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161.
162.
问题情境及创设问题情境在探究教学中具有重要意义,物理课堂中创设问题情境的基本策略即:创设的问题情境要新颖、生动;创设的问题情境要能激发学生思维,使学生产生学习动机;创设的问题情境要考虑学生解决的可能性。 相似文献
163.
In this study, the use of inquiry methods, learning cycles, a conceptual change model and analogy in creating alternative
science texts was discussed. An alternative text on the topic of acids and bases was created by integrating the methods and
models discussed in this paper. The alternative text and a sample of a traditional text taken from a textbook, which is still
used in Turkish high schools, were given to two groups, totaling 42 pre-service teachers—the alternative text was given to
an experimental group and the traditional text to a control group—in an experimental setting and their understandings of acids
and bases were compared. In addition, in the second step of the study, the pre-service teachers read both texts and indicated
their preferences in terms of interest, understandability and helpfullness. 相似文献
164.
Michal Zion 《International Journal of Science and Mathematics Education》2008,6(2):351-375
The Biomind program is a new open inquiry program for Israeli biology high school students. The Biomind program is facilitated
by diverse activities of asynchronous on-line forums for teachers and students. This research aims to analyse the discussions
that occurred over a period of three years in these forums, in order to obtain a picture of the benefits that virtual discussions
hold for the implementation of the open inquiry program. The results presented in this article indicate that students required
assistance mainly with searching scientific information, finding experimental techniques and procedures, and phrasing inquiry
questions. The three most frequent areas that were discussed in the teachers' forum were technical and procedural aspects
of experimentation, bureaucracy and phenomenon identification. In addition, issues such as inferring and discussing, logical
progression of the inquiry process, scientific writing, teacher-student interaction, reflective thinking, affective points
of view, and forum administration were raised in the forum discourses. The forum discourses create a learning community that
contributes to the implementation of the Biomind program, and pinpoint the aspects that should be taken into consideration
in the future. 相似文献
165.
吴柳燕 《柳州职业技术学院学报》2008,8(1):133-136
本文分析了传统的布尔型文本匹配算法的弊端和缺陷,结合图书文本信息的快速、高效的检索匹配要求,提出了加权的布尔型文本匹配算法。该算法对传统的文本匹配算法中漏检、误检和模糊查询等方面的问题进行了加权处理和结果校正,既保证查询算法的高效与全面性,同时又有效地控制了匹配的准确度,为图书信息查询系统的建立提供一种更好的解决方法。 相似文献
166.
为了更好地在民族地区高中思想政治课堂教学中实施培养学生探究精神和实践创新能力为核心的教学,调查民族地区高中生的探究精神以及他们对当前民族地区高中思想政治课堂教学的评价既能揭示民族地区高中思想政治课堂教学的弱点所在,又能为教学实验提供依据. 相似文献
167.
提出了基于XML文档的站内搜索引擎的基本设计思想,并对其各功能模块的任务、结构及功能进行了详细介绍。 相似文献
168.
"ERP原理及应用"是上海理工大学机械类本科生的一门重要的专业选修课程.该课程作为机械类本科生接触制造企业生产过程管理的重要途径,以ERP管理思想的发展历程及其核心模块的运行机制为理论基础,在机械学科杰出工程师培养中占据重要地位.课程学习以机械制造技术相关课程为基础,以现代企业管理的先进思想为导引,培养机械类本科生对机械制造企业实际管理问题的分析与解决能力.本文就我校机械类"ERP原理及应用"课程在探究式-小班化教学实践中所采取的教学改革与遇到的实际问题进行探讨和分析,旨在为"ERP原理及应用"课程教学改革和探究式-小班化教学模式推广提出相应的建议,为推动我校工程教育认证相关工作的落实与深化提供思路. 相似文献
169.
教师是天然的"哲学家",哲学化是他们教育生活中不可避免的行为.传统的教师教育体系虽然也体认到这一点,但并未使教师对哲学产生浓厚的兴趣,也无法对他们的教育实践产生真实的影响,这是由于其没有充分考虑到教师学习的独特方式所致.教师哲学的诞生有助于扭转哲学在教师教育体系中的尴尬处境,并对教师的专业发展产生更加显著的作用.教师哲学是一个"三位一体"的概念,它首先是指面向教师的哲学,其次是与教师一起做哲学,最后它是基于教师自身的哲学.从国际范围来看,教师哲学的实践模式主要有三类,即支持教师撰写教学哲学陈述,构建教师哲学探究共同体以及开展"哲学家驻园(驻校)"项目. 相似文献
170.
Many early childhood practitioners use pedagogical documentation as an important process that enables children's thinking to be represented in a form that can be readily shared with others (Dahlberg et al., 1999). Documentation in the form of a professional portfolio provides a vehicle for reflection and an appreciation of the complexities and ambiguities of professional practice in the human professions. The nursing and teaching professions have also embraced professional portfolios as a means through which accountability to self and to others can be judged. However, it is the fusion of process and product within professional portfolio development that enables those involved in the human professions to examine, reflect on, understand, explain and further develop their professional practice. It is through this interrogation of practice that we can not only gain insight into our capabilities but also the theories, beliefs and values that underpin the wisdom of our professional practices. The process of professional portfolio development can be enriching and empowering. An outline for organizing a professional portfolio is provided. 相似文献