运用任务教学法提高大学英语写作水平

在我国大学英语写作教学仍然存在很多问题,新的写作教学方法有待于进一步研究。文章运用定量和定性分析对任务教学法的应用进行研究,提出了任务教学法在大学英语写作教学中的具体运用模式及其优势。     

把幼儿美术教育任务的实现渗透到教学各个环节

幼儿美术教育就其任务来说,是发展幼儿对美术的兴趣,在美术活动中培养幼儿的观察力、创造力,并进行审美教育.教师应把这个任务的实现渗透到美术教学的各个环节.     

试论"任务型"教学法产生的理论背景及其现实意义

任务型语言教学是目前国际上外语教学界广泛采用的一种新的教学途径。它是一种以意义为中心,以完成任务为教学目标的教学方法。本文以此为基础,探讨了任务型语言教学产生的理论背景及其现实意义。     

Exploring the relationship between homework task difficulty,student engagement and performance

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.     

The skeletons in our closet: E‐learning tools and what happens when one side does not fit all

In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.     

Theory and Practice on Teacher Performance Evaluation

Teacher performance evaluation plays a key role in educational personnel reform, so it has been an important yet difficult issue in educational reform. Previous evaluations on teachers failed to make strict distinction among the three dominant types of evaluation, namely, capability, achievement, and effectiveness. Moreover, teacher performance evaluation was usually restricted to task performance, neglecting contextual performance. Most researches done in teachers’ evaluation were only about college teachers. This paper suggests that teacher performance evaluation should find its theoretical foundation in teacher performance constructs. After making literature review, critical case study, critical interview, and qualitative research, the authors propose a new construct of teacher performance and make necessary analysis for the construct of reliability and validity in empirical approaches. Translated from Teacher Education Research, 2005, 1     

教育游戏中游戏任务设计的原则与方法

本文主要阐述了教育游戏中游戏任务设计的原则,即根据教学目标的类型层次、不同领域的课程知识、游戏者的认知水平以及游戏任务本身的结构四方面进行游戏任务设计,并说明了游戏任务实现的方法,以获得游戏教育性与游戏性的平衡统一。     

任务型语言教学法及其在培养学生口语能力中的应用

本文阐述了任务型语言教学的基本理论，并介绍了作者通过任务型教学法在课堂中的应用，发现在课堂上给学生提供一系列的任务，可以激发学生的学习热情，提高学生学习英语的动力。同时，使得学生的语言知识在真实的交际环境中应用，在完成任务的过程中强化了自己的语言知识，达到培养口语能力的目的。     

高校科研处长"双肩挑"的利弊调研

为充分开发高校科研处长的人才资源,在29所高校,对10l位科技管理人员进行了科研处长“双肩挑”的利弊调研。多数人认为,“双肩挑”有利有弊,要具体情况具体分析。校、院、系领导层中,认为利大于弊的较多,一般科研工作人员中认为弊大于利的较多。多数人建议,今后一段时间,多数专职,少数“双肩挑”。作者还讨论了“双肩挑”的“挑量”和今后做法。     

对集大体院田径普修课教学现状的思考

针对集美大学体院田径教学中存在的问题 ,在对学生进行调查访问的基础上 ,运用文献资料分析和观察法 ,总结分析所存在的问题 ,提出了田径教学改革的方向