互动型多元化“英美文学及选读”课程网络教学平台的构建

以建构主义学习理论和达克特总结的网络教学课程特征为依据,介绍了以增强学生自主学习能力和师生互动、生生互动为特色的"英美文学及选读"课程网络平台建设的模块和内容,旨在利用网络的优势,改善英美文学课程教与学的传统环境的不足,促进英美文学教学改革的发展。     

英语专业英美文学课程立体化教学模式的探索

英美文学课程立体化教学模式是在计算机多媒体网络教学条件下力求为学生提供必要的学习资料和学习渠道,使学生多途径、多层面、多方位地获取英美文学知识,提高文学作品阅读的兴趣和能力,培养英语文学素养,尤其要培养学生的人文情怀,加强学生的品德修养.英美文学立体化教学主要表现在教学内容立体化、教学方式和教学活动立体化、教学考评立体化以及教学效果立体化等方面.     

从反思性教学看英美文学教学

反思性教学是近年来兴起的新型教学理论,对高校英美文学教学具有重要的指导作用。英美文学教学的两种认知观点和不同的教学方法,为反思性教学策略的实施提供了基础。在反思性教学模式下,英美文学课堂教学的策略应该是：文学史学习与作品阅读相结合,培养学生的个性化研究能力,以及发挥网络优势等。     

探讨合作式学习法在英美文学教学中的具体应用

作为英语教学的重要课程之一,英美文学主要是借助文学作品帮助学生了解英美等西方国家的文化,以及培养学生的文学素养。然而传统的单一灌输教学模式早已使学生滋生厌倦与排斥心理,合作式教学方法的引入有效带动了学生对这一学科的学习兴趣,在提高学生学习主动性与合作能力的同时,也提升了英美文学的教学实效性。     

以“学生为主体”的教学理念,英美文学课程TRAVE教学模式的建构——以保山学院为例

新升格本科院校的学生本身由于学业水平起点低、缺乏自主学习的习惯,加上社会竞争力和急功近利思想的影响,使学生对专业性较强、要花费大量时间进行阅读的文学课程更是缺乏学习兴趣,导致英美文学课程"边缘化"问题加重.本文通过分析英美文学课程学习中,学生存在的问题,提出以"学生为主体,任务为基础"的教学理念,构建英美文学课程TRAVE五步教学法为教学模式,以培养学生自主学习能力、加强文学课程学习的效率为目的,从而优化英美文学课程的教学和学生的学习效果.     

英美文学课程立体化教学模式构建

英美文学课程作为英语专业高年级的一门主干课程,旨在培养学生欣赏英美文学作品的能力。建构主义学习理论强调教学过程中学生的认知主体地位,注重学生认知主体性的发挥和学习能力的培养。这一理论要求打破以往僵化单一的英美文学教学模式,从教学方法、教学手段、实践教学及教学评价等方面施行全方位改革,构建出学生主动参与探究的立体化教学模式,从而激发学生学习的自主性,促进其语言基本功和人文素质的提高。     

交互式教学法用于大学英语英美文学课堂教学的探析

英美文学课堂是高校英语专业高年级中开设的一门专业性课程,它能够通过阅读理解和欣赏解析英美文学,来培养学生的语言应用能力,并用心感悟英美文学中的内涵和美感,使学生更加了解中西方文化差异的同时促进其提高文学素养和人文素养,并使他们的英语综合应用能力得到进一步提高。然而由于大学英美文学中仍存在不少问题有待解决,其教学效率令人难以满意。因此本文对大学英美文学课堂中存在的问题进行分析,通过交互式教学理念探讨在大学英美文学课堂中建立起一种师生互动交流的课堂关系,以提高教学效果,提高学生的文学修养以及英语综合应用水平。     

生态文学批评理论在英美文学教学中的意义与作用

英美文学教学应适应时代要求,注重生态文论引入,引导学生从生态视角阅读作品,培养学生生态意识。英美文学教学中引入生态文论,培养学生生态意识有利于提高学生对英美文学课程意义的认识,增强学习英美文学的成功预期,正确引导学生正确评定英美文学课程的实用价值,从而有利于教师调动学生对该课程的学习积极性;而学生的学习积极性又能反过来促进生态文论介入教学,培养学生的生态意识。     

多媒体技术在英美文学教学中操作性途径的研究

多媒体技术与英美文学教学结合具有可行性、必要性和重要性。首先,教师必须更新教育观念,必须考虑到英美文学课教学要针对“新人类”学生的共性,满足学生的不同学习目的和不同学习兴趣的要求;其次,教师充分考虑到文学本身的系统性、教学的生动性和可操作性;以多媒体技术为手段,实现师生多元互动,多向学习,整合英美文学教学。     

简析英美文学教学现状及调查分析

现阶段,在各大高校中,英美文学已经逐渐成为英语教学中较为重要的组成部分之一,也是整个英语学习中十分重要的内容.在学习英美文学过程中,可以有效地培养学生对英语的理解、阅读以及欣赏能力.然而,目前大部分高校的英美文学教学均存在一些问题,从而使得教学效果大打折扣.为此,必须针对这些采取有效地措施予以解决.基于此点,本文首先对英美文学教学现状进行调查分析,并在此基础上提出提高英美文学教学的具体对策.     

The Influence of Toy Design Activities on Middle School Students’ Understanding of the Engineering Design Processes

The societal demand for inspiring and engaging science, technology, engineering, and mathematics (STEM) students and preparing our workforce for the emerging creative economy has necessitated developing students’ self-efficacy and understanding of engineering design processes from as early as elementary school levels. Hands-on engineering design activities have shown the potential to promote middle school students’ self-efficacy and understanding of engineering design processes. However, traditional classrooms often lack hands-on engineering design experiences, leaving students unprepared to solve real-world design problems. In this study, we introduce the framework of a toy design workshop and investigate the influence of the workshop activities on students’ understanding of and self-efficacy beliefs in engineering design. Using a mixed method approach, we conducted quantitative analyses to show changes in students’ engineering design self-efficacy and qualitative analyses to identify students’ understanding of the engineering design processes. Findings show that among the 24 participants, there is a significant increase in students’ self-efficacy beliefs after attending the workshop. We also identified major themes such as design goals and prototyping in students’ understanding of engineering design processes. This research provides insights into the key elements of middle school students’ engineering design learning and the benefits of engaging middle school students in hands-on toy design workshops.     

Scaffolding a Complex Task of Experimental Design in Chemistry with a Computer Environment

When solving a scientific problem through experimentation, students may have the responsibility to design the experiment. When students work in a conventional condition, with paper and pencil, the designed procedures stay at a very general level. There is a need for additional scaffolds to help the students perform this complex task. We propose a computer environment (copex-chimie) with embedded scaffolds in order to help students to design an experimental procedure. A pre-structuring of the procedure where the students have to choose the actions of their procedure among pre-defined actions and specify the parameters forces the students to face the complexity of the design. However, this is not sufficient for them to succeed; they look for some feedback to improve their procedure and finally abandon their task. In another condition, the students were provided with individualized feedbacks on the errors detected in their procedures by an artificial tutor. These feedbacks proved to be necessary to accompany the students throughout their experimental design without being discouraged. With this kind of scaffold, students worked longer and succeeded better to the task than all the other students.     

Engineering design in the primary school: applying stem concepts to build an optical instrument

Internationally there is a need for research that focuses on STEM (Science, Technology, Engineering and Mathematics) education to equip students with the skills needed for a rapidly changing future. One way to do this is through designing engineering activities that reflect real-world problems and contextualise students’ learning of STEM concepts. As such, this study examined the learning that occurred when fifth-grade students completed an optical engineering activity using an iterative engineering design model. Through a qualitative methodology using a case study design, we analysed multiple data sources including students’ design sketches from eight focus groups. Three key findings emerged: first, the collaborative process of the first design sketch enabled students to apply core STEM concepts to model construction; second, during the construction stage students used experimentation for the positioning of lenses, mirrors and tubes resulting in a simpler ‘working’ model; and third, the redesign process enabled students to apply structural changes to their design. The engineering design model was useful for structuring stages of design, construction and redesign; however, we suggest a more flexible approach for advanced applications of STEM concepts in the future.     

Attitudes of secondary school students towards doing research and design activities

Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.     

Creating New Identities in Design Education

An international education opportunity has been created for design students at West Virginia University. This experience is unique because it takes an interdisciplinary approach to design that exposes students to the idea of a larger design methodology common to design professions. Students take core courses with students from a variety of design fields, including interior design, fashion design, fashion merchandising, landscape architecture, art, and graphic design. Through this interaction, students gain an understanding of the interrelationships among design fields, learn to appreciate new perspectives, and begin to appreciate the place of their field as part of the design community as a whole.     

对传播类广告学专业设计教育的思考

如何对传播广告学专业学生进行设计教育是目前许多院校存在的一个共性问题,因为学生没有美术基础,所以又不能简单照搬艺术类广告设计教育模式。就传播类广告学专业设计教育从观念偏差、设计教育定位和模式建立等方面可以找到适合于文科类学生设计教育的模式。     

Instructional Design Students’ Design Judgment in Action

This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process.     

An Experimental Study in an Architectural Design Studio: the Search for Three‐Dimensional Form and Aesthetics through Clay

In architectural design education, the main objective is to help students, especially first‐year students, improve their design ideas, creativity, perception of three dimensions and ways of expressing them. Thus, as an embedded concept in architecture, art has been emphasized here as a design method. In other words, the necessary help to enable students to think more freely has been provided by ceramic art. The concept dealt with in this article is an interdisciplinary approach to space design as an experimental method in design education. Just as fine art students are inspired from the principles of architecture, clay, as basic material to fine art students, makes a creative material and design tool for architecture students. A workshop was organised in the design courses by the first author, the instructor, for the first‐ and third‐year architecture students. The second author, a ceramics artist and lecturer, has participated in the workshop as a visiting instructor and contributed with her own studies related to space, house, building and materials.     

综合类院校背景下建筑设计类专业资助育人工作思考

近年来随着建筑设计类专业的不断兴起和发展,学习建筑设计类的学生越来越多,不同家庭经济状况的学生都考进了建筑设计类专业中,这其中就有相当一部分学生是来自经济相对困难的家庭。如何更好地解决建筑设计类家庭经济困难学生的问题是摆在我们面前的难点。文章从建筑设计类专业办学的特殊性和建筑设计类家庭经济困难学生所面临的问题两个方面,思考如何构建综合类院校背景下建筑设计类专业资助育人工作的方式和途径。     

大学生毕业设计教学中的创新设计

创新设计体现了人们依据社会需要,运用科学技术原理,创造性地构思产品的完整思维过程。是设计构思的高智商思维活动。在大学教育中,教师带领学生在这种高智商思维活动的隧道中行进一段路,将会使学生探寻出一条超常规、跨越式的创新兴业之道。文章探讨的是在大学生毕业设计教学中如何认识创新设计并实施创新设计教学,通过教学过程实现学生的工程能力、创新能力、创造性思维的培养。