如何在语文教学中渗透生命教育

近年来,随着国家倡导＂以人为本＂的理念＂,生命教育＂也逐渐受到了重视。关于什么是生命教育,可谓仁者见仁,智者见智,但有一点是相同的,即生命教育的基本目标是让学生理解生命、尊重生命、热爱生命,其基本途径是通过学校、家庭和社会教育,向学生传递正确的人生观、价值观和生命观,理解生命的价值和意义,形成正确的人生态度,     

大学和社会经济发展的关系

在发言开始前,我想对受邀参加本次校长会议表示感谢,并代表开普敦大学以及南非向清华大学表达诚挚的祝贺和良好的祝愿。如同中国大学一样,我国的大学也正逐步融入世界大学群体。由于数十年的种族隔离制度作祟,来自学术界的杯葛接踵而至,南非的大学与国外同行间的合作或交换关系发展得异常困难与复杂。即使在     

扑克游戏

一张牌可以睡个懒觉,一张牌可以逃学一次,一张牌可以不做作业……这可不是一个天真又懒惰的学生写出来的愿望清单,而是乌伯特·盛旦老师发明的扑克游戏。     

万事俱备

课文大不同 你是否好奇过大洋彼岸的孩子们在读着怎样的课文？你是否遥想过父辈们当年所念的书本？本栏目就带你去瞧瞧那些曾经或正在与你同龄的伙伴们都在学习着怎样的课文．探寻精彩纷呈的语文世界。     

物理建模教学模式简介

建模教学是近30年来美国物理教学改革中最成功的教学模式之一．以认知建模理论为基础,建模教学包含3个循环的阶段：建立模型、检验和完善模型、应用模型,旨在帮助学生深入、连贯地学习物理学的思想方法．     

给被雪压的果树解除重负

下大雪了, 怎么办？ 是用一杆难以耍动的矛 刺穿跳舞的,飘落的 大雪花,     

最危险的污染：核污梁的世界简史

【编者按】日本3．11大地震引发的福岛核电站核辐射灾难,已成地球人再度反思核“安全”的焦点,但很遗憾如果像往常那样,只局促于技术层面去反思,从长远看,毫无疑问,是无济于事的。让人类身陷囹圄的何啻技术,难道出路仍然是创造更好的技术？人类想改变一切,却往往不肯改变自己,自作孽却不自知。核灾难的历史本身,就用毁灭性的事实反复...     

The C.R.E.A.T.E. approach to primary literature shifts undergraduates' self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs

The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning.     

Surgeons as medical school educators: an untapped resource

Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve surgeons as educators in the medical school curriculum were implemented. The first program, started in 2008, introduced surgical faculty into the first-year medical student anatomy dissection laboratories. Other programs initiated in 2008 included: Surgical Clinical Correlates in Anatomy, which involved faculty teaching through cadaver surgery; Clinical Pathologic Conferences in Anatomy, a surgeon-led conference based on clinical cases; and a women's faculty-student mentorship program. Table Rounds, a surgeon-led anatomy review that used clinical scenarios to quiz students was begun in 2009. All five programs were successfully integrated into the medical school curriculum. While student opinion of surgeons as educators improved, there were no significant changes in student interest in surgery as a career nor change in performance on written examinations over the Anatomy content covered by the surgeons. Surgical faculty and trainees can be integrated into the medical school curriculum. Involving surgeons as educators earlier in the medical school curriculum may have longer term effects than could be observed in this study. At a minimum, the experience improved student opinion of surgeons as educators.