高校教学参考书信息管理及服务系统的研发

从教学参考书信息管理与服务系统的研发实践出发, 充分论证了图书馆开发此系统的意义及可能。融合了资源整合等思想设计了一套完整的方案, 在系统功能方面特别增加了符合时代发展的电子图书借阅权限控制、多馆联合共建共享、网上提交等功能, 为了实现这些功能还研究出一些实用的技术方案。     

教学资源可视化方法

教学资源信息可视化是教学改革与创新的重要内容。本文讨论了教学课件设计中的知识点分割、多媒体素材的制作、资源库元素（多媒体对象）的XML/RDF描述、索引机制和可视化方法。     

实行素质教育,增强自学能力--网络环境下的检索课教学

文章叙述了我校的文检课教学内容改革,以及所研制的教学课件和开展网上教学的体会。     

数学探究式教学的目标定位与路径选择

开展数学探究式教学的必要性已成共识,但教学观察与调研表明,在数学课堂上,大部分学生数学探究精神匮乏、探究能力低下,对探究的策略与方法十分生疏,教师因学生探究费时和教学用时紧张,无法给学生腾出充裕的思考时间。合理开展数学探究式教学,必须正视以上课堂教学实情,依教情时常开展探究示范教学,让学生掌握探究的策略与方法,依学情在学生探究时点拨激励,助其形成主动探索的能力与习惯。     

图书馆与慕课课程的互动推广路径探析

针对慕课的快速发展及国内外图书馆界对慕课的关注及推广现状,探讨图书馆推广与服务慕课课程的互动对策。图书馆在面向院系教学服务的过程中,可将慕课推广与图书馆推广有机结合,依托图书馆空间与服务,推广慕课理念和课程,同时借助宣传慕课理念和课程,推广图书馆资源和服务。并从慕课资源的整合与导航,学科服务,资源荐购服务,图书馆新媒体宣传,图书馆专题推广活动五个途径探讨了互动推广的途径。     

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.     

工科本科生应用能力培养的实验教学改革构想

本文基于高校实验教学的现状，从教学内容、教学方式、考核方法等方面的存在问题进行分析，提出相应的改进措施构想，以适应我国建设的人才需求。     

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.     

School context and instructional capacity: A comparative study of professional learning communities in rural and urban schools in China

This study examines the teaching gap between rural and urban schools in China from the perspective of teacher professional learning communities (PLCs). Drawing on in-depth interviews with 36 primary school teachers, the study finds striking disparities between rural and urban schools in the working of Teaching and Research Groups (TRGs). These disparities in TRGs result in divergent patterns of instructional capacity building in rural and urban schools. The evidence shows that teaching and teachers are strongly shaped by the school organizational context. It suggests that strengthening school-wide PLCs is an important way of narrowing the rural-urban teaching and learning gaps.