新型教学方法在西北地区农村中小学的使用状况

通过问卷调查和课堂观察的方法,对研究性学习、问题教学法和课堂讨论与小组活动等新型教学方法在农村中小学使用的状况进行了调查和研究。结果表明：农村中小学教师已经开始尝试使用新型教学方法 不同学历、教龄和科目教师的教学方法有差别,教师新型教学方法的使用处于尝试阶段,教学方法理论知识难以应用在具体教学中。     

基于教师的指导下的讨论法在初中数学教学中的应用研究

初中数学的教学重点和教学难点相对较多,部分内容过于抽象,无论是对教师教学方法还是学生学习能力均提出较大挑战。目前,以教师指导为前提的讨论法逐渐被应用于初中数学教学活动中,这一教学方法拉近了教师与学生的距离、保证学生能够积极参与到教学活动中,本文就这一教学方法进行讨论分析,以此为其实际应用提供理论支持。     

谈应用课堂讨论教学法应注意的几个问题

课堂讨论教学方法是提高英语教学质量的一种有效手段,然而目前很多时候课堂讨论效果并不理想。在英语教学中采用课堂讨论教学方法,教师要精心准备问题,在教学中教师要扮演指导者的角色,要发动学生积极的参与,使学生能学会从不同的角度看问题,愿意主动表达个人看法、接受他人观点,才能让学生在讨论中都有所收获。     

议论文教学方法研究

教师可丰富教学方法,培养学生的学习兴趣,采用讨论法、评点法等教学方法,调动学生积极性,提高课堂教学效率。     

讨论法:不仅仅是一种教学方法

提起讨论法,教师们普遍认为它仅仅是一种教学方法。近年来国内教育界对讨论法的关注颇多,但真正对其进行深度理论探讨的成果并不多。在实践中,即使真正使用讨论法的教师也难以意识到它的深远意义。这在一定程度上影响了人们对讨论法的推广。讨论法不仅仅是一种教学方法,也是一种思想方法和学习方法,因此,推广讨论法有助于拓展人才培养的视野。     

人教版初中语文的系统性教学方法分析

随着新课改的实施,各种教学方法涌入课堂,成为课堂的亮点。本文就人教版初中语文中系统性教学方法的引进进行了分析和讨论,并根据自己的理解提出了几点观点,便于其他语文教师讨论和借鉴。     

注重课堂讨论效果 科学把握教学质量

课堂讨论是在教师指导下,教师与学生双向互动的一种教学方法。丈章从实践的角度对课堂讨论的准备环节及灵活渗透教学内容、提高教学效果进行了探讨。     

新课标理念与常规教学的有效结合

英语教师在日常教学中经常使用常规的教学方法,比如听写、提问和讨论等,虽然这些方法都已被广大教师所熟悉,但要从中体现出新课程标准所倡导的教学理念却需要每个教师潜心研究．立足于常规的教学方法,研究如何把常规教学方法与新课标的理念结合起来,是我们一线英语教师义不容辞的责任．     

讨论式教学如何实施？

讨论式教学,是学生在教师的指导下,围绕某一中心问题,交流意见,互相启发,弄懂问题的一种教学方法。这是一种培养创造性人才的教学方法。语文教学方法异彩纷呈,最具活力的首推课堂讨论。课堂讨论是实施自主、合作、探究学习的有效途径。那么,     

浅谈提高讨论式课堂教学的实效性

讨论是课堂教学中最常用的教学方法.话题设置、学生分组讨论、教师教学艺术和讨论形式是讨论式课堂教学中的重要方面,通过论述,改进教学方法,以提高讨论式教学的实效性.     

Didactics: Swedish and Norwegian understandings compared by a Norwegian

A debate concerning didactics as a concept and research field has been conducted in Sweden during the 1980s. This article presents central points of view from this debate, and discusses them on the basis of a Norwegian understanding of didactics. From this perspective the author holds that the Swedish discussion of didactics may appear somewhat near‐sighted. The conclusion drawn is that the primary task of didactics must be the establishment of a basis for the attainment of more knowledge about, better understanding of, and deeper insight into education. Such a task is scarcely best solved through a fight over the right understanding of didactics. A better strategy would comprise efforts at fruitful dialogue and focus on research aimed at illuminating all aspects of education and its influencing factors.     

Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.     

Semiotic foundations for building the New Didactics: An introduction to the prototype features of the discipline

This article adopts a semiotic perspective to outline eight shared features of the various disciplinary didactics. The goal is to situate the disciplinary didactics within an integrated vision that helps shape a new framework for research into didactics as a prototype discipline.     

浅析实验教学法在教学中的应用

实验教学法是德国职业教育和职业培训广为采用的一种教学方法,近年已得到我国职教界的广泛认同,实验教学法与传统实验教学是两种不可等同的教学理论;实验教学法要具体实施,应具备足够的条件;作为实验教学法的实践者,主要从几个方面对实验教学法的教学实践作具体分析,促进实验教学法的推广应用。     

化学教学论部分学科基本问题的反思与重构

学科基本问题是化学教学论学科研究的重大理论问题。化学教学论学科基本问题的研究成果是显著的,但问题也是客观存在的,化学教学论的一些学科基本问题至今仍没有得到明确、合理的解决。结合实践经验和文献研究,尝试对化学教学论的学科培养对象、化学教学论学科自身理论领域的界限、化学教学过程的本质等三个问题进行“明确”的论述,以利研讨、交流。     

困惑与抉择:当前教学论研究三问

教学论学科历经近三十年的恢复和发展,确实已经取得了很大的成就,但同时也面临着诸多问题和困惑。教学论研究主题不只是探求教学本质与规律,更在于关照教学实践;教学论研究的目的不只在于能指导他者的实践,更指向研究者自身实践的完善;教学论研究方式需要“群体合作”,但更依赖“个体探究”。     

对案例教学法的思考与实践

案例教学的性质、特征及与其他教学方法的比较分析,是案例教学的特质所在。在案例教学中应贯彻学生主体性原则、教师教学指导性原则、案例前置原则和思维多向性原则,并在适当的时候加入"模拟法庭"练习,使案例教学在较高的层次上进行。     

论教学哲学

教学哲学推动研究型教师培养的根本价值,决定了我们应立足于教学哲学研究对当前课程改革的推动,阐明教学哲学学科属性、主要任务和根本使命。同时,由于对教学哲学＂基本问题＂的追问,可以避免教师对教学论＂无所适从＂ 对＂教学观念＂的阐释,可以使教学哲学帮助研究型教师明确教学的未来发展方向 对＂教学实践论＂和＂教学生活论＂的探讨,将为研究型教师提供直接的实践理论 它们共同构成了教学哲学存在的根本价值。     

Didactics and professional practice in preservice teacher education: A comparison of the situations in France and Québec

The authors analyze the role and function of didactics in preservice teacher education as presented in official texts from the ministries of education of Québec and France. They identify the conceptions these texts convey about the ties between didactics and professional education and demonstrate the vulnerable and limited position of didactics in teacher education. In concluding, adopting a comparative approach, they highlight several convergent features of the two systems of teacher education as well as marked differences relating to training in didactics.