论高校思想政治理论课实效性的提高

思想政治理论课是高校思想政治工作的主渠道。目前该课的情况不容乐观,应从增强思想政治理论课教学的针对性、加强教师队伍建设两个主要途径来提高高校思想政治理论课的实效性。     

“翻转课堂”模式在学前教育专业中的应用——以“儿童文学”课程为例

“翻转课堂”教学模式实现了学生从学习过程中的“配角”到“主角”的转变,充分激发了学生学习的主观能动性,最大程度地发掘了学生的学习潜力。分析学前教育专业采用“翻转课堂”教学模式背景和可行性,探索“翻转课堂”教学模式在学前教育专业中的实施路径。以“儿童文学”课程为例,阐述了“翻转课堂”教学模式在学前教育专业中的实施方案,以及“翻转课堂”教学模式的缺点和解决策略。     

小学数学课堂教学设计的问题与对策

小学数学课堂教学设计的现状令人担忧,主要存在信息堆积、静态知识梳理、学生被工具化等问题。小学数学教师在进行课堂教学设计时应该避免"信息堆积"而实现"文本理解",避免"静态知识梳理"而实现"动态思维历程",避免"视学生为工具"而实现"学生主体性回归"。     

制约我国课堂教学模式改革因素的新制度经济学思考

课堂教学模式改革直接关涉学校教育目的的有效实现,然而模式改革中的理想主义使得其所提出的主张大多停留于应当性层次,于问题的解决无实质意义。走出困境的思路在于:坚守教育良知,构建私益转变公益的教学评价制度,拓宽课堂教学模式改革主体的广泛性,培养学生的权利意识。     

提高《中国近现代史纲要》课堂教学效率之思考

教材是教和学的基本依据,是教师开展教学活动的载体。文章认为,要提高《中国近现代史纲要》课堂教学效率,教师必须认真研究本门课程的性质与目的,全面把握教学的任务和教材的特点,遵循思想政治教育的基本原则,从大学生的实际情况出发,依托教材创新教学方法,培养学生的史学情趣,充分发挥教师的主导作用和学生的主体作用。     

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.     

Formative assessment: translating high-level curriculum principles into classroom practice

The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners.     

A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.     

大学英语学习者对翻转课堂接受度的调查研究

翻转课堂通过变革教学流程实现了知识传授的提前与知识内化的优化,为大学英语教学改革的进一步发展提供了新的思路.文章以问卷调查和访谈为主要研究手段,着重探析了大学英语学习者对于翻转课堂的接受度.研究结果表明,尽管学习者对翻转课堂不同阶段的接受度存在差异,翻转课堂基本上得到了学习者的认可.文章进一步剖析了翻转课堂获得认可的原因,并指出在大学英语教学中推广与应用翻转课堂时应注意的问题.     

某高校教室室内热环境分析及数值模拟

为了研究天津地区高校教室室内的热环境状况,以天津某高校主教学楼为研究对象,进行了现场测试和问卷调查.首先,收集了180份问卷用以调查参与者在教室内的热感觉.然后,以现场测量数据为基础,利用DeST软件对全年教室内的温度变化进行模拟.研究结果表明：在过渡季节和夏季,教学楼一楼阴面的教室室内热环境较好;现场测试结果与模拟结果一致.该结果对研究其他季节室内热环境提供了参考依据.