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创新教学模式增强邓小平理论课教学效果 总被引:2,自引:0,他引:2
罗碧珍 《桂林师范高等专科学校学报》2003,17(1):57-60
针对邓小平理论课教学改革缺乏整体设计,教学效果难以上台阶的实际情况,桂林师专《邓小平理论概论》课进行了“多样化递进式”教学模式改革实践,极大提高了学生学习邓小平理论的积极性。它是“两课”教学模式改革的新尝试。 相似文献
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在大学的课堂里,上好《邓小平理论概论》这门“国课”具有十分重要的意义。本文结合我院《邓小平理论概论》课的教学改革实践,论证了《邓小平理论概论》课教学改革的必要性,阐述了我院《邓小平理论概论》课在教学内容、教学方式以及考试方式等方面的改革,认为只有加强教材建设,调整好教学内容,采取以专题讲座课形式为主附之以多样化的教学方式,突出对邓小平理论重点难点的讲解才能取得最佳的教学效果。 相似文献
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本文结合高校的教学实践,探讨了作为教学主导的教师,要上好“邓小平理论概论”课,应遵循的几个基本的原则:理论联系实际的原则;坚持教育育人,实施素质教育的原则;因材施教的原则;灌输与民主讨论相结合的原则。 相似文献
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在“邓小平理论概论”教学中,要使学生真正成为学习的主体,关键在于激发学生的学习兴趣。本文从上好第一堂课、发挥教师的人格力量、加强教学针对性、引导学生参与教学这四个方面去探讨在“邓小平理论概论”教学中如何激发学生的学习兴趣。 相似文献
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王学静 《思想政治教育研究》2002,(1):42-42,45
为了调动学生学习邓小平理论概论课的积极性,提高教学效果,使邓小平理论概论课既对学生有吸引力,又能激起他们的学习兴趣,我们改变了传统的“满堂灌”的教学方法,在教学过程中适时适量地采用了“课堂辩论”的教学方法,这是提高邓小平理论概论课教学效果的一条有效途径。 相似文献
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自1998年教育部、中宣部联合发出通知,从1998年秋季在全国高校普遍开设“邓小平理论概论”课以来,围绕着用邓小平理论武装青年学生这个主题,在使邓小平理论“进教材、进课堂、进学生头脑”的教学实践中,我们尝试进行了课程体系和教学方式的改革,以提高“邓小平理论概论”课的教学效果。一、探索“邓小平理论概论”教学内容体系的构建 1999年6月,经我院批准,“邓小平理论概论内容体系和教学方法研究”教研课题立项,课题组组织开展课题研究的准备和实施。我们在1999—2000学年的“邓小平理论概论”教学中,按新的课程体系组织教学… 相似文献
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孙继虎 《西北成人教育学报》2000,(4):17-19
随着我国高等教育改革的不断深入,高等学校 (包括高等教育自学考试 )公共政治理论课的改革从课程设置、教学内容、教学计划到教学方法等方面,相对过去都有较大的变化。就课程设置而言,最大的变化是开设了“毛泽东思想概论”和“邓小平理论概论”两门新课程。从目前的实际情况看,虽然两门新课都已进入大学课堂,但仍有一些认识上的问题亟待解决。其中,最主要的认识误区是:既然邓小平理论和毛泽泽思想是一脉相承的,且毛泽东思想是以新民主主义理论为核心理论体系,那么,今天高校开设邓小平理论课的同时,为什么还要开设毛泽东思想课。… 相似文献
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Winnie W.M. So 《Technology, Pedagogy and Education》2013,22(3):317-335
Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of science topics in the primary curriculum. Based on the findings obtained from the content analysis of the teaching designs created by the participating teachers, and insights gained from the pre- and post-lesson implementation interviews with them, a resource-based e-learning environments (RBeLEs) framework is proposed as an outcome which could be of reference as a planning tool for teachers who wish to integrate the Internet into their classroom teaching. 相似文献
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Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology
in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper
reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in
Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana
do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics
teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters
for ICT integration in mathematics teaching in the context of Ghana. 相似文献
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Seyum Tekeher Getenet Kim Beswick Rosemary Callingham 《Education and Information Technologies》2016,21(1):19-34
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities. 相似文献
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Lasisi Ajayi 《The Educational forum》2017,81(1):52-67
This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching. 相似文献
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为了进一步提高英语教学的实用性,为社会培养优秀的复合型人才,高职院校应积极探索基于职业化的高职英语CBI教学模式。CBI教学模式以内容为载体进行教学,能够将语言学习与内容学习相统一,将内容学习与专业知识学习相融合。通过分析CBI教学模式的特点,探究CBI教学模式构建的途径。 相似文献
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俞碧芳 《福建师大福清分校学报》2002,(4):42-45
要提高高职高专公共英语教学质量的话,教师必须把教学和科研有机地结合起来,加强教育理论的学习,加强对高职高专公共英语教学法的研究。加强教研室的活动。提高公共英语教师的素质。 相似文献
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谈中国古代文学教学的现代化实现 总被引:1,自引:0,他引:1
随着市场经济的发展和功利化思想的漫延,高校中国古代文学的教学正逐渐陷入困境。要改变这种现状,必须在教材选取、作品解读和课堂教学模式创新等方面多加研究,只有坚持与时俱进,自觉树立现代意识,注重加强教学与现实的联系,才能使经典之作重新获得生机,从而成为滋润人们心灵的鲜活之水。 相似文献
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数学是一门逻辑性比较强的学科,学生在学习时经常会遇到这样或者那样的问题,感到力不从心。开展习题教学有利于培养学生的思维能力、合作能力等,高中数学教师应在教学中将核心素养与教学融合,高效开展数学教学。文章就当前高中数学习题教学存在的问题、利用数学习题教学培养学生核心素养的意义与策略进行重点研究。 相似文献
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荣宁 《廊坊师范学院学报》2010,26(2):99-101
《中华人民共和国史》"三结合"教学法是指把探究式教学理念深入到教学中的一种教学活动。"篇章结构与小专题相结合、基础知识与学术研究心得相结合、规划教材与地方素材相结合"的"三结合"教学法,对于培养学生探究性学习、自主学习和协作学习的能力,突出学生的主体地位可以发挥重要作用。 相似文献