排序方式: 共有179条查询结果,搜索用时 15 毫秒
11.
While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them. 相似文献
12.
13.
14.
ABSTRACTFor librarians at the University of North Florida, there was a need to move beyond information literacy instruction to one-on-one and small group research consultations to aid in student success. By staffing the research desk with staff and students, librarians were able to open their calendars to allow more time for in-person, phone, and online consultations to aid in meeting the research goals of students at the institution. After assessing the research consultation program for two years, there has been a positive correlation between research consultation usage, satisfaction in completing assignments, and student success measures throughout the university. 相似文献
15.
余祖晨 《成都教育学院学报》2008,22(1):36-37
文章依据英语阅读课的教学目的以及中国大学生学习英语的特点,提出了以内容为中心的阅读教学法。文章分析了在英语课堂上实施以内容为中心的阅读教学法的必要性,为读前、读中和读后三阶段提出了具体的实施建议和参考意见。 相似文献
16.
面对新的机遇与挑战,开放大学需要转型升级,需求分析是转型升级的重要路径。借鉴现有的理论和模型,结合开放大学的特殊定位、办学特色和学习者特点确定了开放大学需求分析的理论基础和指标体系。 相似文献
17.
18.
目前,我国高等教育正在实现从灌输知识向培养能力、从教师“教得好”向学生“学得好”转变的重大变革。然而,对于实现此目标所需的教育方法和经验尚有所欠缺。对于不同的学科,甚至同一学科不同的课程,所适用的具体教学方法也不尽相同。该文以工科教学中的某一科目为例,探讨在这一教学改革背景下的教学方法的实施。该教学方法通过工程实践与课堂教学的紧密结合,实现了提高学生兴趣、加深学生对知识的理解深度以及培养多方面的能力和素质的目的。 相似文献
19.
从金属工艺学实践教学在培养学生工程实践能力的基础性地位出发,剖析了这门课程的实践教学的方式、实训内容的衔接及先进设备的应用等方面存在的问题,进而就在实训中以“学生为中心”实践观的具体指向、“项目为中心”教学模式的具体做法及数控加工机床应用中如何体现提高学生综合实践动手能力等问题进行了探讨。 相似文献
20.
苏本庆 《新乡教育学院学报》2007,20(1):84-85
在进行深入地教学改革基础上,提出了物理教学中的“学生观”理念,并围绕这个“学生观”理念探索出在教学内容和教学方法上的一些改革思路,为促进物理基础课教学进行了一些有益的探索。 相似文献