How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study

Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices.     

英语教学中如何实施文化背景知识教学

语言有着丰富的文化内涵。在英语教学中,文化主要指英语国家的历史,地理,风土人情,传统习俗,宗教信仰,生活方式,行为规范和价值观念等。针对忽视文化背景知识所造成的英语教学和教材中的问题,本文将从听、说、读、写、译五个方面浅谈如何在英语教学中灌输英语国家文化背景知识,而不是简单地教授语言知识和技能,从而实现跨文化交际教学法。只有这样学生才能在英语学习中具有全球视野,不仅学到英语语言知识,而且学到文化背景知识。     

新工科建设背景下大学英语教学改革研究

新工科建设是我国高等工程教育改革的重要举措,大学英语作为基础课程,要抓住发展的机遇,积极变革。本文针对新工科建设要求,分析了当前大学英语教学面临的专业学科建设、知识体系变化和学生学习状态等挑战,提出了根据产业需求调整培养方案和教学内容;引进CDIO教学理念,改进教学方法;选编合适教材,完善师资力量等改革措施。积极探索新工科建设过程中大学英语教学的改革措施,不断积累经验。     

在远程网络教程编制中关于有效教学策略的应用

随着利用 Internet进行远程教育的日渐深入 ,网络教学资源的开发与利用显得越来越重要。本文以高师《公共心理学》网上教程为例 ,从信息的组织结构、内容的表现、支持自主学习的策略等几方面 ,探讨了在远程网络教程编制中有效教学策略的应用     

Reflectors as online extraverts?

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.     

Evaluating efforts to enhance health and wellbeing in Scottish secondary schools

Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations.     

论中学教师继续教育中的教学脱节问题

对当前中学教师继续教育中存在的心理脱节，内容脱节，理想和现实脱节等教学中存在的教学脱节问题进行分析，并提出解决的对策，即在教学之间先进行问卷调查，了解学生所需，在政策资金上给予支持，使学生有能力有兴趣参加，在心理上变成想学，对参加教学的教师进行培训，改革现行教育体制。     

小学教师"三二分段"培养模式研究

本文探索"三二分段"小学教师培养模式,即通过综合化的课程设置,转变学生的学习方式,突出学生实践能力的训练,努力培养适应我国基础教育改革的专业化的小学教育新师资.     

清末书院改革及其对近代高等教育的影响

书院是我国古代高等教育的重要形式,到了清末由于特殊的历史、社会因素,书院由衰败转而变革,通过不同的变革方式,发展出近代高等教育的因素,在教学、课程、机构、体制诸方面对中国近代高等教育的发展产生了很大的影响。     

计算机辅助地理学习

信息爆炸给教育带来了巨大的冲击，计算机技术已经成为现代信息社会的核心技术。只有正确认识计算机辅助地理学习(CALG)的含义和特点；把握CALG软件的类别和适用的教学形式；明确CALG发展的制约因素*及其在地理教育发展中的意义和前景，才能更好地开展计算机辅助地理学习，CALG才能够真正具有生命力。