MOOC背景下音乐课翻转式教学的设计与实践——以汉口学院《中国民族音乐欣赏》慕课为例

本文以汉口学院《中国民族音乐欣赏》慕课为例,围绕中国民族音乐在大学生艺术教育中的实践,探讨慕课翻转模式的音乐教学对高校音乐教育生态系统的解构与重构,以期为高校音乐慕课+翻转课堂模式的良性发展提供新的思路。     

关于西部农村课堂文化的探讨

在全面推进素质教育的过程中,学校课堂文化建设的问题显得尤为重要。在进行西部农村教育外围建设的同时,要充分进行农村学校和课堂文化的内在建设,把学校和课堂作为农村的教育文化中心,充分发挥学校和课堂的最大功能,培养适应农村社会经济发展的人才。     

The Reflection-Informed Learning and Instruction to Improve Students’ Academic Success in Undergraduate Classrooms

Abstract

This study addressed the role of the reflection-informed learning and instruction (RILI) model on students’ academic success by using CourseMIRROR mobile system. We hypothesized that prompting students to reflect on confusing concepts stimulates their self-monitoring activities according to which students are expected to review their understanding, search for related knowledge, and try to identify the confusing concepts. With this student-reflection information, instructors can thus address students’ difficulties effectively, which can lead to enhanced academic success. We tested our hypothesis by conducting a semester-long quasi-experimental study in undergraduate industrial engineering classes (N?=?153). The analyses revealed that students in the RILI condition performed significantly better than students in the control condition (Cohen’s d = .82). In addition, reflection analysis showed that both quality and quantity of reflections were significantly associated with exam performance. Surveys indicated users highly valued the RIFI model; they rated CourseMIRROR favorably and said they would continue to use it in future classes.     

Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors

The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.     

试论全纳课堂的教学设计

儿童的个别差异是客观存在的,传统的以智力测验为基础的智力观较为狭窄,既不利于照顾儿童个别差异的课堂教学的实现,也不利于教育普及和教育机会均等的实现。多元智能理论以其不同于传统智能理论的观点为以学习者为中心的教学设计提供了理论支持。本文试将多元智能理论与教育技术学中有关教学设计的理论相结合,将多元智能理论引入到课堂教学设计之中,探讨多元智能课堂教学设计的过程,并尝试按照该过程设计出具体实例。它面向的是全纳教育的理想课堂,因而不仅是适用于普校的课堂教学,对于那些有随班就读学生的课堂也是同样适用的。     

信息技术与课程整合的教学模式研究之二——“传递—接受”教学模式

该文是系统研究"信息技术与课程整合教学模式"系列研究论文的第二篇。这组系列研究论文对信息技术与课程整合实施过程中广大教师必须面对的重要问题——"对信息技术环境下教学模式的内涵与特征应如何正确认识、以及对这类教学模式应如何有效实施"作了较深入的探讨;该文则着重对课内整合模式中的主要代表之一"传递—接受教学模式"进行研究,并从该模式的产生背景、内涵与特征、实施步骤及实施案例等几个方面做出比较深入的阐述。     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.     

新课程背景下高师教育与高中教育良性衔接的对策

普通高中新课程实验,对高师院校的教育教学提出了挑战.面对挑战,必须对高师院校的教育教学进行新的思考,从教育目的的制定、课程内容的编制、课堂教学的方式方法、课程评价体系的重建等诸方面进行改革和探索,以期和高中教育更好地衔接,培养更多的新型师资.     

论高职类院校课堂教学模式及其现代化

高职类院校课堂教学的模式主要包括"生命课堂"、"知识课堂"和"智能课堂"三种,每一种课堂教学模式都有其自身的特点。要实现高职类院校课堂教学模式的现代化,要求我们必须科学地认识教育的本质、有先进的课堂教学模式观以及在教育价值追求和实践操作等方面要实现突破。     

When transnational curriculum policy reaches classrooms – teaching as directed exploration

ABSTRACT

The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards.