试论研究性学习中小教大专生语文知识技能的培养

作为小教大专语文类课程的教师,应充分认识研究性学习在培养小教大专生语文知识技能方面的作用,要有培养学生语文能力和文科综合素养的意识,要积极探索研究性学习中强化学生语文知识技能的最佳途径和方法,让学生在丰富多彩的语文研究性学习活动中培养和完善语文知识技能.     

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.

多媒体项目教学法在高职英语教学中的实用性探究

本文以建构主义理论为基础,通过实证研究,对多媒体项目教学法在高职类院校英语教学中的实用性进行了探讨。指出在建构主义学习环境下,多媒体项目教学法能有效提高学生英语语言综合应用能力,并对学生语言技能发展、认知发展,以及学生的批判性思维等实际应用能力有重要意义。     

中职护理专业护理学基础课程改革实施方案

培养合格护理人才是中职护理专业教育的主要任务,为使毕业生能够具备适应就业岗位的需求能力,必须加强对护生从事护理行业所需的基本知识和专业技能的培养。为解决当前护理学基础课程教学中存在的问题,探索该课程的教学改革,该作者对该课程进行了改革的实践。     

高职院校专业教师实践技能提升研究

建设符合社会发展需求的高素质、高水平专业技能教师队伍是高职教育教学改革与发展的必然要求,是培养行业、企业第一线生产、服务工作所需的高素质技能型人才的关键,也是学院技能型人才培养模式创新的有力保障。为此,在明确提高专业教师实践技能重要意义的基础上,通过诸多措施,提升高职院校专业教师的实践技能,以期为社会培养更多高素质技能型人才。     

浅谈英语听力能力和应试技巧的提高

随着我国对外开放的不断深入,国际交往日益频繁,提高外语听力能力势必变得更为迫切,社会上各种英语考试对英语听力能力的要求也越来越高。本文试从听力学习中存在的问题和对策入手,对英语听力能力的培养和应试技巧进行探讨。     

常用翻译技巧在时事汉译英中的运用译例

针对汉语和英语在表达方式上的差异，译者在汉译英过程中应采取各种方法来减少和消除这种差异。文中通过大量的时事汉译英译例，介绍并分析了增词法、省略法、转换法、结构调整法、遣词用字法等一些常用翻译技巧在时事汉译英中的运用。     

Transitioning to engineering practice

ABSTRACT

Transition from education to practice can be troublesome for many early-career engineers because expectations, habitual work practices and values tend to conflict with realities of engineering workplaces. Emerging technologies referred to as ‘Industry 4.0’ or the ‘fourth industrial revolution’ have prompted many to argue for students to develop improved socio-technical skills. Understandings of practice emerging from contemporary research could help educators shape a new generation of engineers with more appropriate abilities to restore global productivity growth and transform economies to eliminate greenhouse emissions in a short enough time to limit human-induced global warming. However, so far, explicit curriculum reforms addressing graduate attributes and workplace skills have not resulted in significant employability improvements. This paper argues that assessment practices and curriculum gaps may be acting as an implied or hidden curriculum shaping student expectations and values. This paper proposes ways to overcome these curriculum deficits in higher education institutions and also workplace education interventions. These changes could help educate engineers about productivity improvement, commercial and social value generation, business requirements and entrepreneurship. Changes like these will be needed to achieve sustainable development goals, especially in developing countries.     

Web3.0技术与继续教育的聚合 ——基于云服务雨课堂的混合教学模式研究

融合面授教学和网络教学二者优势的混合式教学,被大量研究证实是最适合继续教育的教学模式之一。然而当前的混合教学模式存在诸多不足,难以满足继续教育学员的现实需求。以云服务、大数据、移动网络等为代表的Web3.0技术的普及应用,为新型混合教学模式的诞生创造了有利条件。以混合式教学原理和Bloom改进式认知领域分类理论为理据,以基于云服务的雨课堂为教学平台,可开发一种具有用户友善性、资源可随时随地获取、学习形式多样且学习时空有弹性的新型混合教学模式。     

Phonological skills and reading comprehension

In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension.