职业学校数学教育中培养学生逆向思维的策略

逆向思维是发散性思维的重要组成部分,是突破性的创造思维。培养学生的逆向思维,可以激发他们的创新精神,形成全方位、多角度的思考问题体系。本文在当今社会职业学校学生的思维现状的前提下,结合能表现逆向思维的数学知识、方法、策略,从创设情境、定义、公式、定理等方面探索培养职业学校学生逆向思维的策略。     

创造教育与创新型教师

目前我国教育界对创造教育的研究已进入实质性的应用阶段，创造教育作为素质教育的重要内容，已成为关注和研究的热点，文章重点探讨实施创造教育的创新型教师应具备的基本素质。     

浅谈地理教学中创新能力的培养

创新能力的培养是素质教育的核心内容，在地理教学中应充分挖掘学科内容，利用先进的教育理念和教学方法开发和培养学生的创新能力。     

学生科技创新实验室的探索

介绍以电子信息类专业学生为对象的实验教学的现状与不足,就学生课外科技创新实验室的建设进行了探讨和实践。     

比较与构想——中西方音乐教育的思考

纵观中西方音乐教育,各有伟承,自成体系。常言道"它山之石,可以攻玉"。文章欲对中西音乐教育之利弊得失进行比较分析,从而取长补短,并结合我国教育现状从几个方面,提出符合我国国情音乐教育体系的新构想。     

《学校体育学》网络课件资源创新研究

通过对学校体育学课程现状研究及存在问题的分析,以网络课件资源开发为突破口,着重介绍常规精品课程建设模块之外的网络资源模块开发,以期为该领域研究提供有效补充,为该课程发展提供新的思路和方法.     

Measuring students’ interest in physics ‐ design and results of a cross‐sectional study in the Federal Republic of Germany

A test to determine students’ interest in physics was developed on the basis of a curricular model of physics education with three dimensions: topic, context and activity. It was administered to about 4000 students in the 11‐16 age range attending different types of school in the Federal Republic. The results suggest that context is by far the most dominating dimension; the interest structure is independent of the type of school; the gap in interest between boys and girls may be closed if physics is treated not solely as a scientific enterprise but also in its connection to our society as a whole, including controversial issues.     

Creative teaching and learning in Europe: promoting a new paradigm

The tides of globalization and the unsteady surges and distortions in the evolution of the European Union are causing identities and cultures to be in a state of flux. Education is used by politicians as a major lever for political and social change through micro-management, but it is a crude tool. There can, however, be opportunities within educational experience for individual learners to gain strong, reflexive, multiple identities and multiple citizenship through the engagement of their creative energies. It has been argued that the twenty-first century needs a new kind of creativity characterized by unselfishness, caring and compassion—still involving monetary wealth, but resulting in a healthy planet and healthy people. Creativity and its economically derived relation, innovation, have become ‘buzz words’ of our times. They are often misconstrued, misunderstood and plainly misused within educational conversations. The small-scale pan-European research study upon which this article is founded discovered that more emphasis needs to be placed on creative leadership, empowering teachers and learners, reducing pupils' fear of school, balancing teaching approaches, and ensuring that the curriculum and assessment are responsive to the needs of individual learners. These factors are key to building strong educational provision that harnesses the creative potential of learners, teachers and other stakeholders, values what it is to be human and creates a foundation upon which to build strong, morally based, consistent, participative democracies.     

浅析方方的“新写实”主义小说的创作轨迹

方方是以《风景》而引起文坛和评论界的广泛关注的,并因此被冠以"新写实"作家的称号。尽管如此,她并不像其他"新写实"作家那样,在描写生活事实形态的同时,忽略对事实中价值意义的寻求,在她的创作中,既有描画市民阶层生活的叙事努力,也有在此生活中寻求道德、理想意义支撑的价值诉求。通过对方方创作过程的变化,重点探求她对人生存困境的揭示,及由此所表现出的强烈知识分子使命感的创作轨迹。     

创意教学策略特征的实际运用及发展前景

创意教学策略的目的就是为了帮助教师解决在教学中遇到的困难。本文浅谈创意教学策略和现在国内教育策略的区别,运用文献综述的方法探讨了归纳的20种创意教学策略的特征和实际课堂运用,对创意教学策略的可行性、有效性和未来发展情况提出了构想。