高校翻转课堂的建设研究

翻转课堂源于美国,在全球盛行,成为中外教育界关注的热点。我国对翻转课堂的研究与实践才刚刚起步,目前还集中在中小学阶段开展教学实验。在研究翻转课堂的内涵后发现,翻转课堂在高校具有更好的发展前景,它既满足了国家创新型体系建设的需要,又适应了教育信息化的国际发展趋势,成为高校教学改革的必需。分析翻转课堂教学模式的教育理念,提出了翻转课堂建设的目标及建设过程中需要注意的问题,旨在为提高高校的教育教学质量做一些努力。     

Culture and Classroom Communication: A Pilot Study in the Post-Soviet Republic of Armenia

Using participant observations and informal interviews, the study examined whether and how classroom communication in Armenia reflects Armenian culture and history, including the Soviet influence for close to seven decades and Armenia’s transition from one socio-politico-economic system to another, followed by internationalization of education and globalization. Findings of the study revealed three major themes that have impacted the classroom communication style: courtesy, immediacy, solidarity. While consistent in some ways with Soviet communism, these themes may have also been influenced by Armenia’s traditional and family-centered culture and history which predate Soviet communism, as well as by internationalization of education and globalization.     

高校公体健美操课堂教学探析

健美操对促进大学生全面发展,起着积极的作用,通过对健美操在体育教学中的作用、公体健美操教学存在的问题等进行讨论和分析,提出了提高健美操课教学质量的建议。     

新媒体新技术在小学英语课堂教学中的应用分析

随着新课改的到来,新媒体技术逐渐广泛应用于课堂中.小学时期,是学生学习英语的重要阶段,新媒体技术因形象、快捷、资源广泛的优势在小学英语课堂上广泛应用,也为小学英语的学习提供了很大的便利,成为小学英语教学中不可或缺的一种教学模式.本文就从三个方面对新媒体技术在小学英语课堂教学中的应用进行分析.     

高校体育教学艺术探讨

高校体育教学艺术具有陶冶、转化、快乐、整体的功能,对于提高教学质量具有重要的意义。高校体育教师可以通过掌握关学和现代教学艺术等知识,提高教学语言表达能力,掌握非语言表达的技巧和原则,提高自己的教学艺术水平,进而提高体育教学质量,培养高素质的人才。     

基于意愿/满意度调查的东海渔业保护区综合效益评估

海岸带资源可持续利用的有效评估方法是目前国际学术界的探索难点和热点。2008年11月至2009年7月就东海沿岸三省一市渔业保护区制度的生态-经济-社会综合效益问题,与现行东海渔业保护区的多方利益主体开展了11个指标意愿/满意度的面对面问卷调查,并进行模糊多准则和层次分析法的综合评估。分析结果表明:目前的休渔、禁渔区和禁渔线制度对维持渔业可持续发展和渔业生产经济效益有着重要的作用,是适应我国现阶段渔业管理水平和渔民觉悟水平的海洋渔业资源管理措施,但仍有近58%的利益相关者认为目前的东海渔业保护区制度有待较大改进之处。因此,建议将伏季休渔期提前至5月,取消大黄鱼幼鱼保护区,将渔用柴油补贴转为禁渔补贴,和加强公众宣传、教育和执法力度,以及增加包括渔民在内的公众参与渔业保护区决策的参与度等措施。这对制定合理的东海渔业管理措施、解决各方间矛盾有着重要指导意义。     

复杂性科学视野下基础教育公共服务满意度 测评方法的探讨

本文基于当前社会转型背景下基础教育公共服务满意度测评的复杂性,提出复杂性理 论在满意度测评中的方法论意义,基于复杂性理论梳理分析了当前基础教育公共服务满意度测评 实践中的问题,在此基础上从基本价值取向、核心指标选取、数据收集及分析、测评结果的科学使 用四个方面阐述了测评方法的改进,进而达到提高基础教育公共服务水平,让学生和家长感知公平 而有质量的教育公共服务的目的。     

Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs

This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed.     

Strategy diversity in early mathematics classrooms

Strategic processes are a form of procedural knowledge in which a child knows how to enact a given strategy that improves their capability in problem solving or learning. The solution strategies children use are critical components of their learning, especially in mathematics. Children vary substantially in their knowledge and use of different strategies, and much research has focused on intraindividual strategy variability. However, we do not know if classrooms that evince a broader variety of strategies across children are related to higher mathematics achievement. We investigated the diversity of arithmetical strategies within classrooms and examined the relations between strategy diversity and mathematical achievement as children moved from preschool to kindergarten and first grade. These analyses were applied to data from a large-scale experiment involving 1305 children from 42 schools and 106 classrooms. We created and applied a new method of measuring classroom strategy diversity and related this measure to children’s concurrent and subsequent math achievement. We found that early strategy diversity was strongly related to achievement, but in subsequently, less diversity was so related. We compared these results to the predictions of three theoretical categories and found that our results mainly supported one.     

Navigating the complex cognitive task of classroom assessment

We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices.