Enhancing learning in clinical placements: reflective practice,self-assessment,rubrics and scaffolding

Professional preparatory health programmes generally involve clinical placements with a focus on integration of theory into real life practice. Reflective writing is often included in the assessment requirements for clinical placement courses. However enabling students to engage in deeper levels of reflective writing in action, on action and for action requires careful scaffolding and assessment task design within university clinical placement handbooks. The purpose of this case study was to explore iterative refinement of assessment exercises within clinical placement handbook activities. Specifically, the study examined students’ responses to counselling experiences in authentic pharmacy practice, with comparative analysis undertaken for the various versions of the assessment task. Results showed that provision of iteratively developed guidelines, provided to three different groups of students, to support students in the assessment task, increased the marks achieved for individual components of the assessment. The results provide insight into how the design of these types of assessment exercises can be improved.     

试论保护与帮助在体操教学中的运用

现代竞技体操的发展，不断要求改进和创新保护与帮助的方法，科学合理地运用保护与帮助，能促进学生更快更好地掌握体操运动技术，本文从保护与帮助的运用、方法及需要注意的问题等几个方面论述了保护与帮助在体操教学中的作用。     

体育教育专业体操普修课“微格教学”的设计与实践

微格教学是美国斯坦福大学艾伦博士等人创立的培养师范生课堂教学技能的方法,它是由少数学生组成的小课堂,以现代教育理论为指导,通过多项反馈、分项,按照严格的强度对师范生轮流进行培训,使学生理解教学过程并掌握教学技能,从而形成培养师范生教学技能的教学模式。将“微格教学”应用于体育教育专业体操普修课中,以教育心理学与现代教育理论为指导,把基本教学技能按类型分为若干不同的单独技能,并根据相应的技能培训内容进行教学设计,通过视频、角色扮演、示范、备课、反馈和讨论等一系列具体的教学活动,对技能进行正面和反面示范,使每位学生明确技能培训的目标和要求,从而形成以能力培养为中心,多功能并举的体操教学新模式。     

巧搭“支架”，优化教学——基于对一个美国ESL课堂观察的分析与思考

“支架”在课堂教学中起着辅助学生学习的至关重要的作用。要在一个真实的课堂里搭好“支架”,仅仅遵照支架式教学理论给出的步骤是远远不够的。教师们往往会在构建“支架”的过程中遇到形形色色的问题。通过对一个美国ESL课堂的观察和分析,给教师们如何在课堂中运用支架式教学法提出建议。     

论体操教学中学生心理卫生问题

分析在体操教学中学生常见的厌恶体操、自卑、恐惧等心理障碍产生的原因和表现,提出积极有效的措施和方法,消除学生心理碍,预防精神损伤,以保证教学工作的顺利进行。     

高校女生竞技体操教学之初探

女生特有的心理和生理特征，使她们与男生在学习和掌握体操动作上具有一些不同的特点，本文从五个方面阐述了在高校竞技体操教学中如何针对女生的特点进行训练，让学生在最短时间内掌握知识，学会动作．     

浅谈计算机教学中学生创新能力的培养

创造性是人的本质特性之一,是每个人都具有的一种潜在能力。人们的创造性思维和创造潜力的发挥,决不取决于天生生理因素的遗传,更重要的是后天的努力和实践。其中,教育是重要的一环,学校教育应更多地关注学生创新能力培养。文章从四个方面阐述了教师在计算机教学中对学生创新能力的培养:转变教育观念→激发兴趣→传授方式→自主学习。     

Teaching for creativity: from sage to guide to meddler

This paper serves three purposes. First, it makes a case for seeing creativity as a key learning outcome in our times, and thus the core business of education. It then goes on to examine the nexus of creativity and pedagogy, showing the conceptual work done to demonstrate creativity as a learnable set of dispositions and capabilities. Finally and most importantly, the paper argues the value of a pedagogical approach the author calls “Meddling-in-the-Middle”, in augmenting and enhancing the repertoires of “Sage-on-the-Stage” and “Guide-on-the-Side” in order to build students' creative capacity. Examples are given of what these meta-approaches might look like in relation to the teaching of Shakespeare. The author concludes by arguing the important connection between Meddling pedagogy and creative capacity building.     

Reflective practice in the transition phase from university student to novice graduate: implications for teaching reflective practice

Reflective practice is widely taught within higher education and is regarded as beneficial to developing graduates' ability to practise effectively within professional environments. In spite of widespread acceptance of the merits of reflective practice, a comprehensive understanding of teaching reflective practice remains incomplete and contested. This paper reports on a study undertaken to explore physiotherapy students' experiences and perceptions of learning reflective practice in order to critically and meaningfully inform current teaching practice. The findings identified that students and graduates conceptualised reflective practice in terms of the challenges they faced in the concrete tasks of daily novice practice. They used methods of reflection that were embedded in the context of their daily practice with particular emphasis on using social and collective opportunities for reflection. The preferred methods of reflective practice used by students and graduates contrasted with traditional approaches to teaching reflective practice. This study supports rethinking approaches for teaching reflective practice to incorporate approaches that are embedded within real and daily practice experiences.     

在教育教学活动中努力培养学生的创新意识

培养学生创新意识是学校的重要任务。需要校长具有创新精神，激发教师的创新性，有创造性集体气氛，使学生产生最佳的创造力。学校应将培养学生创新意识渗透于教育教学活动中。     

初中生物教学培养学生创新能力的探讨

在初中生物教学过程中,培养学生的创新能力是能力培养的首要任务.教师要在备课、教材处理、课堂教学中渗透创新意识教育,培养学生创新能力.     

语文教学中学生创造品格的培养

教育是国家创新体系的支柱和基础,担负母语教育的语文教学,又是教育中最基础的学科,因此为民族和国家培养出时代需要的富有创新精神和创造能力的人才,是我们责无旁贷的使命.语文教学中应注重培养学生的创造品格,即对问题的敏锐洞察力,对问题的钻研意志力,对问题的深刻思考力.     

师范院校体操教学中学生恐惧心理的产生与消除

学生的恐惧心理是体操教学的一大障碍,给教学带来一定的难度。体操教学中导致学生产生恐惧心理的因素较多,如生理、心理、教学管理、教师的业务水平、教材教法等。本文从体操教学的实际出发．对学生产生恐惧心理的原因及消除恐惧心理的方法进行分析和探讨。     

Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching

ABSTRACT

The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.     

谈高职院校实验教学改革与学生创新能力的培养

实验教学是培养学生创新能力的重要环节。通过分析高职院校实验教学的现状,从改革实验教学方法、内容和手段等方面阐述学生创新能力的培养。     

行动反思教学模式在社会工作实务类课程教学中的探索与实践

行动反思教学模式是在直接行动经验中建立知识、技巧和价值观的,在这种模式下,教学的过程是一种双向的互动的过程。社会工作实务类课程是社会工作专业教育特色的集中体现,此类课程的实施质量直接影响学生专业水平的提升以及专业价值理念的形成。本文尝试探索适应有关课程的行动反思教学模式,并相应提出运用行动反思教学模式的具体教学理念与方法。     

论中学历史课堂教学中创新能力的培养

创新教育是素质教育的核心内容 ,课堂教学是实施素质教育的主渠道。中学历史课堂教学可以通过激发创新兴趣、创设问题情景、培养质疑释疑能力、培养发散思维、营造民主氛围、开拓学习空间、改革评价方式等方式来培养、提高学生的创新能力 ,促进学生全面发展。     

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.     

论音乐教学中幼儿师范生创造力的培养

将以“创造性”学习理论为依据。笔者通过对幼儿师范生学习心理的分析,结合幼儿师范生所开设的各音乐学科的特点,注重与幼儿园实际音乐教学的联系,探讨如何在主体课堂教学环境下对学生进行创造能力的培养。     

浅谈支架式教学方法在《数字电子技术》教学中的应用

目的提高《数字电子技术》课程教学效果。方法支架式教学方法。结果提出了一个具体教学的例子。结论应用支架式教学进行课堂教学可以达到预期的目的。