后现代主义与教学论的实践转向

后现代主义自它产生之日起,其影响遍及了各个领域,教学论也不可避免地受其影响而发生重大的变化。传统的教学论是一种理性主义的教学论,目前也存在一些弊端。后现代主义的出现,使传统教学论发生了向实践教学论的转向。分析后现代主义的精神主旨,以及与现代主义不同的特点,有利于教学论新局面的开展。     

焦虑对二语习得的影响及教学启示

自七十年代初期开始,外语教学中研究的焦点已由＂如何教＂转到＂如何学＂,因而很多学者都在探究学习过程中的主体——学习者这个变量,外语学习焦虑则是最引人注目的研究之一。现在已经有大量的研究表明外语焦虑和学习成绩之间存在相关性,但对于教学的启示还不够充分,作者希望通过本文能够对外语教学实践产生积极的影响。     

体育师范生现代教育技术能力培养的实践与思考

现代教育技术公共课的开设在培养体育师范生教育技术能力方面已取得了显著成效,但在实际教学中仍存在一些问题.针对这些问题,在一定实际教育教学实践以及相关调查、访谈和了解分析的基础上,提出了以下建议：在以后教育技术公共课教学中,应明确教学目标,加强教学设计和学科之间的整合,重视教学实践和信息的反馈,正确引导观念,进一步激发体育师范生的学习动机.     

Student-centred learning: the role and responsibility of the lecturer

A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to ‘let-go’ of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in Ireland, explores the facilitation role of the lecturer and identifies strategies that have enabled effective transition from traditional pedagogical practice. The research incorporated semi-structured interviews with five lecturers who adopted student-centred learning in their teaching, focus group sessions with 36 students who engaged in a student-centred module and two classroom observations. The research identified some common understanding of a student-centred approach, although the emphasis differed slightly between lecturers and students, highlighting some implications for on-going practice.     

Supporting students' pedagogical working life horizon in higher education

In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education.     

The identification of a value-based pedagogical pattern promoting ‘development of the person’ in higher education

The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the development of trust, (ii) developing roles, relationships and a sense of community (iii) active confrontation and challenge and (iv) using pedagogical time and space. A naturalistic, ethnographic methodology and case study approach was used to answer the question ‘what is going on here?’ in contexts where ‘development of the person’ was a key aim. A sociocultural perspective on learning and development was adopted which supported an integrated approach to research design, analysis and interpretation.     

Developing as a teacher in the fields of science and technology

In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development.     

Health risks with teachers' computer use: some New Zealand observations

With the increased use of computers, and particularly with the increasing use of the Internet in schools, health and education professionals have suggested the need for teachers and students to be ergonomically conscious when using computers. A project was conducted in 1999 to investigate the extent of awareness of health risks associated with computer use in schools of principals, teachers, and administrators of all the primary and secondary schools in Otago and Southland, New Zealand. Results in this study show that although a high proportion of the respondents were aware of these issues, few people took any active preventive measures or participated in any professional development to reduce these health risks. It was also found that nearly two thirds of the school administrators, more than half of the teachers, and nearly 30% of the principals in this study had experienced some kind of health problems related to computer use. Strategies to deal with these issues such as the need for professional development are also discussed in this article.     

针对二语学习者的汉语近义词教学

本文依据教学实验、问卷调查并结合教学实践,讨论汉语近义词教学的具体问题：近义词教学中应当抓住哪些重点和难点？具体有哪些策略和方法？这些策略和方法的效果如何？     

Experience and Interaction in Teaching Escalation

This paper explores the use and integration of experiential learning into the problem-based learning (PBL) approach enhanced by interactive multimedia in the teaching of project management. A specific emphasis is placed on failing situations and the way in which this should be taught to students. Experiential learning places the emphasis on active participation, interactive and applied learning in a real situation. PBL places the emphasis on a real-world problem that is presented as the starting-point for the learning experience. The combined effect these concepts have on the learning experience is outlined in a framework called PIE. The conclusions drawn in the paper are the following: the combination of PBL, interactive multimedia and experiential learning will support and enhance teaching about escalation situations.