名师名课

易发久 现担任：影响力（香港）国际教育发展集团有限公司董事长；上海影响力企业管理咨询有限公司总裁；北京影响力企业管理有限公司董事长；中国培训协会理事长．上海振兴江西促进会九江工作委员会副会长。     

名师之名

<正>走在名师培养之路上,近距离接触了一些名师大家,阅读了一些名师传记,从他们的成长历程中汲取激励自己前行的动力和经验,推动了自己的个人专业发展。曾经,很多名师对我们说过,希望我们这些聆听者也会站在成功的讲坛上,向更年轻的老师讲述自己的成长道路。老实说,这些话语带有很大的激励性和鼓动性,让我们真的是热血沸腾,真的渴望有一天也可以成为他们那样的名师专家。近年来的名师工程确实推动了教师的专业发展,远程研修、假期培训、读书活动、校本培训、各类活动,让我们收获多多。可我们     

名师之名

有人说他是天生的师者——三十多年来,他始终坚守着三尺讲台。他教数学,不仅教学能力多次得到权威检验,而且还“东张西望”。于专业外领域,最终形成自己的跨学科特色他搞科研,始于教学终于教学,“一不小心”便有了研究性学习,跨学科课程;他当班主任,双差班、尖子生都被他调教得出类拔萃,甚至业余客串主持校电视台的“心灵早餐”栏目,也大受学生欢迎。有人说他是教坛的奇才——他高中毕业,却学富五车;他拒绝从事行政工作,只醉心于教学;他年过耳顺,仍好学不倦。他中学里学的是俄语,却用自学的英语,翻译出版了五六十万字的科学书籍他从教数学,却痴迷写作,不算论文报告,光是这几年的日记就已超过一百万字;他敢想敢言,更热爱生活,他对诚信、克隆等热点问题的见解,对爵士乐的热衷都叫人联想起“丰富”。他的名字叫刘定一,他的名气早已走出上海,蜚声全国。这样的教师是神话般难以企及的目标吗?不! 让我们一起走近刘定一,去探寻这个与三尺讲台打了一辈子交道的普通教师的职业道路——     

名师课能否模仿

对于名师课,很多教师的反应是：名师课好是好,但不一定适合我们普通教师。其中的原因,一者,认为名师课非常成熟,高深莫测,他们的每一句话、每一个动作都折射出他们的个性品质,散发出独特的教学魅力。再者,认为自己的思想涵养、教学经验、教学水平远远不如名师们,名师们的课可望而不可及。     

名师课能否模仿

对于名师课,很多教师的反应是:名师课好是好,但不一定适合我们普通教师。其中的原因,一者,认为名师课非常成熟,高深莫测,他们的每一句话、每一个动作都折射出他们的个性品质,散发出独特的教学魅力。再者,认为自己的思想涵养、     

名师与名校长成长

改革开放30年,北京市基础教育领域一直以教师队伍建设为自己的重点工作,从80年代的强化师范教育到90年代的全面提升教师学历,从大规模的全市统一教师在职培训到以校为本的校本培训,教师素质有了很大提高。     

返璞归真 语文教学的最高境界——听名师名课之后

何为一堂理想的阅读课？仁者见仁，智者见智。随着新课程实验向纵深地带挺进，丰富的个性化教学理念给阅读教学带来了一片生机，但也使我们一线的教师陷入左右为难的窘境。在这语文教改的转折点上，我们的阅读教学该走向哪里呢？带着窘境和疑虑，我们一行六人到省城参加了“三晋之秋”全国著名特级教师小学语文教学活动，真正领略到了语文教学的最高境界——返璞归真。     

复旦名师讲大学课

正不必太讲究绩点俞吾金复旦大学哲学学院教授。高考招生制度恢复后的第一届大学生、复旦大学和德国法兰克福大学联合培养的哲学博士。我进入大学时已经30岁了,有一定的理解力,一看就明白,按照老师讲课的速度满足不了我。我又是一班班长,所以我要带头,坐在讲得不好的老师旁边听,讲得不好我就把图书馆借的书带去教室里看。后来有记者找到我,因为他们看了当时读书卡片借书记录,我是借书最多的之一。我那时看书如饥似渴,进文科阅览室像刘姥姥进大观     

教学名师因教学而名

“大学者，非大楼之谓也，乃大师之谓也。”一所高校办学水平的体现和社会地位的象征还看其中的名师，他们同时折射出一所高校的学术底蕴、文化内涵以及发展潜力。[编者按]     

青史留名的古代对外汉语教师

中国具有悠久的汉语作为外语教学的传统，古代历史上曾经涌现出一批对外汉语教师。通过对他们进行介绍可以看出，我们今天所从事的对外汉语教学学科具有深厚的历史传统，并非无源之水，无本之木。     

高等师范专科美术教育改革方案构想

本是针对目前师专美术教育的一些现象提出的改革方案，在实际上解决师专美术教育的弊端，从而使师专美术教育得到更进一步的发展。使学生所学的专业能运用到社会实践当中，也为师专为美术教育开拓出一条光明之路。     

Lecturers' perceptions of lectures

This paper explores how lecturers across a range of subjects perceived lectures. In particular, what did they regard the role of modern technology to be. Twenty‐five lecturers were interviewed, using a semi‐structured schedule. Results indicated a range of views from the lecture as an inspirational address to providing a detailed outline of each point in a related sequence. Nearly all of the sample regarded their main function as transmitting knowledge in some form or other. There was a range of attitudes towards modern technology, from those who refused to use it to passionate advocates of Power Point presentations and advocates of the use of videos of world famous lecturers in the field.     

Student note-taking in chemistry lectures

Conclusion In this work a method has been developed to evaluate the quantity and quality of students' notes during lectures in any particular context. Because of enormous differences in context from lecture to lecture (including lecturing style and the nature of the subject matter) it does not seem sensible to pursue quantitative estimates which might be claimed to be generalisable to all lectures and all lecturers. However further work along the lines described here may well allow some generalisable conclusions concerning factors that influence the quantity and quality of students' notes, the sense that students can make of their notes in the short and long term, and the potential usefulness of notes for future learning.     

Interactive lectures in engineering education

This article discusses an alternative approach to lecturing: the interactive lecture. In the literature, interactive teaching is forwarded as a means to increase the effectiveness of lectures. Members of lecturing staff still seem, however, reluctant to incorporate interactive teaching in their classes,as interaction reduces the time they can devote to explaining subject matter. Lecturers often voice the concern that they will not get enough material across in interactive lectures and that this consequently will negatively affect student learning. In order to establish whether or not the concerns of lecturers could be empirically verified, an experimental study was conducted. This study examined the effects of interactive teaching in lectures, using an interactive voting system and peer instruction, on: the attainment of learning objectives; student motivation; and student perception of the instruction offered. From the results a complex picture emerges. Results suggest that students may learn as much in interactive lectures compared with traditional lectures, but a traditional lecture may also result in active student involvement. The study indicated that interactive teaching will not automatically result in students who are more activated, and provided additional insight into conditions for successful interactive teaching. Finally, interactive teaching was shown to influence positively student motivation.     

传统名校与追赶型名校发展的比较及启示

名校发展是不断提升现代性、不断增强核心能力的办学过程.名校发展有两种基本的模式:先发传统型与后发追赶型.在传统名校与追赶型名校发展过程中,制度与文化均为重要影响因素,但在两种模式中呈现出不同的功能作用、特征表现与策略选择.认识名校发展的不同模式,对于区域促进学校多样化发展、名校校长提升学校制度智慧和文化领导力都具有启示意义.