高职“机械制造工艺学”教学模式创新研究

“机械制造工艺学”是一门理论性、实践性结合很强的课程,学生只有把理论知识和今后的岗位技能结合起来,才能缩短企业的适应期。主要根据高职学生特点对培养目标、教学模式、师资建设等问题进行了一些研究和论述。     

现代汽车新技术课程教学改革与教学模式探索

针对现代汽车新技术课程的特点以及在教学过程中存在的问题,有针对性地从优化教学内容、教学方法、加强实验室建设、充分发挥实习环节和毕业设计的作用以及加强师资队伍知识结构等方面进行教学改革。经过近两年的实践,取得了良好的教学效果。     

计算机文化基础教学的重要性及概念图运用研究

随着计算机技术以及信息技术的快速发展与普及,用人单位对办公自动化的要求也逐渐提高,其中“计算机文化基础”课程教学,在提高学习者计算机素质中的重要性是不言而喻的。概念图是一种新型的教学策略与教学工具,通过其在计算机文化基础教学中的运用,不仅能够辅助教学内容的设计,充分展示与分析教学内容,还能对计算机文化基础教学进行评价,优化教学的过程,提高教学效果。     

篮球防守技战术刍议

篮球防守技术作为篮球技术的重要组成部分,其对于比赛的胜利有着重要的意义。如何有效地提高球员的防守技术已经成为当今篮球发展中的一个重要研究课题。该文着重对此加以研究,以希冀能够对篮球运动员防守技术的提高有所裨益。     

浅析桥梁施工用电技术

本文介绍了桥梁施工用电技术中的前期方案确定、施工工艺以及后期维护，提出了在设计和施工中应引起注意的几个问题。     

组织芯片技术及其在体育生物中应用展望

组织芯片是cDNA微阵列的基础上发明的一种特殊的生物芯片。本文介绍了组织芯片技术的制作原理、流程、发展历史、现状、特点和功能。并对组织芯片技术在运动选材、机能评定、运动营养等方面的应用前景进行了讨论，旨在促进组织芯片技术与体育生物学的进一步结合，推动体育生物科学的发展。     

Teacher e-mail message strategies and students' willingness to communicate online

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.     

A collaborative autoethnography study to inform the teaching of reflective practice in STEM

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.     

技术批判理论视域下《美国国家教育技术计划》文本分析

技术的不断进步对教育领域相关政策的制定起着越来越重要的作用.《美国国家教育技术计划》是提高技术在教育中应用的纲领性文件.从技术批判理论的视角出发,通过文本分析的研究方法,揭示出技术影响下蕴含在教育领域中一种追求效率的技术理性思维,具体表现为基于数据分析的真理判定、基于技术系统的社会秩序、基于技术素养的教育目的.文章借鉴技术批判理论的观点,试图探求解决当下教育政策文本中过于追求技术理性的问题,实现理性与艺术的结合.据此,对我国教育技术政策制定提供一定的启示,包括关注时代合理性诉求,反思人文不合理问题,权衡技术与人的关系.     

High Possibility Classrooms as a pedagogical framework for technology integration in classrooms: an inquiry in two Australian secondary schools*

Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.