浅谈统计学网络课程的互动设计与实施

根据开发设计统计学网络课程的三点原则,探索网络教学模式,可以形成比较完整的互动教学方式,用于支持学生的自主性学习。     

论现代对话教学的发展及其实现条件

分析传统对话教学在教学方法层面的局限和迷失的基础上,从两个方面探析现代对话教学的内涵发展,一是“对话”的现代意蕴,二是对话教学在现代教学中的定位,特别指出现代对话教学是对话精神与对话方法的整合。立足现代对话教学的发展需要,进一步切实地探讨现代对话教学得以实现的条件,包括对话者应具备主观的对话意识和对话能力,以及教学系统努力创造支持对话的教学争件。     

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children’s individual and collective funds of knowledge in order to better understand the complexities of play cultures.     

应用型本科电子系统设计课程教学改革与实践

电子系统设计课程是电子信息工程本科专业重要的课程,课程的研究内容包括信号的产生、放大、采集、分析与处理。文章以电子信息类应用型本科专业转型及本科工程教育专业认证为背景,从电子系统设计课程教学质量监控实际问题出发,提出了具有自我监测与修正功能的双闭环实时动态反馈式教学网络架构,并将其应用于电子系统设计课程教学改革与实践,提升教学效果明显。     

同伴接纳、友谊与学业成绩的关系探微

同伴关系表现为两种,一种是同伴接纳,一种是友谊.通过分析友谊与同伴接纳的关系及它们在青少年发展和社会适应中的不同功能,揭示这两种同伴关系对学业成绩的不同影响,以期对青少年的教育有所帮助.     

Designing Higher Education Curriculum to Increase Graduate Outcomes and Work Readiness: The Assessment and Mentoring Program (AMP)

Pre-service teacher programs have a responsibility to equip graduating students with more than the minimum skill sets required by governing bodies. The Assessment and Mentoring Program (AMP) is a four-way collaborative mentoring learning community underpinned by social constructivism. Conducted in Victoria, Australia during the 2014–2016 academic years, 25 final year physical education pre-service teacher mentors aged 19–23 years (M = 13; F = 12) participated in focus groups to discuss the perceived benefits of the program prior to commencing their mentoring role. The mentors considered AMP as a pathway to develop experience in assessment, engage in appropriate professional relationships through mentoring and further their professional learning experiences. Through the involvement in mentoring and developing and implementing assessment, mentors perceived they would have an opportunity to develop valuable work ready skills, immediately transferable to their future professional role as a teacher in a school.     

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback, or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive, and the concept of ‘emotional backwash’ is introduced.     

A data-based scheme for evaluating faculty performance

Both sound management practice and the law require that administrative decisions affecting faculty members reflect systematic, uniformly applied, fair, and valid evaluations of performance. To meet these requirements a performance evaluation scheme must involve two decision elements, both of which are addressed and illustrated in this paper:what will be evaluated, andhow the evaluation will be made.A data-based faculty performance evaluation program specifically oriented toward such administrative actions as tenure, promotion, and salary adjustment is described. This program rests upon task analysis to clarify the nature of the desired evaluative content and peer review as the primary evaluative mechanism.The scheme is illustrated using the experience of a department of psychology training to the doctorate. However, the approach to faculty performance evaluation herein described and illustrated is generalizable, with modification, to other departments and institutions. Several considerations pertinent to such modification are discussed.     

浅析督导工作的质量管理

督导工作是教学管理工作的重要组成部分，应开展经常性和阶段性的检查、监督、评估与指导。在质量管理实践中，可采取以下四个步骤：三检查、三听课、三评价、三反馈。紧紧围绕以上四个环节抓质量管理已初见成效。这极大地调动了教师的积极性。许多教师在压力中提升自己，通过各种途径，进一步提高自己的教学水平。     

Multisim 2001在模拟电路教学中的应用研究

本文利用Multisim2001电路仿真软件分析了电压串联负反馈放大电路的各项性能指标，证明采用电路设计仿真软件进行仿真实验教学可有效地对理论教学起到辅助作用。利用电路仿真技术的先进教学手段进行教学，提高学生学习兴趣和课堂教学效果，是值得广大教师研究的又一新课题。