值得期盼的事

A while ago,I was treated to a couple of pampering weeks in the beautiful mountains of Santa Barbara,California.I had asked my friends if I could stay in their guest house for the time I was finishing a book I was working on.     

对个性化语文教学的再探索

个性化语教学是语教学的新理念。个性化语教学是一种创造性教学，它有利于发展学生的个性阅读，有利于创造语教学的艺术魅力，有利于创设学生个性发展氛围。     

北京市优秀课堂教学设计评比活动的回顾与展望

自2005年以来,北京市教委每年举行一次全市范围的中小学教师优秀课堂教学设计评比活动,至今已举行5届。此项活动是通过以案例为核心的教学设计研究。引导教师从以往单一的教案撰写转变为进行有意识的教学设计活动,有效地帮助教师对课堂教学进行研究和反思,深入开展课堂教学改革。     

Looking back to look forward: Ten years of team

Abstract

The article analyses the content of articles published in TEAM in the period from 1995 to 2004. Central themes are highlighted, and it is discussed how these have developed and have been transformed over the decade. In the conclusion, gaps in knowledge about certain aspects of higher education are identified.     

Looking back to look forward: ten years of team

The article analyses the content of articles published in TEAM in the period from 1995 to 2004. Central themes are highlighted, and it is discussed how these have developed and have been transformed over the decade. In the conclusion, gaps in knowledge about certain aspects of higher education are identified.     

也谈反思性教学特征

20世纪80年代反思性教学理论和实践在西方发达国家兴起,它一出现便引起教育界的广泛关注。反思性教学因具有将＂学会教学＂与＂学会学习＂结合起来的实践合理性而迅速影响到世界各国成为一股强劲的教学思潮。反思性教学是科学、合理的教学模式,它以解决问题为基点,以增强教师的责任感为突破口。从而为我国培养反思型教师,促进师生的共同发展,提高教师的教学能力提供一定的基础。     

聋校"分层递进"教学的探索和实践

笔者在上海聋哑青年技术学校就聋校高-数学"分解因式"这一教学内容进行了一个学期的"分层递进"教学的探索和实践,并对聋生的学习状态作了相关的问卷调查,对所获得的信息进行了统计、比较、分析,结果表明"分层递进"教学法明显优于以统一教学为目标进行的"传统"教学法,使各层次聋生都能在原有基础上积极"递进".     

在初中物理教学中推进素质教育的几点尝试

在初中物理教学中实施素质教育，要面向全体学生，实现合格加特长的目标，要激发学习兴趣，使学生们都爱上物理课，要坚持德育渗透，让学生学会做人，要进行方法渗透，让学生学会求知。     

Wherever I look,I find

The best source of infant learning toys is the trash can. A noted authority on infancy made this statement...me. Many commercially made toys and learning materials are available. Some of them were developed out of a firm knowledge of developmental tasks of infancy and with aesthetic sensitivity. Unfortunately they cost, and many of us who have our own infants or work in day care do not have resources for a lot of commercial materials.Mr. Altham taught infants and toddlers while studying at Bank Street College. After teaching in a Head Start program for four years, he moved to his current job as teacher/director of a college campus child care center.     

再谈普通高校传统武术的教学

为促进高校武术教学的开展和提高武术教学的效果与学生学习兴趣,更好的传承中国传统武术文化,实现学生"终身体育、健康体育"的目的,本文对几种武术教学方法与模式进行了详细研究,旨在完善传统武术的教学方法和教学模式。     

If I were a boy again

If I were a boy again,I would practice perseverance more often ,and never give up a thing because it was or inconvenient. If we want light, we must conquer darkness. Perseverance can sometimes equal genius in its results. ＂There are only two creatures,＂ says a proverb, ＂who pyramids--the eagle and can surmount the the snail.＂     

假如我再是大学新生

老年人一般都好对青年人作指点。我们难免沉迷的一种消遣方式便是做如意梦:假如我们将自己的青春重过一次,那我们准会过得不同和过得更好。但即使这类再有机会和再试再干的假设对于我们仅是一     

假如我又回到了童年

假如我又回到了童年,我做事要更有毅力,决不因为事情艰难或者麻烦而撒手不干,我们要光明,就得征服黑暗。毅力在效果上有时能同天才相比。俗话说:"能登上金字塔的生物,只有两种——鹰和蜗牛。"     

Interventions in teaching first-year law: feeding forward to improve learning outcomes

Aligned assessment is a cornerstone of higher education curriculum design. Yet, it does not address the problem of how students learn how they should proceed when faced with a new assessment task. That teaching task is often left to the role of ‘feedback’. This article examines changes to a first year law unit, introduced following negative student feedback about an assessment task. The feedback made apparent a lack of alignment between staff and student expectations as to what was being assessed and how it was being assessed. The article considers formative assessment through a feed-forward model, and relates this to the design and process of the intervention. The teaching method of the feed-forward model is detailed. The analysis of the results shows that a number of key misperceptions were held by students as to the points of difficulty in the assignment. A significant number of students also found it extremely difficult to judge the quality of past assignments against a marking guide. This direct feeding forward allowed some of the students’ tacit and false assumptions to emerge and be addressed, before they began their first major assessment, resulting in improved pass rates for the assessment.     

If I could do it all again...

A 60 year-old couple was celebratingtheir 40 years of marriage.During the cele-bration a fairy appeared!“Because you havebeen such a loving couple all those years,Iwould like to give you each one wish."