Java语言教学中项目驱动教学法的应用

分析Java语言传统教学中存在问题,在Java语言教学中引入项目驱动教学法,探讨项目驱动教学法实施的具体过程,包括项目案例制定、教学组织形式、教学法和考核形式改革等方面内容.实践证明,项目驱动教学法的应用不仅激发了学生的学习兴趣,提高了学习主动性,而且使学生更系统地掌握所学知识,增强了动手实践能力.     

合作探究模式学习在中学足球体育课的实验研究

足球比赛需要团体合作,充分配合,融为一个整体才能发挥最大的优势。因此,在学校体育足球教学中实行合作探究学习,有助于提高学生足球技能,在比赛中发挥学生主观能动性以及团体协作能力。实验后得出结果:两种教学方式都能提高学生身体素质,合作探究教学方式更能提高学生足球技术、合作意识、竞争意识和群体凝聚力,实验班学生对合作探究学习的教学方式更感兴趣,评价效果优于对照班对于传统教学法的评价。     

和谐社会视野下的抉择：涉法信访救济职能消解与司法权威树立

信访制度的救济职能与法治进程所要求的司法存在着相互冲突抵消。从两者存在所依附的经济基础及其成长所需要的政治思想的土壤方面考虑,构建的和谐社会是发达的社会主义市场经济社会,是以民主法治为首要内涵的社会,在这样的土壤上就不能移植萌芽于自然经济成型发展于计划经济以专制集权的人治为基础的信访制度。和谐社会是法治社会,是司法优先的社会,信访救济与法治及司法的先天性冲突,在和谐社会视野下,信访救济职能应予消解。     

大学英语校内测试的调查与分析

采用问卷调查的研究方法,从9个方面调查了大学生对英语校内测试的意见,运用SPSS统计软件对所得数据进行统计分析,指出了大学英语校内测试存在的不足,并从能力范围、考试题型和成绩评定三个方面提出了改进大学英语校内测试模式的建议。     

谈本科生探究性化学实验教学

针对本科生化学实验教学中现存的一些问题,围绕实验教学过程的重要性及学生自身能力的有效培养,结合具体案例提出探究性实验教学,并阐述了其调动学生主观能动性、提高学生综合素质、培养学生自主创新能力的重要作用和重大意义,分别从学校和学生的角度出发提出相应具体实施建议。     

“读问讲练,合作探究”激活历史课堂

新课程理念倡导对话、合作、探究式的课堂.在当今现代教育技术应用越来越不成为问题的背景下,传统读、问、讲、练的学习方法在某些情况下被忽视或淡化,与学生的合作探究脱离,导致教学的效率、效益、效果都不理想.晋江市高中历史教学协作组试图把传统读、问、讲、练学习法贯穿于学生合作探究学习的全过程,激活历史课堂.     

A framework for teaching scientific inquiry in upper secondary school chemistry

A framework for teaching scientific inquiry in upper secondary chemistry education was constructed in a design research consisting of two research cycles. First, in a pilot study a hypothetical framework was enriched in collaboration with five chemistry teachers. Second, a main study in this community of teachers and researchers was conducted on the process of designing teaching scientific inquiry based on the enriched framework. Also, the enactment by five teachers and 80 students (age 17) of a designed inquiry module on “Diffusion: moving particles” was studied. This resulted in a theoretically and practically founded framework for teaching scientific inquiry, in which an iterative cycle of inquiry for students and a student inquiry community are essential. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:788–806, 2010     

“细胞生物学”精品课程建设的探索与实践

文章就四川大学“细胞生物学”精品课程建设的探索与实践进行了初步总结,指出教学团队建设是精品课程建设的驱动力,是精品课程可持续发展的基础;教材建设,有利于教学内容与时俱进、适应学科的迅猛发展;“探究式”教学方法有利于促进学生“知识、能力、素质”全面协调发展。     

Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education

This paper explores the experiences of pre- and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. Because the contexts where our studies were situated were culturally different from participants' backgrounds, narrative inquiry spaces shaped windows in which participants could restory their understandings of others different from themselves. We argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for pre- and in-service teachers' professional identities in school contexts shaped by diversity.     

Surviving in the trenches: A narrative inquiry into queer teachers’ experiences and identity

This study, through the lens of narrative inquiry, examines the lived experiences of six lesbian and gay teachers working in primary and secondary school settings in the Midwest region of the USA. The heteronormative society in which we live has lead these individuals to keep their sexual identity separate from their identity as a teacher for a number of reasons. In addition to exploring these issues, this study aims to understand what it is like to be a queer teacher in the Midwest by focusing on how they construct and maintain their identities.