浅谈高校体育教师的素质建设

本从目前普通高校的现状出发，就未来体育教师的素质建设以及体育教师所必备的各种能力和素质，进行了研究与探讨。     

新媒体环境下青年群体人际交往现状调查

随着手机的普及,网民年龄呈低龄化趋势。青年群体占全国网民一半以上,平均上网时长也逐年增加,但青年群体人际交往情况不容乐观。因此,研究青年群体使用新媒体及人际交往现状,对其改善人际交往具有重要意义。通过调研青年群体的新媒体使用和人际交往现状,发现青年群体在新媒体使用上存在耗费时间长、使用类别繁多、使用目的繁杂等现象。同时发现青年群体的人际交往方式多样化、人际交往群体集中、人际沟通时间较少、人际情感关系疏远等问题。从而提出规范新媒体平台,多样化人际交往,积极倡导平等交流,树立正确人际交往价值观,扩大人际交往群体,加强情感教育、改善人际情感关系、增加人际沟通时间等对策。以此使得青年群体正确对待人际交往,擅于利用新媒体进行人际交往,让新媒体成为人际沟通的桥梁,促进青年群体的人际交往得到健康发展。     

公安院校预备警官警察素质培养教育研究

警察是维护社会秩序、服务广大人民的重要力量,对我国社会主义现代化建设和人民安居乐业起到了不可或缺的作用。公安院校是培育共和国预备警官的重要阵地,是培育高质量、高素质人民警察的摇篮。然而,由于预备警官缺少一线公安工作经验,在思想、行为上不能很好的理解警察素质。公安院校要加强对预备警官警察素质的培育,因此,对于如何培养预备警官的警察素质是一个十分重要的课题。本文结合公安院校预备警官的特点,旨在对公安院校预备警官应该培养的警察素质进行分析以及新时代下如何培养预备警官的警察素质提出合理有效的建议。     

Up,close and personal: teachers' responses to an individualised professional learning opportunity

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.     

Prospective teacher learning: recognizing evidence of conceptual understanding

This study examined prospective teachers’ (PSTs) ability to recognize evidence of children’s conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. It also investigates the role PSTs’ content knowledge plays in their ability to recognize children’s mathematical understanding. Results of content knowledge assessments administered at the beginning of the study revealed that content knowledge did seem to support PSTs’ analyses of children’s understanding when the child’s response demonstrated understanding or demonstrated a misconception. Content knowledge did not seem to support PSTs’ analyses of children’s procedural responses, as many PSTs with good content knowledge initially characterized procedural solutions as evidence of conceptual understanding. Similarly, content knowledge did not seem to support PSTs’ analyses of children’s responses with features commonly associated with understanding but not evidence of understanding. After the instructional intervention consisting of three multifaceted lessons in which PSTs examined many examples of student thinking, they showed improved ability to analyze responses with conceptual features and no evidence of conceptual understanding and responses demonstrating procedural knowledge. Results suggest that content knowledge is not sufficient for supporting PSTs’ analysis of children’s thinking, and that building activities such as the intervention into content courses may help develop this ability. Implications for teacher education programs and future research are considered.     

基于翻转课堂的“建筑构造”课程思政教育渗透途径研究

在建筑类专业课程中实行思政教育是必要及可行的,而"建筑构造"这门课程是建筑类专业学生的必修课,可以使学生了解并掌握建筑物的构成及各部分的组成原理,能够对建筑设计提供合理的构造方案,作为建筑设计的依据。本文在基于翻转课堂的基础上对"建筑构造"课程渗透思政教育的途径进行了研究,对本课程的教学目标及教学方法进行了改进。