新医科教育背景下社会医学课程思政的思考

社会医学是社会学与医学的交叉和边缘学科,课程从社会学角度研究人类健康与疾病,探究影响健康和疾病的社会因素,以及他们之间的规律,为社会卫生策略的制定提供依据。社会医学对大健康理念的构建有十分重要的作用,已成为医科类专业的重要课程。文章通过分析社会医学课程特点,在社会医学课程教学过程中,提炼课程所蕴含的思政元素,探索新医科教育背景下课程思政育人点与课程专业知识点的衔接、切入,探索各教学环节可实施的途径,为全面提升医科学生的品德修养和职业技能提供可借鉴的思路。     

The Nature of Science and Scientific Knowledge: Implications for a Preservice Elementary Methods Course

This article describes teaching considerations related to the nature of science and scientific knowledge in an elementary science methods course. The decisions that were made, the rationale upon which these decisions were based, and the challenges evident are presented. Instructional strategies used during the course for the purpose of developing preservice teachers' understandings of the nature of science and scientific knowledge are described. The results of using these strategies, in regard to the impact on students' learning and their views on teaching the nature of science to elementary grade students are then discussed. The article concludes with a discussion on the implications for teaching the nature of science and scientific knowledge in the context of preservice elementary teacher education.     

多途径实现环境类课程的教学有效性,提高教学质量

课堂教学有效性是提高教学质量的关键环节之一。文章主要从教学体制、课程结构体系、教师自身素质、教学目标、教学重点难点、学生的学习兴趣以及和谐的课堂氛围等几个方面,以详细的案例探讨提高课堂教学有效性的重要策略。     

Preparing Students for Social Action in a Social Justice Education Course: What Works?

The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.     

The epistemological framing of a discipline: Writing science in university oceanography

The purpose of this paper is to examine how instruction in scientific writing in a university oceanography course communicated epistemological positions of this discipline. Drawing from sociological and anthropological studies of scientific communities, this study uses an ethnographic perspective to explore how teachers and students came to define particular views of disciplinary knowledge through the everyday practices associated with teaching and learning oceanography. Writing in a scientific genre was supported by interactive CD‐ROM which allowed students to access data representations from geological databases. In our analysis of the spoken and written discourse of the members of this course, we identified epistemological issues such as uses of evidence, role of expertise, relevance of point of view, and limits to the authority of disciplinary inquiry. Implications for college science teaching are drawn. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 691–718, 2000     

大学英语教学中的形成性评价及策略研究

形成性评价注重对学生的学习过程进行评价，及时提供反馈，调整教学，满足学生需求。将形成性评价恰当地运用到大学英语课堂，能显著改善教学效果，有效弥补当前大学英语教学与测试的一些不足，并帮助学生成为自主高效的学习者。     

“结晶学与矿物学”课程教学改革研究

＂结晶学与矿物学＂是地学类专业一门重要的专业基础课,也是一门实践性很强的课程。通过修订教学大纲,突出能力培养,课堂教学中抓基础、重实践,增添宝玉石及材料方面的知识,结合科研实践以及多媒体教学等方式,对＂结晶学与矿物学＂课程教学进行了改革探讨,提高了学生的学习积极性和主动性,强化了学生对矿物的鉴定能力,获得良好的教学效果。     

师范生现代教育技术能力培养的教学策略研究

高等师范院校开设"现代教育技术"公共课程,是培养师范专业学生现代教育技术能力,适应信息社会下未来教师角色的必经之路,但在教学过程中往往存在由于教学策略不当而导致教学效果不佳的困境.本文从教学类型、教学方法、教学程序、教学资源的利用方式和课堂互动质量五个方面,对"现代教育技术"公共课任课教师的教学策略进行了比较分析,找出教学策略方面普遍存在的问题与不足,从而尝试性地总结出适合该课程的较为合理的教学策略,为今后"现代教育技术"公共课的开展具有一定的借鉴和指导作用.     

语文实践性语用教学策略探究

语文是一门实践性很强的课程,必须在各个年级教学的过程中充分体现出实践性。语用教学是语言素质培养的重要版块,只有采取正确的教学策略,才能提高语用教学的有效性,才能提升学生语文素养。语文实践性语用教学策略是:读写结合,创建实践训练环境;融入生活,激发运用实践热情;开展活动,培养语用实践素质。     

教学活动本质的社会学分析

从社会学视角出发，提出了对教学活动本质的新预设。认为教学活动不仅仅是一种促进个体社会化的活动，更应是一种在促进个体社会化的过程中，创造新文化的活动。并从社会变迁与文化基础的变化，学生、教师角色的变化等方面进行了论证和探讨。     

基于高校网络教学平台的混合学习模式应用研究

鉴于混合学习模式在普通高校的应用优势和趋势,混合学习已成为高校教学改革的重要内容。基于高校网络教学平台的混合学习模式应用,将为高校教学改革提供一个新的思路。通过分析高校师范专业必修课程《现代教育技术》混合学习设计需求,构建了基于高校网络教学平台的《现代教育技术》课程混合学习模式,设计了该课程的混合学习实施流程图,并从混合学习的学习环境、学习内容、学习资源、学习活动、学习评价等方面,阐述该课程是如何基于网络教学平台进行混合学习实践。课程混合学习实施结果显示:教师教育技术能力、网络课程内容设计、网络课程学习导航、网络学习活动设计与组织、及时的师生互动交流、学生的信息素养、学生网络学习参与度、师生对网络学习的认可度等因素对混合学习的有效实施有重要影响。基于高校网络教学平台开展混合学习的对策主要包括加强网络教师培训;重视混合学习环境设计;强化混合学习活动设计与组织;提供在线学习辅导与支持;明确学校激励措施与网络教学发展政策。     

利用美国教学模式改进工程硕士课程教学的探讨

工程教育的国际化对学生解决实际问题的能力提出了更高的要求。笔者和俄勒冈理工学院合作开设精益生产的全英文硕士生课程。利用美国工程教学方法,模拟美国课堂环境,从教学方式、课程试点、教学目标、教学策略等方面对工程硕士课程的教学模式进行了探讨和改进,以提高教学质量,培养具有国际意识、通晓国际规则、适应国际环境的高层次工程人才。     

依托翻译技巧课强化大学生商务英语口语应用能力

大学英语翻译技巧课作为一门本科公共选修课,不仅有助于提高选课学生的英汉互译水平,也可被用来强化其商务英语口语应用能力。论述了培养大学生具有较强的商务英语口语应用能力的意义．商务英语口语教学的原则,并结合教学实践探讨了依托翻译技巧课强化大学生商务英语口语应用能力的可行性及策略。     

Determinants of teaching quality: What's important to students?

A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.     

“程序设计基础课”理论与实验教学的改革与实践

讨论了程序设计基础课程的理论教学与实践方法的改革,对该课程的教学方法和理念进行了改进和探讨,针对程序设计基础课的特点,改变了原有的教学模式,采用案例式教学法驱动理论教学,启发学生的创新能力,实验环节采取学生分组、理论教师与实验教师共同指导的新模式,对课程、课设的改革,采用学生自主选题、教师把关、形成兴趣小组进行设计,这种教学模式对学生的程序设计的方法和兴趣有一定的提高,取得了较好的教学效果。     

略论师生共同发展

新课程把教学过程看成是师生交往、积极互动、共同发展的过程,学生的发展是教学的核心内容,教师的发展是教学的应有之义,更新教学内容,重构师生关系,反思创新教学,优化教育环境是实现师生共同发展的有效策略。     

论教师的认知偏见及其对策

在当前的教学过程中,中小学课堂中偏见现象大量存在,特别是教师对学生的认知偏见,往往影响教师的正确判断,影响其教学策略的实施,学生成为教师认知偏见的受害者。教师作为教学实践过程中的重要的主体,必须克服认知偏见,教学只有这样才能达到教育的最终目的。     

Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.     

“热学”课堂教学多样性的途径与方法探讨

本文探讨了应用物理学专业基础课程＂热学＂课堂教学的多样性,介绍了丰富＂热学＂课堂教学的多种具体实施方法,这些方法提高了学生的学习兴趣及能力,取得了较好的教学效果。     

论小学科学课程"三维目标"整合的基本策略

小学科学课程的培养目标在于提高学生的科学素养,具体到课堂教学中,就是如何实施“三维目标”的整合;以建构主义理论为依托,从科学教师、学生的主体性、课程资源、教学方法及评价手段这几方面具体阐述了科学课程“三维目标”整合应采取的策略,以此来激励学生对科学的学习。