“失败”的作品和“成功”的作业——对两个美术课堂教学情境的反思

通过对两个美术课堂教学情境的反思,正确看待大师作品与学生作业,厘清备课与上课的关系,由此深化对美术课堂教学的理解和认识.美术课堂不是现成知识传授的场所,而是原发意义的构成场域和发生世界,其中,教师的语言、声调、眼神、动作、情绪、状态、思想,学生的回应、思考、疑问、感受、体验,教学所用的板书、图片、课件、音乐、影像,相互碰撞、交融,不断生发、构成新的知识和意义.     

应用型师资培养背景下实践导向的公共心理学教学设计

为更好地发挥公共心理学课程在应用型师资培养中的积极作用,应以教育部最新颁布的教师教育课程改革政策法规为指南,在公共心理学教学中引导学生进行主动建构和实践式的学习,在教学设计中创设有意义学习的条件,让学生在实践情景中学习心理学。通过教学内容设计、教学方法设计、媒体设计和评价设计等四个途径来提高公共心理学教学实践性。     

高校体育教师运用体育游戏法时应注意的几个问题

基于游戏在高校体育课堂深受大学生喜爱的事实,运用文献资料法、问卷调查法、专家访谈、教学实践工作总结法和逻辑归纳法,分析了体育游戏运用于高校体育课堂的优势,阐述了高校体育教师在课堂教学中运用体育游戏应注意的若干问题。     

构建生态化教学视角的高校思想政治理论课和谐课堂

生态化教学视角下如何构建高校思想政治理论课为和谐课堂,要真正贯彻落实"以学生为主体,教师为主导"的教育理念,在两个主体的和谐发展中构建和谐课堂;采取积极有效的教学方法,努力激发大学生学习思政课的积极性,营造互动和谐的教学氛围;努力使课堂教学中的教学内容、教学方法、师生关系、课堂氛围、教学环境等要素间处于相互协调、相互促进与和谐发展的状态,增强思政课的实效性。     

高职“图像处理”课程应用案例教学法的实践

案例教学法是高职院校理实一体化课程中应用很广泛的方法之一.如果是机械的使用案例贯穿技能进行教学反而弊大于利.通过教学实践,获得测评数据,在“图像处理”课程中应用案例式教学法,提出在高职理实一体化课程中应用案例教学法可借鉴的一些具体方法.     

多媒体条件下的多模态听力效果探索

各类英文视听材料极大地丰富了英语教学的资源,成为促进语言教学的有效途径。对单模态与多模态听力教学对学生听力理解和输出的影响进行实验并对结果进行分析。     

Language Learner Strategies in Second Language Teaching

Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing previous research, pedagogical enlightenments can be drawn to the current English language teaching.     

High-Tech Classrooms Need Highly Competent Instructors

The 21 st century classroom requires instructors with more advanced skills and competencies to deliver materials in a way that engages students both traditional and non-traditional. Traditional students have come to expect the incorporation of technology into their classrooms because they have grown up with it and can see its usefulness, while non-traditional students may need additional resources online in order to reinforce new concepts. By employing Web 2.0 technologies, like online video and discussion boards, into both the online and traditional on-campus classrooms, instructors can address both isolation and different learning styles, as well as address issues relating to problems with understanding concepts being taught and respond positively to feedback provided by both the students and administrators. In addition, utilizing Web 2.0 technology in the online classroom can reduce the isolation that many students feel in these classrooms by ensuring students can communicate with other students as well as the instructor.     

Orchestrating semiotic resources in explicit strategy instruction

Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers’ speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers’ use of different semiotic resources when introducing second-grade readers to specific reading strategies. We analysed two teachers’ use of speech, gesture and artefacts in their introductory explanation of the declarative, procedural and conditional knowledge necessary to be strategic readers. The importance of this article lies in reconciling the narrow focus on what teachers say during explicit strategy instruction with the repertoire of semiotic resources that the teachers actually use to enact multimodal communication during their explanation of the strategy.     

“Women made it a home”: representations of women in social studies

This article explores recently published P-12 social studies lesson plans that include women to examine how attending to women is “getting done” in the field and how the lessons represent women and women’s experiences. Using discourse analysis methodologies, the author demonstrates that women have been included as topics in ways that do not work toward disrupting problematic discourses about gender norms. Through their avoidance of issues of power and patriarchy, most of the lessons fall short of addressing gender inequity – in the past or the present – in a significant way. More critical attention to women and gender in lessons, as well as in other curricular spaces, are important steps toward harnessing social studies’ potential to engage students in the meaningful consideration of inequitable gender relations.