less decontextualist, and the process–content scale where they were considerably less process orientated. Those with a preferred career destination of medicine were slightly more decontextualist in outlook while being marginally realist, those with a preferred physical science career being very weakly instrumentalist. The results can be interpreted in terms of respondents’ experiences in secondary schooling and on programmes at the University of Papua New Guinea.     

人工智能技术在教学活动中的应用及其影响

从第一次工业革命到第四次科技革命,技术的变革不断地对教学活动产生着巨大的影响.每一次科技革命对技术中介的革新都会引发教学活动的变革,引起教学对象范围的变化、教学方式的调整与教师教学和学生学习观念的转变.人工智能技术在教学活动中的应用将促使师资分配更加均衡、教学资源共享范围扩大、学生个性更加个性化,但在充分发挥人工智能技...     

高职《自动检测技术》案例教学法改革

在大力提倡素质教育的大背景中,如何在高职《自动检测技术》案例教学法改革中,把专业素质教育与教学有机结合起来,在理论教学的基础上通过引导学生对具体的特殊性的实际案例进行讨论分析,合理科学地培养学生的实际工程应用能力和创新能力,提高学生独立思考和分析解决实际问题的能力,以求达到培养具有良好教学素养的复合型人才的目的,这既是高职教育培养人才的要求,又是素质教育的目的。     

疫情期间大学英语线上教学调查研究——以贵州财经大学为例

为了解疫情期间高校大学英语在线教学现状,本研究以贵州财经大学为例,对3107名学生进行问卷调查,以此分析线上教学的特点及存在的问题。结果表明:该校教师利用多种教学软件和平台,积极开展线上教学活动,但也存在部分学生学习态度不积极,学习效果参差不齐的问题。针对上述问题,建议从教学模式、教学理念、考核方式三个方面进行改革,利用线上教学的优势与经验,创新传统课堂教学模式,推动“线上+线下”混合式教学模式成为后疫情时期大学英语教学改革中的“新常态”。     

Measuring learning gain: Comparing anatomy drawing screencasts and paper‐based resources

The use of technology‐enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper‐based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre‐test/post‐test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post‐test, 1‐week post‐test and 4‐week post‐test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307–316. © 2016 American Association of Anatomists.     

Language and Student Performance in Junior Secondary Science Examinations: The Case of Second Language Learners in Botswana

Teaching and testing in science in junior secondary schools in Botswana, takes place in English which is a second language for the majority of Batswana (Citizens of Botswana are called Batswana [sing. Motswana] and the national language is Setswana.) students and a third language for many. The understanding of textual material in science has been shown to be problematic for first language speakers, which means that difficulties in comprehension are likely to be even greater for second language readers. This study set out to test the hypothesis that improving the readability of junior certificate science examination questions would improve student achievement. Results show that changing certain readability factors, such as sentence length, simplified vocabulary and the removal of obscure information, brought about an improvement in achievement. The conclusion considers the implications of the study for the writers of examinations and other texts in science.     

历史教学的时代任务:培养学生的科技意识

培养学生的科技意识,历史教学责无旁贷,而且大有可为。历史教学可以帮助学生树立正确的科技观,确立和巩固科技是第一生产力的观念,确立和巩固爱科学、学科学、用科学的观念,确立和巩固振兴科技的民族自信心、历史责任感和时代紧迫感。     

The skeletons in our closet: E‐learning tools and what happens when one side does not fit all

In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.     

Reflections as near‐peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial‐and‐error

Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists.     

Students' environmental NOS views,compassion, intent,and action: Impact of place‐based socioscientific issues instruction

Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts.     

Computer‐based learning: Interleaving whole and sectional representation of neuroanatomy

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer‐based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer‐based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time‐limited exploration of neuroanatomy, self‐timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long‐term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Anat Sci Educ. © 2012 American Association of Anatomists.