直观教学法在初中生物学教学中的应用

以讲授《花的基本结构》为例，从语言、挂图、实物等三方面阐述了直观教学的概念、作用，以及它在初中生物学教学中的具体应用。     

TELEVISION IN THE TEACHING OF CHEMISTRY: A REVIEW FROM FURTHER EDUCATION

The uses and potentialities of educational television as described by recent authors are reviewed, and television compared with film from the viewpoints of producer and audience, while off‐air recordings are compared with ‘home‐made’ programmes.

The author concludes with an extensive review of the literature concerned with the uses of television in the teaching of chemistry. While the review does not attempt to list every possible reference, none of the few that have been omitted adds substantially to the uses mentioned, and the survey should provide a basis for those interested in beginning research in this field, as well as those contemplating the introduction of television into chemistry teaching.

The article was prepared in connection with research into student attitudes to educational television, the results of which will appear in the next issue of the Journal.     

TELEVISION AND HISTORY TEACHING IN SCHOOLS

A principal teacher of History in an Aberdeenshire school describes the way in which he is using the YTV School Series, ‘How we Used to Live’ to support the teaching of history for less able pupils. This account is based on a talk originally given at Aberdeen College of Education.     

THE USE OF TV IN PSYCHIATRY

Psychiatry is one speciality in medicine which, by virtue of its special needs and requirements, needs to use videotape recording techniques in teaching and training. The author describes their increasing use in a large hospital.     

TEACHING TELEVISION IN A SCOTTISH SECONDARY SCHOOL

The author outlines work undertaken in the teaching of television in the classroom, in the form of some general observations on what should constitute the content and methodology of such work, and offers three case studies which illustrate points in more depth. The article argues that the starting point for such work should be a programme of instruction in visual literacy, and goes on to show how such skills can deepen appreciation and perception of the medium. The case studies emphasise the need for a practical approach to the subject, and it is argued that theory can only be successfully developed through interaction with such practical techniques in the classroom. Finally, the author indicates three areas of perceived need in the development of such studies in Scottish secondary schools.     

THE IMPACT OF TELEVISION IN THE SOCIAL CONTEXT

Studies which purport to demonstrate the adverse effects of television on the behaviour and moral standards of young people are consistent in that they refer to the media in isolation. It is frequently forgotten that television is merely one of many cues available to the child. Parents, peers and the demand characteristics of situations are more important as determiners of our social behaviour.

Experimental studies have demonstrated, however, that some children are more prone to be influenced by television than others, variables such as intelligence and the lack of a specific competence being of importance. Experiments are discussed which demonstrate that the extent of a child's pre‐experience affects the amount he is influenced by filmed models, and also that working‐class children are more influenced than their middle‐class counterparts because of their more limited experiences. It is suggested that a child's experiences “innoculate” him against the influence of television. Studies which show that children from relatively deprived home backgrounds are less able to fantasise and therefore are more vulnerable to the impact of television support the idea that the more deprived the child's own environment the greater the impact of television.     

TELEVISION IN THE DEMONSTRATION OF DENTAL TECHNOLOGY

A comparison between conventional and live television methods of demonstrating an exercise in dental technology indicated that they were equally effective as judged by grading of students' work. Students' comments suggested that the unedited television method was recieved less favourably. Their comments form a basis for discussion regarding the development of edited self‐access cassettes or cartridges in preference to unedited television demonstrations in real time.     

THE USE OF TELEVISION IN STAFF DEVELOPMENT

This paper takes closed‐circuit television as a particular example of media services support and argues that it can, and should, play a major role in staff development in further and higher education. Three main areas of use will be considered:

1. (1) an “active” role for television in the acquisition of teaching skills, e.g. in microteaching and other simulation exercises;

2. (2) a more passive role in terms of television as a recorder of events, e.g. in interaction analysis and self‐evaluation;

3. (3) collaborative ventures between media service units and other members of staff, e.g. in the production of programmes on learning packages

     

THE USES OF REMINISCENCE IN OLDER ADULTHOOD

Findings from previous research on the benefits of reminiscence and life review in the aging process have been inconclusive. This may be due in part to a lack of clarity with regard to the particular type of reminiscence being investigated. The study reported in this article attempted to bring some clarity to the phenomenon of reminiscence by identifying and differentiating its various uses or functions. A 17‐item Uses of Reminiscence scale was administered to 288 older adults as part of the Georgia Centenarian Study. A factor analysis of the data revealed three distinct uses of reminiscence: “therapeutic,” “informative,” and “enjoyment.” Implications for research and practice are discussed.     

启发式教学在建筑力学教学中的运用

在建筑力学教学中，采取多种教学手段，运用启发式教学，能提高学生的素质和创新能力。     

TELEVISION IN THE COMMUNITY

In this paper, first delivered at the 1979 National Conference ‘Television in Society’, the speaker refers to two responsibilities he has had ‐ carrying out an inquiry into community‐related curricula in higher and further education, and promoting the work of COMCOM, the Comunity Communications Group. He makes a number of criticisms of the use of cctv in higher and further education and suggests ways in which such resources could be utilised with greater benefit to the community     

教学机智:跳荡在教学情境中的燧火

教学机智 ,既是教师教学智慧与艺术的体现 ,更是教师教育观包括课程观、教学观、学生观的折射。传统观念中 ,教学机智被视为技艺性的“雕虫小技” ,而严重地制约了教师才华和情智的展现及其教育功能的发挥。基础教育课程改革将为教师教学机智的选择与创新提供广阔的路径和多样化的情境 ,使教学机智的教育价值和表现形式更为丰富多样 ,这对教师也提出了新的要求和期望。     

PROBLEMS IN THE TEACHING OF BIBLE

Intermittently during the past several decades and more urgently in recent months and years, federations in various communities have been asked to begin to consider the matter of subsidies to congregational schools. In some communities advocates of congregational education strongly favor and even insist upon communal financing; in others the idea has not yet found strong support.     

试论电视信号的远距接收

本文从理论上论述了提高电视机在远距离接收信号的能力和在实践中改善图象质量的具体方法。     

SPECIFIC FACTORS IN THE PERCEPTION OF FILM AND TELEVISION

In the light of previous research, the author concludes that general comparison of the relative effectiveness of instructional media, either with each other or with class teaching, is likely to be inconclusive and should be abandoned in favour of investigation of individual characteristics of the media in relation to specific audiences.

Two examples of such specific investigations are given, both with respect to childen of infant school age. In the first it is indicated that the loss of the third dimension inherent in all pictorial presentations is a serious handicap to the communication of information, especially with the youngest children and that verbal cues offer no help in overcoming the difficulty. In the second, it is shown that children have difficulty in following the use of close‐ups, necessitated by the low definition of television and that cutting to the close‐up is harder to follow than zooming.

In both cases, no link is found with the Piagetian stage of development and hence hope is held out that the difficulties might be reduced by appropriate pre‐instructional training programmes