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微课理念在大学英语研究性教学中的应用 总被引:1,自引:0,他引:1
大学英语研究性教学旨在让学生在学习过程中主动地探索和体验,培养学生的思考力和创造力,从根本上激发学生学习英语的积极性。微课以其短小精悍、针对性强的特点可灵活运用于大学英语教学的各个环节。将微课与研究性教学相结合,着重探讨如何通过微课这种新型的教学资源更好地推进大学英语研究性教学。 相似文献
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为回答学科素养如何在教学中落地的问题,本研究创造性地提出了"强素养""重分类""筑路径"的微观化教学设计思想,即知识类型是教学活动设计的逻辑起点,不同类型的知识需要不同的学习活动以促进学生的认知发生,帮助他们达成预期的素养目标。其本质有三层含义:一是知识根据其属性进行分类,融合在活动设计中,表现出其"微"的形态,如事实性知识、概念性知识、程序性知识和元认知知识;二是学科素养持续形成于活动过程中,一系列的活动实施表现出的"微"路径,如文本体验活动、意义抽象活动、过程操作活动和思维加工活动;三是"微观"操作追求知识的精准分析、活动的高度匹配与目标的高效达成,"无数"的"微"实施才能建构起学生的学科素养体系。 相似文献
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<正>"微探究"即微型探究性教学,是指根据教学内容,围绕某个小知识点或某一问题,在教师的组织、引导下,让学生用自我探究或合作交流的方式学习.它作为探究性教学的一种,为数学课堂教学找到了一种有效的实施途径.笔者结合教学实践,就数学课堂教学各环节中如何渗透微探究,浅谈一下自身的做法与体会,供参考.一、概念教学中的微探究,让学生体验概念的形成过程案例1苏科版《数学》七年级上册"有理数的乘方"的教学片断. 相似文献
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崔文红 《山西教育(综合版)》2008,(2)
新的音乐课程标准在基本理念中指出:音乐教学应该是师生共同体验、发现、创造、表现和享受音乐美的过程,在教学中,要强调音乐的情感体验。中学音乐教学大纲也在教学目的及教学过程中分别提出了"丰富情感体验"和"注重情感体验"的要求,由此可以看出情感体验之重要。体验是个体在接触实物或实践活动中对其原貌的一种真切感受,它往往是点燃灵感火 相似文献
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Olga Denac 《Early Childhood Education Journal》2008,35(5):439-444
In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic
monitoring and development of the interest in music activities enables the teachers to influence the preschool children in
forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five
to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities.
We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s
favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities
where they could take active part in the educational process. The parents reported that at home the children preferred most
to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music.
The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on
the choice of music activities and music contents and on the experience in the music environment of the family. 相似文献
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Huan-Sheng Peng 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):441-459
The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources. 相似文献
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《Educational Philosophy and Theory》2013,45(7):737-754
Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society. 相似文献
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我国高等教育改革与发展的新形势要求地方高师院校重视和加快学科建设。地方高师院校学科建设的核心是搞好学科布局和凝炼学科方向;关键是抓好学科队伍建设;必须抓好学科基地建设;必须遵循有所为、有所不为的原则,贯彻分类指导、分层次建设、滚动式发展的方针;必须健全和完善学科建设的组织机构,探索并建立有效的学科建设运行机制。 相似文献
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谈师范院校美术教学中的审美教育 总被引:1,自引:0,他引:1
要切实加强对高师学生的审美教育,让学生在欣赏优秀美术作品的过程中认识真善美,提高精神境界,受到潜移默化的思想教育;美术欣赏教学是对学生进行审美教育的主要内容,可以培养和提高学生的艺术素养和审美能力;欣赏教学应贯穿于整个美术教学过程中,要与绘画、设计等其它实践教学相互渗透、相互融和;要通过审美教育激活学生的形象思维能力,培养学生健康向上的审美情趣和鲜明独立的创造个性,促使学生成为全面发展的优秀人才。 相似文献
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梁韶华 《新乡师范高等专科学校学报》2000,14(3):78-80
本文对如何培养和提高师专中文专业生写作思维能力的问题进行了探讨,主张在写作教学中教师必须把握好四个环节:一是明确思维特点,讲授思维方法;二是抓住写作理论课堂,引导学生走上科学思维轨道;三是加大文章赏析力度,锻炼科学思维能力;四是抓好习作实践,提高学生写作思维能力。 相似文献
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Teena J. Clouston 《Journal of Further & Higher Education》2018,42(7):1015-1024
As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas are being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations where caring values are not achieved or sustained. This can only be accomplished as a co-produced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its Achilles heel. 相似文献
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孔现红 《阜阳师范学院学报(社会科学版)》2010,(3):65-68
魏晋时期,隐逸之风盛行于一时。隐逸精神及其隐逸方式都发生了较大发展与转变:隐逸精神由东汉末年的避祸之隐转向了正始时的现实抗争之隐、西晋时的世俗生活点缀之隐及东晋时的心灵精神脱俗之隐。隐逸方式也由纯粹的山林之隐转向了融通仕隐的“朝隐”,之后走向了山水自然之隐。魏晋隐逸精神及其方式,都对后世影响甚巨。 相似文献
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高等学校科技档案日益丰富,但是科技档案工作普遍存在价值低估、管理制度缺位、专业化引导缺乏、科技泄密和知识产权争议等问题。为此,需要建设专兼结合的高素质档案管理队伍,提高科技档案的利用率;完善管理机制,增强科技资料归档制度的执行力;加大宣传力度,提升科技人员和档案管理人员的保密意识和能力;加强信息平台建设,提高科技档案管理信息化水平;开阔视野,构建高校科技档案资源共享系统。 相似文献