谈思想政治教学中对学生创新素质的培养

本文从思想政治教学中对学生创新素质的培养方面说起,提出通过＂新＂来激发学习兴趣,培养创新能力;通过＂问＂来拓展思维空间培养创新能力;通过＂发散、指向＂两种思维,激发学习兴趣,培养创新能力;努力追求对学生创新素质的培养,以适应不断发展的社会知识经济和社会主义现代化建设的需要。     

浅谈创新语文教学与激发学生语文学习兴趣

兴趣是最好的老师。提高语文素质教育,激发学生学习兴趣,重在创新语文教学形式与内容。激发学生学习兴趣,应该遵循＂激发兴趣→诱导兴趣→刺激兴趣→挖掘兴趣→巩固兴趣＂的思路进行教学实践。     

植物生物学实践教学创新性探索与研究

加强植物生物学实践教学改革,培养应用型创新人才,是植物生物学课程的培养目标.通过规范实验教学、整合实验内容、发挥教学基地功能、规范实习实训大纲、建立第二课堂、科研促进教学,教学与科研并重等方面对植物生物学实践教学进行了探索与研究,以期激发学生学习植物生物学的兴趣,提高教师教学质量,提高学生综合应用能力.     

培养自主阅读能力的有效探索

《语文课程标准》指出：自主阅读,是指＂学习主体有明确的学习目标,对学习内容和学习过程具有自觉的意识和反应的学习方式。＂在语文教学中如果能注重自主阅读的方法引导和兴趣的培养,激发学生学习语文的强烈兴趣,培养自能读书的好习惯,无疑对提高学生的语文素养、实践能力和创新素质有很大的帮助。笔者通过长期的教学摸索,摸索出自主阅读能力培养的有效途径,现试述如下。     

尝试情境教学 强化非智力因素

本文探讨了＂情境教学＂、＂兴趣激励＂教学方法在生理学教学中的效果。实践表明,通过激发兴趣、情境教学等教学方式的有机结合,可培养学生对生理学的学习兴趣、自觉性和信心,实现教与学的互动,智力与非智力因素协调发展,从而提高教学质量。     

英语专业“三维一体”实践教学体系的构建

英语专业＂三维一体＂实践教学体系以建构主义理论为基础,由实践教学平台、实践教学内容和实践教学保障三个模块构成。该体系保证学生在具体实践教学过程中,能亲眼目睹、亲身体验、亲自动手,在提高学生的学习和研究兴趣、激发学生的学习动机、培养学生的动手能力和创新精神方面具有重要意义。     

在政治教学中如何激发学生的学习兴趣

新的课程标准提倡＂自主、探究、合作＂的学习方式,把培养学生的创新精神和实践能力放在重要地位,而创新精神和实践能力的培养,离不开学生学习兴趣的培养。教师在教学中所传授的知识一旦产生吸引力,就能激发学生的兴趣,调动学生的积极性,唤起学生的求知欲望,使教学获得理想的效果。下面笔者谈谈在教学中的探索。     

如何培养边疆少数民族学生学习美术的兴趣

培养边疆少数民族学生学习美术的兴趣,首先要认识美术课教学现状,转变教学观念,培养兴趣;从而改变美术课堂教学模式,从兴趣入手,提高创造能力;通过营造良好的教学氛围,激发学生的学习兴趣,培养创新精神,重视实践能力。     

用物理实验激发学生的求知欲

物理是以实验为基础的学科,学生的发展和创新能力培养与物理实验密切相关,因此,物理实验教学可有效培养学生的创新精神及动手实验能力。下面,结合初中物理教学实践,谈一谈如何通过物理实验来激发学生的求知欲。一、利用演示实验,激发学生的学习兴趣伟大的物理学家爱因斯坦有句名言：＂兴趣是最好的老师＂。学生对学习的兴趣是积极思维和产生求知欲望的前提。一般来说,初中学生刚接触物理时都有一种     

突出学生能力培养的微生物学实验教学方法研究

在微生物学实验教学中,运用设疑启发、对比启发及引导分析等启发式教学法活跃学生思维,激发学生学习兴趣,强化记忆所学知识;将科研新技术及成果应用渗透于实验课程,开展学生自主设计性实验,培养学生动手操作能力、独立思考能力和创新意识。实践表明,启发式教学、科研渗透教学及开展开放性实验教学方法能够培养学生学习兴趣,锻炼学生思维方式,提高学生查阅和整理专业文献的能力,提高学生综合素质。     

高中生物新课程多媒体教学的运用

在高中新课程生物教学中,教师通过学习多媒体教学技术,根据教学内容适当应用多媒体教学,创设问题情境,激发学生的学习兴趣,调动学生学习的积极性,充分发挥学生的主体作用,引导学生对相关知识的探究学习和自主学习,培养学生的分析解决问题能力,开发学生的思维能力,提高学生的科学素养,为他们的终身学习和发展打下良好的基础.     

“少教多学”的思想内涵与实践策略

“少教”即启发性地教、针对性地教、创造性地教和发展性地教;“多学”,指学生在教师的引导下走向深度学习、积极学习、独立学习。教师在教学实践中秉持“少教多学”的理念,激发学生的学习兴趣,培养学生的独立学习能力,这能从根本上减轻教学负担,提高教学效益。     

以科技论文写作为导向的专业外语教学模式建构

目前,工科院校非英语专业的专业英语课程教学重点集中在听说和阅读上,往往忽视了英语科技论文写作方面的培训,而英语科技论文写作是研究生和科研工作者必备的基本能力。本文通过以科技论文写作为导向的专业外语教学模式的建构,探讨了专业外语的一种可行教学模式,一方面提高了学生的写作能力,同时,＂读写相长、学以致用＂的教学模式,可以激发学生的学习兴趣,提高自主学习能力。     

流体输配管网课程实验教学的创新尝试

为促进实验教学增强流体输配管网课程学习效果以及提升对大学生能力培养,师生共同尝试实验创新,开发出生活给排水可拆装综合实验系统并提出实验方案,该实验方案能充分调动学生兴趣、积极性和创造性,并且为切实培养和锻炼大学生的创新能力、设计与动手能力创造实践条件。实践表明,该实验教学模式深受学生欢迎,具有可操作性,并取得良好的应用效果。     

提升小学背诵教学有效性路径探究

背诵是小学生学习语言的重要方式,在语文学习中具有独特的优势。经过长期教学实践,笔者认为重视背诵教学,对学生进行正确的方法引导,可以提高背诵效率和质量,让学生喜爱背诵,喜爱语文学习。背诵教学可从感受趣味、激发兴趣,寻求方法、多样导趣,增进效果、恰当运用等三方面路径具体而有效地展开。     

Supporting the education of pupils with profound intellectual and multiple disabilities: the views of teaching assistants regarding their own learning and development needs

Learning support assistants or teaching assistants play a vital role in the education of pupils with complex learning disabilities, routinely supporting students on a 1:1 basis without the direct supervision of teachers. Despite the responsibility afforded these classroom support staff, there appear to be few training programmes designed for this specialised role. This qualitative study, by Trudi Martin of the Manchester Institute of Education, was undertaken at a special school in England. The study explored the views of 17 teaching assistants and five teachers regarding the extent to which teaching assistant training equipped them to support pupils with complex learning needs. The findings illustrated that much of the training, including that on the Qualifications and Credit Framework, provided inadequate information and guidance. Without sufficient knowledge to underpin their practice, teaching assistants are impeded in the educational support they can give to pupils, who face significant learning challenges, with a resultant impact on their students' ability to learn and develop new skills.     

Stories about creative teaching and productive learning

The article is based on an empirical, interview‐based research project investigating resources and barriers to creative teaching within three Danish primary and secondary schools. The analysis shows how project‐oriented teaching does seem to represent a creativity oasis for both teachers and pupils. Furthermore, the work identifies a distinction between an art‐based and a problem‐solving approach to creativity, and it is suggested that teachers help pupils to work with the various different opportunities for creative learning represented by different subjects in school. Furthermore, a dilemma is pinpointed between the demand that teachers conform to centrally defined test systems, and the challenges facing our societies in relation to bringing up pupils and students who dare to take risks, challenge the existing order and create something new.     

高师体育教育专业武术尝试教学法步骤及价值

根据高师体育教育专业武术教学凸现的问题,认为有必要将尝试教学法理论融入武术教学,为此简要介绍了武术尝试教学法的内涵,分析了体育教育专业武术尝试教学的具体操作步骤与方法,进而提出了该专业尝试教学的价值：武术尝试教学可提高学生的学习主动性;能培养学生的创造性思维和探索精神;能增强学生的实践能力;有利于教师的业务水平提高;能创造良好的学习氛围.对提高高师体育教育专业武术教学质量,推进武术教学改革,培养传承和弘扬民族传统体育的应用型师资人才具有积极的作用。     

学习C＋＋程序设计语言快乐编程ing

介绍了C＋＋程序设计课程的教学现状,分析了影响学生学习兴趣的主要因素。从采用启发性教学、设计趣味教学案例、鼓励学生在课堂上与教师积极互动和制作精美直观的动画课件来辅助课堂教学四个方面提出寓教于乐的兴趣教学方法;探讨开发应用网络辅助教学系统为学生提供讨论平台和庞大的习题库进行在线练习,系统的自动批阅并给出测试成绩的功能让学生对学习过程感到趣味无穷,提高了学生学习的主动性和综合实践能力。     

‘I think it's about the teacher feeding off our minds,instead of us learning off them,sort of like switching the process around’: pupils' perspectives on being consulted about classroom teaching and learning

This article reports on selected findings from a doctoral study which investigated how teachers in an 11–16 secondary school in the UK consulted pupils about teaching and learning in their classrooms. It presents the views of pupils on the consultation practices and responses of their teachers. While interest in consulting pupils has increased over the last decade, there is little published research on pupils' perspectives on being consulted apart from Rudduck and McIntyre who themselves draw upon data from the study reported here. Qualitative case-studies of four teachers were carried out over one academic year. Data were gathered through semi-structured interviews (with the teachers, with 75 Year 8 pupils and with school management) and lesson observation. Analysis was guided by a systematic inductive approach aided by NVivo. Key findings were that pupils: (i) welcomed consultation; (ii) had much to say about its benefits; (iii) valued feedback from teachers post-consultation; and (iv) had concerns clustered around issues of trust and anonymity. The article suggests there are implications for teachers, school management and policy-makers if significant benefit is to be realised from teachers consulting pupils on teaching and learning in the classroom.