论科学知识观的转型及其对科学教学的意义

科学知识观是科学教学的前提与先导.科学知识观主要包括对科学知识的性质和获得两个方面的认识.科学知识的性质在原来传统的、确定的、客观的、普遍的、价值中立的基础上增加了不确定性、文化性、境域性、价值性等因素,科学知识的获得已由主观认识与客观对象相符合的过程,向开放、动态、生成的过程转变.科学教师树立现代科学知识观,有利于调...     

从封闭走向开放:当代课堂教学改革的走向

从预设走向生成,从独白走向对话,从知识记忆走向思维提升是当代课堂教学改革的基本走向,而要实现三个转变,其前提是需要实现课堂教学从封闭走向开放的整体转向.     

教学设备开发利用与初中物理教学

教学设备配置先进及高效地利用,是初中物理课堂教学和教研活动顺利进行,提高学生的学习兴趣和学习积极性,提高整体教学水平和教学质量的基本保证。陈旧、性能老化、与新课程标准不同步的教学仪器,使物理实验无法开展,教学效果差。把先进的教学设备与其他教学资源整合利用,不仅能完成课程要求的演示实验、探究性实验,还能增加了一些与物理教学有关的课外小实验,使课堂教学丰富多彩、生动有趣,师生互动积极活跃,学生课后回味无穷,并可取得可喜的物理教学成果。     

教学临界阈研究的问题与思路

教学临界阈研究是探究和揭示教学有效性内在本质及其规律的关键,是我们对有效教学问题从外条件研究到内问题探讨的转折点。这些内问题的探讨主要包括学习者的有效学习量究竟是多少才能引起学习临界点的出现,影响教学从量变到质变的关键因素是什么,教学临界阈的产生能否促使学习者知而达智、行而致能。超额学习、掌握学习、语言输入理论、结构方程模式等成果为教学临界阈的研究奠定了基础,人类工效学、知识生态学和博弈论更是为教学临界阈研究提供了多元视角。时间、空间、群体和影响程度等质变临界阈的存在意味着教学临界阈研究有着不同的研究思路,而具体内容学习变化的曲线则是判断教学临界阈的基本依据。通过变量干预而改变教学临界状态是研究有效教学的一个新的切入点。     

开放型计算机网络实验室建设

从高校开放型计算机网络实验室建设的需求出发,提出了建设开放型计算机网络实验室的建设的目标、建设的原则、硬件与软件的构成.     

提高微生物学教学质量的初步探讨

结合教学经验,就如何有效进行微生物教学活动,激发学生的学习积极性,优化教学效果,进行初步探讨。     

德育在高职英语教学中的渗透

在高职英语教学过程中,教师应设法改变德育缺失的状况,借助教材的德育内涵、英语礼貌原则及良好的教学言语和行为,把德育潜移默化地贯穿到传授英语语言知识、培养学生英语语言能力和英语交际能力中,提高英语教学质量和德育效率,满足新形势对复合型人才的要求。     

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work

Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications.     

Teaching primary mathematics with challenging tasks: How should lessons be structured?

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains.     

构建高职院校职业指导与服务工作体系的思考

随着高等教育规模的迅速扩张,大学生就业难问题日益突出。高职院校要做好职业指导与服务工作,提升职业指导工作理念,构建"一主一辅、两层三段"的职业指导与服务工作体系,注重学生职业素养的培养与评价,加强专业化、专家化的师资队伍建设。