Integrating Web 2.0 Across the Curriculum

For many years, educators have touted the benefits of learning with educational tools such as spreadsheets and databases that allow students to actively process and manipulate information (Jonassen, 1995). Hundreds if not thousands of Web 2.0 tools have been created in the last few years, taking the “technology as tool” metaphor to a new level. In this article, selected Web 2.0 tools are aligned with major content areas to illustrate by example the wide reach of Web 2.0 across the curriculum.     

多模态环境下大学生多元识读能力培养策略研究

在当今时代,科学技术迅猛发展,交流手段日益丰富,多模态的兴起挑战着语言在传统意义上的主导地位,对学生多元识读能力的培养也越来越受到教育界的关注。将多模态教学模式引入到大学英语教学中,有助于更好地实现以学生为中心的教学,在提升教学效果的同时,培养学生的多元识读能力,促进学生创新能力的发展和跨文化交际能力的提高。     

Connecting and Creating for Learning: Integrating Subject Matter Across the Curriculum and the School

In this article, the authors explore a growing awareness of problems and current developments in classroom and schoolwide research on subject matter integration. Schwab's four common places—including the learner, the teacher, the content, and the context—provide a framework for examining subject matter integration from a language arts perspective. Two lines of classroom-based research are examined that were conducted in response to the lack of integration within the curriculum: Explanation and Responsive Elaboration in Reading and Cognitive Strategies in Writing. As a result of these two lines of research, researchers became more aware of the importance of understanding the complexity of integrating process into content within the context of the classroom and the school. A major shift toward schoolwide integration in two Professional Development School settings is described that was created in response to these research findings. Teachers and researchers within specific contexts generated and implemented integrated instruction and curriculum content collaboratively. The authors conclude with emerging questions and principles for stimulating thinking among teachers and researchers who work toward furthering understanding of language and subject matter integration within specific contexts.     

Beyond Diversity Courses: Strategies for Integrating Critical Consciousness Across Social Work Curriculum

ABSTRACT. This paper advances the knowledge base of social work education by employing a critical social work framework to inform teaching strategies that 1) raise critical consciousness, 2) uncover privileged positions that inform research, and 3) conceptualize social work practice that disrupts privilege and oppression. The premise of a need for such strategies arises from examination of the social work educational policies and standards that require attention to the experiences and conditions of marginalized populations. The conceptual and teaching approach described in this paper extends this standard via the examination of the privileged social identities and the ensuing behaviors that perpetuate oppressive practices and conditions among marginalized groups. A conceptual foundation for this approach is elucidated and teaching strategies for exploring privileged social locations are presented.     

培养多元读写能力的大学英语课多模态教学模式构建

随着教育信息化、技术化水平的飞速提高以及多媒体教学普及程度的大幅度提升,大学英语多模态教学模式的构建是不可或缺的.大学英语读写课程教师应结合自身课程特点,充分了解主导教学各模态选择的要素,熟悉挑选多模态的规约,掌握构建多模态教学模式的多种途径,最大程度地优化可利用的多模态资源,以激发非英语专业学生的英语学习兴趣,培养其多元读写能力及英语综合应用能力,从而满足现代社会的人才需求.     

Support Across the Curriculum

The planning, preparation and delivery of learning experiences tend to be vertically determined by subject departments but pupils experience the curriculum as horizontal, moving across from one subject to another through any typical day. Support teaching may be less effective if it operates through the practices of the vertical at the expense of the realities of the horizontal. Ian C. Copeland, senior lecturer, Department of Education and Management, Reading University, and part time support teacher in a comprehensive school, proposes a horizontal model.     

Quantitative Literacy Across the Curriculum: Integrating Skills From English Composition,Mathematics, and the Substantive Disciplines

Quantitative literacy is an important proficiency that pertains to “word problems” from science, history, and other fields. Unfortunately, teaching how to solve such problems often is relegated to math courses alone. This article examines how quantitative literacy also involves concepts and skills from English composition and the substantive disciplines. The author outlines a systematic approach to writing the answers to word problems—a fundamental skill that applies to ongoing education, everyday life, and the workplace.     

多元文化融入幼儿园园本课程开发的实践探讨

基于时代多元化的发展和凸显幼儿园特色教育的需要,培养幼儿的多元文化意识是幼儿园教育的必然选择。文章基于多元化的园本课程开发的教育实践探索,论述园本特色教育的功能价值,开发一系列合格的园本特色课程,以提升园本课程的文化内涵。     

Integrating the Computer Into the Curriculum:

No abstract available for this article.     

结构化学理论联系实际教学案例的挖掘

结构化学知识抽象深奥,缺乏理论联系实际的教学案例,教学难度大。本文介绍了挖掘理论联系实际案例的途径和相应案例。     

Theorising Learning in Science Through Integrating Multimodal Representations

Research in Science Education - There is growing interest in the construct of “transduction”, first introduced by (Kress, Cope and Kalantzis (eds), Multiliteracies: Literacy learning...     

将数学文化融入独立学院数学课堂的教学实践

随着人们对数学文化认识的不断深入,数学文化的教育价值越来越受到广大数学教育工作者的关注和重视,近年来数学文化课程的教学在各高校开展得如火如荼,也有了较为成熟的教学模式和教学方法。综合考虑独立学院的实际情况,对数学文化的课程融入进行研究：（1）更新教育观念,明确数学文化的地位;（2）优化数学课程内容,注重教学策略;（3）以人为本,改变学生的学习方式。     

中小学教育实践中信息技术与课程整合的研究

在中小学教育实践中,信息技术与课程整合的实施有十多年之久。在教学一线,教师们积极地采用各种信息技术手段来完善自己的课堂教学,但是总有不足之处。通过对当前信息技术与课程整合现状的调查,总结了中小学教育实践中信息技术与课程整合存在的问题,并提出了信息技术与课程整合的策略,以期能为信息技术与课程整合教学实践的顺利实施提供更多的帮助。     

教学模拟:信息技术与课程整合新途径

计算机模拟程序应用于学习中可以成为学习的工具和支架,它为信息技术与课程整合提供了一种新的途径。文章澄清了有效开展教学模拟的制约条件和影响因素,并结合实例探讨了基于教学模拟的学习设计。     

Integrating Social Media Into the Classroom Curriculum

Interested in incorporating social media into your teaching but wary of the effort it might take? According to the research reviewed by Paige Abe and Nickolas A. Jordan, the challenge may be well worth it in terms of increased student engagement.     

高职工学结合课程改革的探索与实践

高职工学结合的新型课程模式是对传统学科课程模式的摒弃,是当前高职教育课程改革的突破口.文章分析了工学结合的课程模式改革的意义、特点,介绍了工学结合新型课程模式的实施方案.     

英国苏格兰的教育改革与学校信息技术教育

苏格兰针对本地区的学校分布、自然地理、人口密度、行政机制等区域特点，采取了富有创新意识的教育改革政策和实施策略。通过信息与传播技术的普及，将学校教学质量提高与社区的建设发展有机结合，使得整个社区和谐发展，实现学校的系统改革与宏观社会整体环境的共同改善，建设一个体现最大公益性的社会，为每一位公民创造良好的教育机会和终身学习的条件。     

信息技术与课程整合实施中的关系辩证

在信息技术与学科课程整合的过程中,辩证地认识与把握信息技术运用与课程资源选择、课程目标实现与信息素养培养、主体性的充分发挥与发展、教学手段更新与课程形态信息化之间的关系,对于课程目标的实现和信息素养的培养具有重要意义。