网络中控多媒体教室挖潜改造为远程互动教室探讨

简要介绍和分析目前高校实时课常资源难以实现共享的现状及原因,为了达成共享的目的,考虑将多媒体教室挖潜改造为远程互动教室以满足需求.首先结合笔者单位已有的多媒体教室系统资源,对改造方案进行可行性分析,然后通过实验对方案进行技术实现和测试.结果表明:方案实现技术简单、预算较低,实现了实时课堂的远稗互动功能.     

Australian core Catholic youth,Catholic schools and religious education

This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000 Fulton, J., Abela, A., Borowik, I., Dowling, T., Marler, P. and Tomasi, L. 2000. Young Catholics at the New Millennium; the Religion and Morality of Young Adults in Western Countries, Dublin: University College Press.  [Google Scholar]: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims.     

Combination Classrooms Revisited

In their box score review, Mason and Burns (1997) conclude that while comparisons of combination and single‐grade classes show no general differences in student achievement, combination classes nevertheless have a small negative effect. Based on the results of a best‐evidence synthesis (Veenman, 1995) and a meta‐analysis of an extensive and international research base (Veenman, 1996), I argue that there is no empirical evidence at this moment showing student learning to suffer in combination classes. Mason and Burns also conclude that the negative instructional effects characteristic of combination classes are compensated for by placing better students and teachers in combination classes. On the basis of my best‐evidence synthesis and meta‐analysis, however, I can find no indication of the selection bias suggested by Mason and Burns.     

Friendship and Popularity in Preschool Classrooms

The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming.     

课堂教学中的科学探究--单摆周期教学设计

当前,培养学生的创新精神和实践能力客观上已成为推进素质教育的核心和教育改革的灵魂,在学生的心灵深处,具有强烈的探究、发现未知规律的欲望。课堂上的科学探究就是要使学生像科学家探究真理那样,在老师的指导下,以类似科学探究的方式,通过学生主动的探究实践,获得知识,成为知识与真理的探究者、发现者。物理学科是一门实验学科,教材内容有许多可供探究的素材,因此中学物理的科学探究教学模式既有物质基础,又有学生的心理基础,更符合时代对创新人才培养的要求。本文将科学探究单摆周期的教学实践总结如下:     

The Autistic Society and Its Classrooms

Autistic means a subject has limited affect or may be without affect altogether. Though traditionally individuals are described as autistic, the authors find it increasingly apparent that American society is becoming autistic as a whole, as citizens are desensitized to needs of neighbors near and far, losing the commensurate loyalty of being in community. This essay suggests that classrooms must be on the front line of challenging the effects of an increasingly autistic society.     

智慧教室的设计与构建

随着新技术、新媒体的引入,以智慧教室为代表的智慧学习环境的设计与应用已得到广泛关注。针对当前学习环境与时代发展存在的差距进行分析,论述了构建智慧教室是教育信息化发展的必然趋势。通过对智慧教室案例的研究,提出智慧教室的设计必须结合学校的性质和学科的不同,从空间设计和技术设计两个方面入手,设计出智慧教室的系统模型,并对智慧教室的实现做了介绍。     

Pluralizing Catholic Identity

One strand in the scholarship of Catholic school identity perceives that it has deteriorated since Vatican II (1962–1965) and therefore needs restoration. Unfortunately, this perception is based on an assumption that there is a singular Catholic identity. This article demonstrates a basis in theology, social theory, and educational thought to describe multiple Catholic identities, and then analyzes the work of two prominent Catholic educational theorists—Timothy Cook and Richard Rymarz—whose work follows a conception of Catholic identity in the singular. Finally, it considers the practical merits of acknowledging, coordinating, and promoting many kinds of Catholic identity in a school.     

Photography in Pink Classrooms

The teaching of photography provides many opportunities to attack the assumption of universal heterosexuality, which is central to our society, in order to provide space for other sexualities such as gay, lesbian, bisexual and transgender. This article is based on many years of lecturing in art schools and focuses on the classroom teaching of photography. It offers four perspectives for the expression of sexuality and possible change through the opening up of the curriculum to allow the inclusion of homosexual and queer art in the cultural capital of society; strategies to oppose heteronormativity; ways of treating students in the classroom in order to gain social justice in regard to sexual preference and finally the social benefits to all when heteronormativity is replaced with more equitable understandings, which could lead to a more inclusive community.     

课堂的困境

基础教育课堂的困境主要表现在两个方面:一是课堂上学生的精力与兴趣不能适应高难度、高速度的教学内容与单一乏味的教学方法。主要原因在于学生的家庭作业量大,作习时间晚,睡眠严重不足。二是教师的课堂教学方法单一陈旧,不能适应基础教育课程改革的需要,不能适应学生主体性发展的需要。主要原因在于教师在教学方法的变革与探索方面缺乏相应的引导与机制保障,教师仍以不变的方法应对变化着的学生与变化的内容。因为学生睡眠不足,因为教师教学方法单一,课堂就成了低效的课堂,而且还形成了恶性的循环。构建高效课堂必须双管齐下,不仅在减轻学生的课业负担上做文章,而且要在课堂教学方法变革中唱好戏。     

Computers in Classrooms:

No abstract available for this article.     

企业环境与大学课堂一体化办学模式--南洋理工学院的"教学工厂"及其启示

基于实地考察 ,本文介绍了新加坡南洋理工学院独树一帜的“教学工厂”的办学模式和理念。文章就树立以人为本、能力为本、产品为本的“三本”职教理念 ,改革和发展我国高等职业教育 ,建立企业环境与大学课堂一体化的办学模式作了探讨。