Co-teaching in the college classroom

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors.     

Radicalizing the college classroom

Peter Shaw is editor ofAcademic Questions and, most recently, Will and Ariel Durant Professor of Humanities at Saint Peter's College.     

课堂应答系统在大学课堂教学中的应用

信息技术在当今高校教育中已经得到广泛应用,但是在构建师生互动课堂方面,中国高校教学方式没有太大改变。课堂应答系统作为在国外教学中应用比较成熟的一种教学手段,对于改进我国高校教学是一个很好的补充。主要介绍了什么是课堂应答系统,其应用环境及使用流程,介绍了两种基于课堂应答系统的最常用教学模式,并对此系统在应用过程中的优势与不足进行了分析。     

Satisfaction and dissatisfaction in the college classroom

Fifty-eight undergraduates were interviewed to elicit classroom incidents which left them feeling satisfied and incidents which left them feeling dissatisfied.The critical requirements of these incidents were classified into five categories: teacher affect, teacher task, student process, student outcome, and student evaluation. In most incidents, the dominant figure was the teacher and the dominant issues were related to affect.Satisfactory incidents occurred in classes where features, such as teacher role and classroom climate, were consistently related. Such consistency was not found in classes where unsatisfactory incidents occurred.It is recommended that course evaluation questionnaires give more explicit attention to issues of affect and of consistency.Revision of a paper presented at the annual meeting of the American Educational Research Association, Montreal, April, 1983. We thank Robert Kozma for his comments on an earlier draft.     

大学课堂教学中讨论式教学的组织

讨论式教学法对于培养学生形成批判性思维,增进协作意识,提高学生的口头表达能力和自主学习能力具有重要作用。本文着重探讨了讨论教学组织过程中讨论题目选择、讨论方式选择、讨论技巧和总结评价中应注重的问题。     

Deep teaching in a college STEM classroom

Cultural Studies of Science Education - The retention of underrepresented students remains a significant challenge in the STEM (Science, Technology, Engineering and Math) disciplines. A broad range...     

大学语文课堂教学中的一些思考

大学语文是高校大学生文化教育中的重要一环,但由于各种主客观因素的影响,该课程在教学实际中长期处于尴尬状态。本文结合教学实践过程中碰到的问题,有针对性的提出一些改良建议,希望能够为大学语文教学效果的提升有所助益。     

浅析大学英语的课堂互动教学

所谓互动教学既是一种师生之间的互动,又是一种学生之间共同配合老师掌握知识的教学过程。本文分析了互动教学模式的基本内涵和主要优势,并且指出了互动教学可以激发学生的学习兴趣,培养学生的自主学习能力,使学生形成健康的学习心理。     

非言语交际在高校英语课堂教学中的运用

本文从非言语交际在高校英语课堂教学中的应用入手,阐明在高校英语教学中只有意识到非言语交际的重要性,并且培养学生的应用能力,外语教学质量才能提高,只有既注意语言教学又不忽视非言语的外语教学,才是完整的、成功的教学。     

Bringing Total Quality Improvement into the college classroom

This paper describes a recent effort to infuse the Total Quality Improvement (TQI) approach, popularized by Deming and others, into an upper-division, junior-senior economics course at the University of Wisconsin-Madison. The process of infusing TQI into instruction has received relatively little attention. Most efforts to bring TQI into higher education focus on improving administrative operations and establishing courses and programs for students to learn how to apply TQI in their future jobs. The challenge is in using TQI to help students realize their potential for learning in traditional courses.The TQI instruction approach developed for use in the course had three major elements. Customer Focus is represented by the proficiencies emphasized in the course and expected of graduating economics majors. Student Involvement is represented by team-centered research projects whose purpose is to enhance the proficiency of creating new knowledge. Continuous Improvement is represented by ongoing student evaluations of the course and instructor, carried out by a student team.After discussing the motivation for adopting this approach and the independent development of the concept of proficiencies in the economics major, the paper moves on to discuss the planning, implementation, and execution of the course. Particular attention is given to discussing the operation of the teams and the development of a multi-faceted ongoing evaluation process to assess the effectiveness of the TQI Instructional Approach.The evaluation results indicate strong student satisfaction with the TQI orientation of the course, while at the same time pointing out ways of improving what was done.The author is grateful to Jacob O. Stampen and Mark Finster for helping him learn about TQI, and to Ian Hau whose seminar stimulated this effort to infuse TQI into the classroom. Helpful comments on a draft of this paper came from Jacob O. Stampen, Maury J. Cotter, Charles A. Liedtke, Paul Weiss, and Michael L. Williamson. Special thanks for generating much of the underlying data go to the Evaluation Team of Kevin Brumm, Kimberly Klatt, and John Kittilstad, and to the Proficiency Team of Evan Anderson, Deana Lynn Grobe, and Tom Yale. Ilona Loser and Kris Feggestad assisted in assembling the results of the surveys. Suzanne Vinmans handled the typing, Vicki Szypulski made the visuals, and Elaine Moran provided helpful editorial suggestions. Laura A. Guy, Data and Program Library Service, facilitated access to the Current Population Survey tape used by several teams, and Kurt Neuwirth, Social Science Microcomputer Laboratory, created a user-friendly approach to the Current Population Survey data.     

浅谈高校英语课堂教学改革

随着社会的快速发展,对英语的要求越来越高。给高校的英语教学带来挑战:传统的英语教学模式已不再适应,需要改革。在传统的教学模式中,学生是被动的客体,教师是主体,填鸭式地灌溉知识给学生,教学效果差。传统的英语课堂教学改革要求教师把学生的英语学习主要看成是一个学生主动进行语言实践应用的过程,所以英语教师应该充当英语教学活动的设计者和组织者的角色,而不是知识传授者的角色。     

Note-taking in the college classroom as evidence of generative learning

College student notes were analysed with respect to the amount of words copied directly, omitted and added to the teacher’s overheads or PowerPoint slides in order to understand the effect of teacher scaffolds on student generative learning during initial encoding. Scores on quizzes taken at the end of classes from which notes were collected were analysed with respect to the content of student notes and teacher scaffolds. Statistically significant results were found when comparing how much students copied, added and omitted, whether teachers used PowerPoint presentations or overheads, and with respect to the amount of information teachers presented visually. Significant effects also were found on performance quiz items with respect to the amount of information that teachers provided.     

Student feedback in the college classroom: A technology solution

Technology in the university classrooms has made great strides in the area of presentation of materials. Ceiling-mounted projectors and media carts with projection capabilities have made the multimedia classroom presentation a routine event for much of the worl of higher education. Now there is technology that permits the instructor to solicit student responses during class via wireless keypads. This allows all students to respond simultaneously and the instructor to know the results immediately. This article reports the results of a pilot study on student reaction to a specific system (LearnStar). Students were uniformly positive in their appraisal of this technology as a teaching tool. The proposal for a classroom with LearnStar capability was funded by the Auburn University College of Liberal Arts. The College has a technology fund to encourage development of new and innovative technologies.     

Teach more strategies in EFL college listening classroom

Listening is very important. Conversations will take place only when we can understand what our interlocutor says; listening is also an important input. Yet, many of my students got frustrated in listening. Being a teacher, I tried to rethink about what I did in my listening classes and did some literature review. As a result, I found that there are a lot of important listening strategies that were neglected by both teachers. I argue in this paper that more listening strategies should be taught in classes and a simple teaching plan is given.     

策略外语教学研究

概述了以策略为基础的外语教学的理念及其发展,从语言学习过程中常用的语言学习策略和语言运用策略、策略的确认和分类、策略的训练和运用等方面出发,对这一领域已取得的研究成果进行了客观的评析,并就如何将语言学习策略及语言运用策略融入大学英语日常教学活动中进行了探索,指出了培养学生语言学习策略的重要性.     

刍议翻转课堂在大学英语教学中的应用

英语教学是大学教育中的基础性课程,也是教学改革的重点。近几年源于美国的翻转课堂模式逐渐被人所熟知,这种建立在现代化信息技术上的教学模式引起了人们的关注和重视。在当前的大学英语教学中,传统的教学模式已然无法满足当前教学任务的需要。在这样的情况下,我们需要对翻转课堂进行深入的了解,并将其应用到大学英语教学中,提到大学英语教学的质量。     

课堂教学中大学生英语的自主学习

自主学习有被误解为“独立学习”或“没有教师的自学”。实践证明,在培养学生自主能力的过程中,教师起着非常重要的作用。教师应当在常规的大学英语课堂教学中,结合各种各样的教学技巧和活动来培养非英语专业学生的自主学习能力。