Photoshop课程教学设计的思考与实践

本文以教学设计的理论为依据,结合Photoshop这门课程的教学实践,探讨如何通过对教学内容的设计、不同教学方法的使用以及相应教学评价的实施来激发学生对这门课程的学习兴趣进而改进教学设计,提高学生Photoshop软件的应用能力。     

项目教学法在“单片机原理与应用”中的提升

单片机广泛应用在工业控制、智能系统领域,单片机原理与应用是一门理论和实践相结合的课程。根据学生的学习特点,在教学过程中旨在提高学生的学习兴趣,以激发学生的潜能,培养学生的创新能力为目的。基于仿真模拟、拓展的思路,采取一种新的教学方式,取得了良好的效果。     

试谈\"のだ\"的使用方法与教学指导

“のだ”是日语教育中的重要语法点。文章分析总结了“のだ”的“说明”、“展开话题”、“替换说法”、“发现”、“主张”、“命令”和在特殊疑问句中的用法．并且提出在教学中的注意点。     

意义学习与教学方式的联系——当代国际教学设计专家梅耶研究透视

认知建构学习理论考察了学习过程中信息加工的三种运作,分别是选择、组织和整合,机械学习与意义学习的分野就是在于心理运作有没有到位。建构主义作为一种学习理论有其独特价值,但是这并不能作为教学处方的依据。依据认知负荷理论的研究,多媒体讲解教学是一种最佳的选择,其中促进主动学习是关键。     

College Academic Assistance Programs and Practices

Most public institutions offer some form of academic assistance to help their students adjust to the demands of college level learning tasks. Because these academic assistance efforts vary considerably, ranging from an emphasis on functional reading to an emphasis on strategic learning, it is important to describe these programs and their instructional methodologies and to review the pertinent research supporting them. After examining four critical issues confronting all academic assistance programs, the authors examined the goals, assessment procedures, salient features, and program evaluation methods of four prevalent program models: learning to learn courses, supplemental instruction, required programs for underprepared students, and integrated reading/writing courses. They concluded by outlining suggestions for future research and by listing specific questions that college students need to ask about the programs at their institutions.     

Three worlds of instructional design: State of the art and future directions

Three worlds of ID are distinguished. The Worldof Knowledge stresses the analysis of learningoutcomes in knowledge structures and theselection of instructional strategies forparticular outcomes; the World of Learningfocuses on particular learning processes andthe synthesis of strategies that support thoseprocesses; the World of Work focuses onreal-life task performance and strategies thatsupport learners while they work on authenticproblems. Contributions to this Special Issueare discussed within the three-world framework.Implications for future research are discussed,stressing the promise of mental models as atheoretical construct that may help to buildbridges between the three worlds.     

法律基础课教学的另一种思考

作为一种应然知识的传授,法律基础课有其不可替代的意义,其必须和一般的政治课和道德课有所区分.法律基础课在教学目标上主要在于培养学生冷静、理性的思维方式,其本质应该是一种人文教育,相应的.法律基础课的教学内容和教学手段也必须为此而服务.     

Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-face Teaching Environments

The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found to have a significant relationship with the instructional environment: student collaborative projects, student-to-student electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with the instructor. Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager. Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth, Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu     

基础理论课中抽象内容教学探讨

基础理论课中抽象内容的讲解是一个难点,解决这个难点的关键是搞好课程的教学设计。对教材进行认真分析研究,补充相关基础知识,教学中选择最佳的教学方法以及适当的例题,加强师生之间的互动,对培养学生抽象思维能力,提高教学效果是至关重要的。     

高校强化学生能力培养的可行途径——以宁波大学为例

坚持能力为重,强化能力培养,是我国高等教育提高人才培养质量的一项具有战略意义的攻坚任务。实施此项任务的关键是要统一认识,明确目标,构建与完善科学合理的实践教学体系,并探索一套切实可行的实施运作机制。宁波大学近几年把培养学生实践创新能力作为学校事业发展的核心工程来抓,坚持第一课堂和第二课堂相结合、科研训练与科技竞赛相结合,明确目标、完善机制、落实责任,在学生创新能力培养方面取得了显著成效,为强化学生能力培养提供了一条可行途径。     

学术方法：编者与学者的辩证统一

学术方法对学者和编者而言有着同样重要的意义。学术期刊在办刊过程中体现自身个性特征的有效途径就是,通过认真研究和探索,使学者的学术方法与编辑的学术方法有效地结合起来,实现二者之间的辩证统一。要实现这个目标。以下几个方面缺一不可：学者要掌握正确的学术方法;学术期刊要体现编辑的主体思想;编者与学者之间要建立坦诚而富有建设性的合作关系。     

Effects of virtual education on academic culture： Perceived advantages and disadvantages

The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be statistically significant differences in the perceived advantages and disadvantages of courses taught in online and face-to-face learning environments. Results showed statistically significant differences between perceived advantages and disadvantages for both learning environments. Findings suggest that there are differences between the perception of advantages and disadvantages for online and face-to-face learning environments.     

Students’ continuity norms in the university and exam calendar: do they affect university academic performance? / Normas de permanencia y calendario de exámenes: ¿afectan al rendimiento académico universitario?

Students’ academic performance is a key factor in evaluating the efficiency and quality of university degree programmes. Not only do personal characteristics and the students’ own performance affect these results, but so does the university’s academic organization. Based on a database that contains the overall results by course and exam period in three different degree programmes from 2007–15, we estimate what external factors influenced the percentages of students sitting for and passing exams. The analysis of the data panel shows that the order of the exams and the students’ continuity norms established by the university to penalize failing grades are two incentives that improve student performance only in the ordinary exam periods. These results also imply first keeping the incentive system at the university and secondly strategically using the exam calendar for the courses with the worst overall results.     

An investigation into pedagogical challenges facing international tertiary‐level students in New Zealand

Since the late 1990s, the overall number of international students studying at tertiary level in New Zealand has increased over 400% and, although enrolments have declined recently, there are still significant numbers of overseas students. This situation has brought continuing pedagogical challenges for tertiary teachers and students. The main purposes of this case study project were to uncover what was occurring within classrooms at one New Zealand university, what types of language and instructional styles were being used by lecturers, and which aspects of degree study international students found most difficult. It was anticipated that through developing a better understanding of key factors interacting with students' emerging academic literacy, improvements to educational practices in our multicultural, multilingual program could be established.     

楚雄电大实践教学运作及反思

在开放教育的实践中,不可避免地受到重理论轻实践的传统观念的影响,加之部分专业的教学计划和课程设置不合理,某些课程实践环节偏少,学校教学经费紧张,实践教学设施不能满足教学要求,不少教师缺乏实际操作和技术应用能力,在教学中,难以将理论与生产实例结合起来,不少学员往往只注重理论考试能否过关,而漠视课程实践环节的学习和训练,因此容易使师生形成重理论轻实践、重结果轻过程的思想。针对存在问题,我们注意突出网络环境、自主互动、合作探究、定期指导、有效控制、阶段评估等要点,在实践教学的各个环节进行了按重点分层次的改革,初步构建了系统性的实践教学框架,基本保证了目前实践教学的顺利开展。