多媒体教学系统的创作

为配合多媒体技术的广泛应用,本文介绍了开发多媒体课程教学系统的设计和制作方法。     

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.     

高校体育专业实验教学中综合型、设计型实验突显的必要性研究

体育专业是一个实践性较强的专业,对学生创新能力及解决实际问题能力的要求较高,而实验教学过程正是培养学生分析解决问题的能力的一个重要过程,其中,综合型、设计型实验的涉及是实验教学质量高低的体现,更是培养学生创新思维及全面素质的有效途径。因此,在高校体育专业实验教学中突显综合型、设计型实验很有必要。     

日本设计策略：节能环保与人性化设计

日本在“以智慧求生存”的精神倡导下,通过对节能环保,以人为本等设计策略的实施,将一个资源贫瘠、拥挤的区域,发展建设成一个遵循秩序,经济发达的强国。其设计理念和设计策略以及成功地促进日本经济发展的经验,对正值现代化建设发展的进程中、大力进行经济建设的中国来说,具有较大的探讨和借鉴价值。目前国家政府有关部门对企业与专业创意机构、重点院校、科研机构开展活动的支持,设立工业设计与创意产业发展专项资金等举措,为“中国制造”到“中国品牌”的蜕变,提供了良好的契机。     

适应时代要求,探索课程设计新思路

针对目前机械设计课程设计中存在的问题,为适应时代发展要求,提出了面向市场,将传统设计方法与现代设计技术相结合,把设计过程放在机械产品全生命周期中来进行是机械设计课程设计改革的新思路,并对课程设计的发展模式进行了初步探讨。     

教师专业发展视域下的高校师范生微格教学实践探析

微格教学是一种以现代教育理论为基础,以师范生或在职教师为培训对象,利用现代教育技术手段来集中解决某一特定教学问题的教学方法。文章从教师专业发展的角度,深入分析高校师范生微格教学实践的重要性及其存在的主要问题,提出解决对策：重视微格教学的课程设置,提高教学系统的利用率;重视现代科技的发展,提高微格教学的科技含量;重视微格教学理论的学习,提高师范生对微格教学理论的认识水平;重视微格教学的师资队伍建设,加快专业资料的编纂进程;重视师范生的素质能力和训练的方式方法,提高微格教学的实践效率。     

Momentum and kinetic energy: Confusable concepts in secondary school physics

Researchers and practitioners alike express concerns about the conceptual difficulties associated with the concepts of momentum and kinetic energy currently taught in school physics. This article presents an in‐depth analysis of the treatment given to them in 44 published textbooks written for UK secondary school certificate courses. This is set against some of the more contentious issues apparent in the literature concerned with the underlying physics and pedagogical arguments about how best to help students understand. The research evolved a set of criteria which were used to scrutinize how texts explain ideas and exemplify their applications. Despite the evident merits of many textbooks, the findings suggest that incomplete explanations are surprisingly prevalent, with several fundamental issues likely to be unclear to student readers, particularly those relating to when and where conservation might apply. Confusion exists between these difficult and somewhat overlapping ideas, arguably through the neglect of constructivist considerations. The commonly emphasized mechanistic, number‐crunching approach to the analysis of simple collision problems is judged to be un‐profitable, underlining the more general point that prevailing, accepted content and pedagogy may be the source of many misunderstandings. Implications are discussed and suggestions made for alternative treatments of these deceptively complex topics. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 739–761, 2009     

Natural pedagogical conversations in high school students' internship

Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009     

基于自组织理论的课堂教学设计思考

自组织理论使人们突破了牛顿机械论封闭系统观点,系统开放由存在到发展的演变规律,具有普遍的方法论的意义。自组织理论对高校教学设计具有重要启示：高校教学设计系统成为耗散结构系统;有效地利用涨落使高校教学设计达到有序;充分利用协同和竞争使高校教学设计成为自组织过程。对提高大学课堂教学设计效能具有较强的指导意义。     

从意义范畴谈大学英语词汇教学改革

意义范畴的相关理论表明：一个多义词就是一个语义范畴,包括原型意义、非原型意义和隐喻意义,它们都可以通过各自潜在的意象图式予以解释。因此,大学英语教学对常用词不能满足于字面的局部意义,要有全面的认知,要从词义、搭配和语体等方面指导学生充分挖掘其潜在的交际价值;在教学中要适当运用认知语言学的相关知识,以引导学习者化抽象思维为形象思维,促进其词汇习得;要让学生认知英语常用词汇的词义特征,以帮助其有效运用,并促进其自然朴实话语风格的形成。