大学历史学科"四个一"方案的探索与实践

大学历史学科“四个一”方案指的是通过四个相互关联阶段的学习 ,使历史专业的学生从各个方面提高自身素质 ,从而更广泛地适应社会需要的方案。该方案可操作性强 ,实施效果比较明显     

构建网络环境下的CSCL应用模式

随着网络技术的深入发展和在教育教学中的广泛应用,计算机支持的协作学习逐渐成为网络教育中的一种非常重要的学习模式.Internet作为网络教育的主要媒体,为协作学习提供了有效的支持环境,构建了计算机支持的协作学习应用模式.     

语言活动中“创设适宜教学情境，促进幼儿自主学习”的探究

文章以行动研究法为主，观察法为辅，探索创设教学情境对幼儿自主学习所起的促进作用。对某幼儿园大一班的40名幼儿在语言活动中自主学习的效果进行评价，结果显示学年初幼儿的自主学习能力弱。针对此问题，研究者采取了在语言活动中“创设适宜教学情境”的行动，并分析了各种情境的策略和实际效果，经过6个月的实践，结果证明：创设适宜教学情境能够提高幼儿自主学习的能力。     

对我院篮球选修课教学改革的思考

通过对我校参加篮球选修课部分学生的问卷调查及访谈,结合本人在篮球选修课中的教学实践,探讨如何在高校篮球选修课中提高篮球选修课的教学质量,更好地完成篮球选修课的教学任务,以进一步推动高校篮球运动的开展与提高。     

谈职教生自主学习能力的培养

当前讨论职业教育问题时，往往将关注重点放在国家相关政策的完善和对社会各界支持的呼吁上，而对职教生自身能力的培养却没有引起足够的重视。文章立足于职教生自身，从影响机制、影响因素和影响策略几个方面来研究培养自主学习能力对职教生自身发展的优越性和重要意义。     

个性化教与个性化学

个性化教育的实现,是靠教师的个性化教与学生的个性化学来完成的,但中国教育的弊端就是个性化的缺失。如何解决教和学的创新性是求达个性化的有效途径。大学的教的个性化体现在讲学的研究化、理性化、艺术化;大学学的个性化体现在探索性、实践性、创新性。唯如此,个性化的高等教育才会出现。     

Soft skills at the Malaysian institutes of higher learning

This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education, Malaysia recently announced that the said soft skills are to be introduced to undergraduates of Institutes of Higher Learning in Malaysia. Suggestions on how these elements are to be incorporated in the undergraduates program are also put forward.     

试析现代远程教育、网络教育与E-Learning

近年来,现代远程教育、网络教育、E-learning等相近的名词术语出现的频率越来越高,读者很容易将其混淆.清晰辨别这三者,有利于更好地把握我国现代远程教育发展的方向,对培养更加科学的研究态度具有重大意义.本文从阐述这三者的含义出发,试图对其进行辨析,指出三者的区别和联系,最后指出了辨析这三个概念的意义.     

I am sailing—towards a transactional analysis of ‘body techniques’

In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James' radical empiricism, Dewey's transactional understanding of experience and learning and Marcel Mauss' concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.     

Commentary on research into learning in physical education: towards a mature field of knowledge

In this commentary, I consider each of the papers in this special issue in regard to their contribution to a debate on the nature of learning in physical education (PE). I also discuss how we might take this aspiration further by moving beyond a ‘mere’ debate over learning theories to a knowledge building process in which knowledge claims are ‘tested’ against their compatibility (or non-compatibility) with other ‘knowings’. In this regard, I introduce the idea of vertical integration or compatibility as a consideration for building a more mature field of study of learning in PE.