基于《课标》的馆校结合探究式学习单的设计实践

科技馆展览学习单是引导观众参观和自我学习的资料,运用在馆校结合中,是协助教师指导学生参观和学习的有效工具。馆校结合中适用的学习单既要有科技馆的特点,又要满足学校的需求,因此,基于展品引导探究并对接中小学《科学课程标准》,是馆校结合学习单的显著特征。本文从科技馆教育的特点出发,论述了馆校结合中,开发基于中小学《科学课程标准》的探究式学习单的必要性,用对比的方法,分析了这类学习单的特征。同时,在学习单的设计上,本文着重介绍了“分解展品,逐步引导”“还原故事,探索重现”“知识升级,层层递进”三种设计思路。     

当代大学生核心价值观内涵凝练探究

大学生核心价值观是社会主义核心价值体系建设的重要组成部分,在整个大学生价值观体系中处于主导地位。科学地界定凝练内涵是研究、培育和践行大学生核心价值观的理论前提。凝练大学生核心价值观要注意价值和价值观的区别、一般价值观和核心价值观的区别,要区别社会主义核心价值观和大学生核心价值观,要着眼大学生的现实,要体现原则性。     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

From Mentorship to Tenureship: A Storied Inquiry of Two Academic Careers in Education

This article details a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring and describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process. Data were collected from written narratives, correspondence, and conversations within a mentorship program. Three dimensions of narrative inquiry are used to explore the themes of writing as nurturing the mentoring relationship and the assimilation into the academy: fear and anxiety along the tenureship path, building community and a collaborative mentorship, and balance between life and academia.     

数控机床综合监测系统教学项目设计与实施

采用嵌入式STM32微处理器研制数控机床车间现场监测仪,实时采集数控机床的运行参数和工艺参数,通过Zigbee无线网络通信将监测数据上传至车间级管理甲台。基于图形化编程软件LabVIEW开发相应的用户管理系统,可对采集数据进行处理,结果可供管理者实时查询,从而实现制造车间数控机床运行状况和实际综合能效的可视化远程监测、统计分析和综合管理。学生科技创新团队以该项目作为载体,实施了能力进阶型系列化探究式项目教学实践,学生工程能力得到了很好的锻炼。     

ARM＋FPGA嵌入式系统开发平台教学项目设计与实施

为了提高工科院校学生工程实践能力,基于能力进阶型系列化项目教学法的基本思路,以自动化和电子信息工程专业嵌入式系统设计及应用课程为背景,设计了渐进式项目教学系列,介绍了项目选型原则和教学方案设计。详细描述了项目分层次实施的具体要求、主要内容以及相应特点,并对实施效果进行了分析和讨论。     

高职计算机探究式教学探索

高职计算机探究式教学围绕计算机问题展开,激发高职生自主、合作、探究的兴趣,提出并尝试以计算机问题为出发点,教学活动过程中用探究问题的方式作一些探讨,鼓励高职生通过操作感知获得感性材料,通过自主探索发现问题的价值,从而培养问题解决的能力,以达到提高高职生的计算机学习策略。     

Analysing the Role of the Teacher in Early Reading: A lesson for researchers

This paper describes two parts of a research study that examined the role of the teacher of reading in the child's first year of school. Traditional research into reading has tended to examine the child's reading behaviour or the methods used by teachers. Research into teacher effectiveness tends to be large scale and uses standardised measures of performance and analysis of task design. This paper argues that teaching, particularly with younger children, is a complex process that cannot be easily defined. The design adopted by researchers will influence findings and, above all, if research into teaching does not involve the teachers themselves, then it is unlikely that new definitions of teaching will arise. The author discusses how the inclusion in the research project of teachers' own perceptions of their role revealed different and contradictory findings to those of more established studies .     

The heart of pedagogy: on poetic knowing and living

In this essay I offer a series of autobiographical ruminations and poems for inviting readers to reflect on poetic possibilities for conceiving and fostering the well‐being of teachers. As an educator, I am confronted daily with challenges. In order to sustain my spirit and energy, I turn to poetry, both reading and writing poetry, and I find in poetry a location of wisdom, sustenance and hope. One of my great concerns about teaching is that the demands are so relentless that even the most dedicated teachers often experience burnout, dissatisfaction, ennui, hopelessness and despair. Therefore, I claim that teachers, both beginning and experienced, should learn to know themselves as poets in order to foster living creatively in the pedagogic contexts of classrooms and the larger pedagogic contexts outside classrooms. I invite both new and experienced teachers to consider the significance of a phrase like ‘living poetically’. I seek to contextualize the more practical and pragmatic considerations of teaching in an understanding of pedagogy as a poetic, emotional, personal, spiritual commitment and experience. My claim is simply that transformative learning can be effectively promoted by giving attention to poetry and poetic knowing and poetic living. I am learning to live poetically, and I am learning that the heart of pedagogy is revitalized and sustained by poetic knowing, being and becoming. Poetry engages us with language, nurtures the inner life, acknowledges the particular and local, encourages us to listen to our hearts, fosters flexibility and trust, and invites creativity and creative living.     

Productive Usability: Fostering Civic Engagement and Creating More Useful Online Spaces for Public Deliberation

This article offers productive usability as a usability approach that focuses on the usefulness of civic Web sites. Although some sites meet traditional usability standards, civic sites might fail to support technical literacy, productive inquiry, collaboration, and a multidimensional perspective—all essential ingredients for citizen-initiated change online. In this article, we map productive usability onto broader philosophies of usability and offer a framework for rethinking usability in civic settings and for teaching productive usability.