Exploring the use of learner-focused teaching approaches in different academic disciplines

Teaching practitioners in all education sectors commonly face expectations to engage in ‘learner-focused’ teaching, although the term is defined and interpreted in a myriad of ways. In higher education, some studies have examined links between learner-focused teaching and academic disciplines. This article reports on a study which investigates the ways in which practitioners in different discipline areas conceive of, and report, different approaches to teaching. For 344 lecturers in a polytechnic in Singapore, data from the Approaches to Teaching Inventory indicated that these lecturers, as a group, reported paying more attention to teacher-focused approaches to teaching. Further, lecturers teaching a subject in a ‘hard’ discipline were more likely to report a teacher-focused approach to teaching for that subject. Conversely, those lecturers teaching a subject in a ‘soft’ discipline were more likely to report a learner-focused approach. The implications of this for staff development will be discussed.     

高校双语教学师资现状调查研究——以经管类双语教学示范课程为例

本文依托双语教育模式中的＂教师输入＂四要素以及双语教师素质四维度理论,以教育部2007—2009年经管类双语教学示范课程为样本,通过对其申报资料中与师资相关信息进行内容分析,调查其师资及建设现状。结果显示,样本课程的总体师资水平较高,正在形成良性发展的双语师资队伍建设机制。然而,调查也发现,双语师资建设也受到选拔条件有限、培训机会匮乏、科研素养薄弱以及质量监控缺位等不利因素的制约。     

江苏高校优势学科建设工程一期立项项目统计分析

优势学科建设是江苏省政府加强高校学科建设的新举措。本文对于江苏高校优势学科建设工程一期立项项目从学科门类、申报范围和经费资助3个方面进行了分类统计,指出了存在的问题及努力方向。分析结果表明,江苏高校优势学科建设工程规划合理,目标明确,经费有保证、具有可持续性,对于提高江苏高校综合实力将产生深远影响。     

Situated Learning,the Secondary-Education Preservice/In-service Teacher,and the Taming of the Literacy Education Shrew

Abstract

Nine preservice and in-service teacher participants from four different content areas experienced shifts in their personal perspectives regarding integration of literacy in their subject-area instruction after completing a content-area literacy course. The course was positioned as professional development and used situated learning to provide extensive time for modeling, guided practice, discussion, and constructive feedback. Due to the course set-up and strategies thoroughly practiced, all teachers demonstrated a significant increase in knowledge of literacy strategies and how to incorporate them within their classrooms. Additionally, hands-on instruction and situated participation in a community of practice promoted all teachers’ desire to learn and eventual demonstration of learning.     

我国医学国家重点学科分布状况剖析

20多年来,我国医学国家重点学科的建设取得了一定的进展。医学国家重点学科在专业分布、院校分布、省际分布、地域分布等方面不均衡的现状正在逐步改善,但问题依然存在。我国医学重点学科发展不均衡,既有经济因素、政策因素,也有学科成长因素。改变这种不均衡,一是从政策上扶持,二是凝练重点学科,发挥特色优势,三是注重整合资源,建立优化体系,四是超前规划结构,均衡专业发展。     

论门人弟子对孔子的助益

孔子有众多的门人弟子,他们各有各的特点、长处和优势。门人弟子在孔子生前和逝后对孔子多所助益,他们尊师重道,给孔子以精神鼓舞;他们照顾孔子日常起居生活,使孔子安心从事各种活动;他们维护孔子威信、宣传孔子,扩大孔门弟子集团,使孔门团结;他们提升孔子学问道德;他们慷慨资助、并跟随、保护孔子周游列国宣传思想学说;他们辅助孔子设坛教学、为政治国、整理典籍;他们践行孔子为政治国理念、传播孔子学说,发展儒家学派。门人弟子对孔子的助益是多方面的,是相当之大的,可以说没有这些助益孔子是不可能闻名当时,也难以蜚声后世的。一言以蔽之,孔子的炼成,儒家的形成,儒学的盛行,孔子门人弟子功莫大焉。     

艺术师范生授课的艺术

讲课,关键是内容。内容精通,讲课没有大问题。其次是内容之间的逻辑关系清晰顺畅。最后是表达具体、优美。内容、逻辑关系、表达方式,就是讲课的三要素。学理、条理与文采,学科、逻辑与艺术,艺术师范生掌握了这几方面,就掌握了讲课。     

高校重点学科聚类结果分析——基于天津市高校重点学科的实证研究

高校重点学科建设。在高校学科建设中起示范和带头作用,是学校教学、科研水平提高的核心环节。天津市高校共有56个重点学科。采用学科评价指标体系中的一级指标数据,即学科地位、学术队伍、科学研究和教学与人才培养四个一级指标对应的数据。研究天津市重点学科的聚类分析结果。聚类结果表明了不同学科的分类结果,各学科间存在着内在联系。     

Needs assessment in STEM disciplines: reliability,validity and factor structure of the Student Support Needs Scale (SSNS)

Retention is a major problem in most colleges and universities. High dropout rates, especially in the STEM disciplines (science, technology, engineering and mathematics), have proved intractable despite the offering of supplemental instruction. A broad model of support systems that includes psychological factors is needed to address retention in STEM fields. The purpose of our study was to develop an instrument to identify the support needs of college students. We adapted the theoretical model of the performance pyramid to create a 48-item measure called the Student Support Needs Scale. We examined the psychometric properties of our scale by subjecting the measure to a principal component analysis, which resulted in a robust 36-item, six-factor solution. Finally, we established the reliability and validity of the resulting instrument. Once student needs have been assessed using our scale, interventions may be tailored to the needs of a minority group, discipline, geographic area and/or institution. This instrument could help university programmes to make informed decisions about resource allocation based on students’ needs.     

国家重点学科布局与发展建议

国家重点学科在我国高校学科建设体系中处于最高层次,主要基于社会需求、传统优势以及区域特色而设立,在国家科技创新体系中发挥着重要作用,第三批国家重点学科的主要特点有:学科门类齐全,工科凸显;学科点遍布全国,部分省市集中;国家重点学科的校际分布中,少数高水平重点大学拥有半数以上的国家重点学科;重点学科的单位分布中,主要集中于少数名牌大学;学科整体水平大幅提高,部分学科达到国际先进水平。为此,应加强统筹规划、加快制度建设、完善学科体系、凝练学科方向以及评审主体多元化等。