基于新媒体下的微格教学对教育硕士教学技能的培养研究——以佛山科学技术学院为例

微格教学因其在专业发展课程中的快速成效和情境训练的有效性而备受关注。而近几年来,随着新媒体的孕育而生,微格教学面临着新的挑战和革新。在本研究中,以佛山科学技术学院为例,就新媒体环境下如何更好地开展微格教学来提高教育硕士的教学技能提出了优化建议,希望能改善当前我校微格教学的现状,也为其他高校提供参考与借鉴。     

微格教学实验的理论与实践探索

本文对微格教学理论作了简要介绍,着重从实践上探讨了物理微格教学技能训练的范畴、项目、要求、评价、组织形式与实施方法,旨在快速提高师范生物理教学素质     

教师专业发展视域下的高校师范生微格教学实践探析

微格教学是一种以现代教育理论为基础,以师范生或在职教师为培训对象,利用现代教育技术手段来集中解决某一特定教学问题的教学方法。文章从教师专业发展的角度,深入分析高校师范生微格教学实践的重要性及其存在的主要问题,提出解决对策：重视微格教学的课程设置,提高教学系统的利用率;重视现代科技的发展,提高微格教学的科技含量;重视微格教学理论的学习,提高师范生对微格教学理论的认识水平;重视微格教学的师资队伍建设,加快专业资料的编纂进程;重视师范生的素质能力和训练的方式方法,提高微格教学的实践效率。     

慷慨通脱 悲怆雄放：曹操诗风演绎范式的生命意趣

曹操生平跻身的时代是汉王朝濒临烟幕近熄、饿殍遍野、危机四伏、苟延残喘的多事之秋且是令人感愤、绝望、悲叹、激变的蹉跎岁月,加之东汉时期颇为黑暗的朝政腐败、群小滋盛、祸乱频仍、民不聊生的演义困境。故此,乱世光晕使得沉重的积弊、浓厚的阴影、忧患的意识投射到曹诗中就渐趋形成了诸多慷慨悲怆、愤懑忧患、质朴含蓄、通脱哀婉的挽歌式的文学佳篇并使之始终涵括着博大幽思、苍鹰腾跃、江海悲涌、气度恢弘的生命意趣。     

论我国法学教育理念缺失及其重塑

我国法学本科教育长期以来奉行的是＂宽口径＂培养理念,易造成理论与实践脱节。而且在对学生职业伦理以及法律文化素养的塑造方面还存在着诸多不足,最终反映在法律实践中诱发许多现实问题,影响到社会公众对司法职业的正向评价。对法学教育理念进行深度重塑,应当成为我国法律教育改革的重要方向。     

The compatibility of zero-sum logic and mutualism in sport

This essay argues that within competitive sport zero-sum logic and the theory of mutualism are compatible and complementary. Drawing on Robert Simon’s theory of mutualism and Scott Kretchmar’s argument for zero-sum logic, this article shows how athletes can strive for a clear-cut victory and shared benefits such as athletic excellence fully and wholeheartedly at the same time. This paper will also consider how acknowledgment of this dynamic could advance understandings for ethical theories for sport. It will then conclude by describing a subjective approach that will make the affinity of zero-sum logic and mutualism more accessible for sports people.     

不能用“根基础”否定“宽基础”——也谈“宽基础”和“根基础”

在职教界,学者蒋乃平是＂宽基础＂的倡导者。然而学者张健先是用＂建筑学基础观＂反对＂宽基础＂,后来又提出＂根基础＂的概念与＂宽基础＂＂划清界限＂。经过研究,认为＂宽基础＂和＂根基础＂都属于生物学基础观,不能推出＂根基础＂来否定＂宽基础＂。之所以强调打造＂宽基础＂,其目的是为职校生的长期的具有可变性的职业生涯服务,提高职校吸引力。这样的＂宽基础＂是职业教育所需要的。     

Effects of different instructional constraints on task performance and emergence of coordination in children

Abstract

The objectives of this study were to determine the impact of different instructional constraints on standing board jump (sbj) performance in children and understand the underlying changes in emergent movement patterns. Two groups of novice participants were provided with either externally or internally focused attentional instructions during an intervention phase. Pre- and post-test sessions were undertaken to determine changes to performance and movement patterns. Thirty-six primary fourth-grade male students were recruited for this study and randomly assigned to either an external, internal focus or control group. Different instructional constraints with either an external focus (image of the achievement) or an internal focus (image of the act) were provided to the participants. Performance scores (jump distances), and data from key kinematic (joint range of motion, ROM) and kinetic variables (jump impulses) were collected. Instructional constraints with an emphasis on an external focus of attention were generally more effective in assisting learners to improve jump distances. Intra-individual analyses highlighted how enhanced jump distances for successful participants may be concomitant with specific changes to kinematic and kinetic variables. Larger joint ROM and adjustment to a comparatively larger horizontal impulse to a vertical impulse were observed for more successful participants at post-test performance. From a constraints-led perspective, the inclusion of instructional constraints encouraging self-adjustments in the control of movements (i.e., image of achievement) had a beneficial effect on individuals performing the standing broad jump task. However, the advantage of using an external focus of attentional instructions could be task- and individual-specific.     

优化高师课程设置体系强化师范生微格教学

微格教学是师范类院校对师范生进行职前培训的常规模式。但由于高校扩招带来的师资、设备等不足原因,微格教学的时间被压缩。这极大地影响了微格教学的实践效果和评价有效性。因此本文提出在高师院校常规教学中要优化课程设置、强化微格教学的观点。     

教育是本原生产力

本文从人类教育活动的不同视角 ,亦即针对不同社会历史时代所具有的不同内容与形式的狭化教育和广化教育 ,进行了较为全面的历史考察和现实考察 ,论证了教育作为生产力的应有之义 ,揭示了“教育是本原生产力”或“基础生产力”这个固有的实质 ;并且结合邓小平的有关“教育、人才和科学技术”等理论 ,进行深入的哲理性思考 ,进一步昭示了“教育”本是“生产”科学技术这第一生产力的“本原生产力”或“基础生产力”