论案例教学法在高职法律基础教学中的运用

为适应课程整合后的变化,《思想道德修养与法律基础》中"法律基础"部分的教学方法有待改革。在运用案例教学法时,应注重发挥学生的主体地位和教师的主导作用,并合理利用现代技术教学手段。     

论教学理念的认识与计算机基础课程教学模式的改革

基于对计算机基础教学理念的认识和计算机教学模式的改革的一些看法和认识,认为应从教师专业化角度去看待教育过程,通过对目前计算机基础教学过程中存在问题的分析,特别是对重视课堂教学而忽视实践教学和项目设计训练的现状,探讨启发式教学和研究性学习的教学模式应用,通过改变考核方式作为惟一的学业评价手段,突出专题讨论作为一种比考试更重要的学生学业水平的鉴定形式.     

论网络化课堂教学环境下大学英语教师角色和教学行为的新变化

教学网络化是新时期大学英语课堂教学的必然趋势。大学英语教师的传统的知识传播者角色在淡化,榜样与伙伴、学者与学习者角色将得到强化,网络化课堂教学环境下大学英语教师还将具有作为辅助者和支持者、网络资源的开发者和课程内容研究者、网络管理员的新角色。同时,大学英语教师的教学行为也会发生新的变化,传统课堂教学中的主要教学行为失去中心地位,传统的辅助性行为成为主要教学行为,榜样、伙伴等非主导性角色的角色行为得到强化,课堂管理行为的内容与方向也要发生转变。     

微型学习资源：“微”理念与实践的思考

微型学习资源是适应移动学习需求而迅速发展起来的一种资源形式,其主要适用范畴为课程内容的知识点分解或是短时性的案例分析等。微型学习资源应是课程整体资源的构成部分,而不是全部。微型学习资源建设的内在要求应该是以学习者为中心,以内容题材的精心选择为出发点,同时注意资源的呈现形式要提升资源的品质。     

Faculty integration of technology in teacher preparation: outcomes of a development model

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.     

情境教学法在高职英语课堂中的一例

课堂教学是学校教育中最重要和最基本的活动形式,形式多样的有效教学设计在英语教学中也扮演着越来越重要的角色.为进一步激发学生兴趣,提升其运用语言能力,本文尝试将“时光旅行”情境教学法运用到具体的课堂一例,分析情境教学在高职英语教学中的可行性.     

开放大学资源建设中教学设计的思考

根据开放教育与普通教育的不同特点,分析了云南开放大学资源建设中目前存在的问题,以资源建设中的教学设计为切入点,论述了教学设计在开放大学资源建设中的重要性,提出了对不同媒体资源进行教学设计的思路以及对资源建设者的要求.     

“土地利用专项规划”课程教学创新探索

＂土地利用专项规划＂课程的教学质量和教学效果直接关系到学生能否适应社会的需要,科学设置课程内容与创新教学研究势在必行。文章基于对欧美教师教育转型和科学研究创新要求的思考,对＂土地利用专项规划＂课程教学内容设置与教学创新进行了初步的探索。     

Perils of perfectionistic concerns among teachers

The current study examined how teachers’ perfectionism (personal standards [PS] and concern over mistakes [COM]) relates to their achievement goals for teaching, instructional practices (creation of mastery vs. performance classroom goal structures), job satisfaction, and flow experience during teaching. The data were collected from teachers (N = 143; mean age = 43.5; 70% female; 100% European American) practicing in the Midwestern U.S. Path analyses indicated that teachers’ high personal standards predicted endorsement of mastery goals for teaching, creation of mastery goal structure emphasizing personal progress and learning, high job satisfaction, and frequent flow experience during teaching. On the contrary, teachers’ high concern over mistakes predicted endorsement of performance-approach and -avoidance goals, creation of classroom performance goal structure emphasizing competition among students, low job satisfaction, and infrequent flow experience during teaching. A significant interaction between PS and COM was found for fluency (subscale of flow) experience, indicating that PS can buffer the harmful effects of COM. Therefore, the study evidenced the benefits of PS and the drawbacks of COM.     

Using pictorial mnemonics in the learning of tax: a cognitive load perspective

The scope and complexity of the Australian taxation system (as with other tax regimes) is daunting for many accounting students. This paper documents the implementation of new practices that were initiated in an effort to address some of the challenges faced by undergraduate students studying taxation. Based on the principles of cognitive load theory, summaries of the lecture material became the focus of tutorials. These summaries provided the impetus for teaching staff to experiment with illustrations as a strategic means of delivery. Drawing diagrams and presenting them in the form of pictorial mnemonics proved to be effective tools in helping students understand and synthesize basic taxation concepts, thereby promoting effective deep learning. Both formal and informal feedback was overwhelmingly positive and affirming of this innovative approach to the subject. A selection of the pictorial mnemonics we designed is provided.