课程知识:个体知识的构建与生成

对泰勒、布鲁纳、杜威、罗杰斯的课程知识观作简要述评,认为课程知识是促进学生个体经验的发展,并不断改组和改造经验,课程知识是个体知识的构建。这种课程知识观源于知识的不确定性的分析与评价。     

基于网络的大学英语“体验翻译”教学问题与反思

我校于2011年3月至2012年1月在2010级A级的4个班上开展了基于网络的大学英语"体验翻译"教学实验。本文旨在总结本次教学实验中所发现的问题,并对现阶段的大学英语翻译教学进行了反思。     

Reflections on Transformative Experiences with Mathematical Inquiry: The Case of Christine

Abstract

We present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course.     

蔡元培思想研究综述

学术界对蔡元培思想的研究已取得了可喜的成绩,这体现在大量原始资料的整理出版,大批研究著作和论文的发表,以及研究领域不断扩大,研究深度不断增强。学者们集中探讨了蔡元培的教育、哲学、政治、文化、科学、学术等方面思想,提出了一系列深刻独到的学术观点。但纵观现状,蔡元培思想研究仍有进一步加强、深化、拓展的空间。     

数学类专业基础课反思性教学的实践与探讨

根据新建地方院校以及数学类专业的特点,以《数学分析》课程为例,加强研究性教学,将反思贯穿于整个教学过程中,超前反思学生实际,重点反思问题解决,总结反思教学效果,对学生进行发散性思维的训练,拓宽学生思路、激发创新的积极性,培养了学生数学知识的应用能力及创新意识。     

走向审美经验的重构——本雅明的艺术生产理论再审视

本雅明的艺术生产理论重点考察了艺术生产范围内审美经验的重构问题。伴随复制时代的到来,灵韵的消散和震惊的出场,审美经验作为艺术的膜拜一面日渐贫乏;技术在祛除艺术灵韵的神圣性同时,也存在着重建灵韵的可能性,审美经验成为艺术作品化解生存危机的契机;本雅明艺术生产理论重视艺术与政治的关系,反映了艺术政治的革命要求和救赎意图,这成为经验重构的主要目标。     

化工热力学课程教学中的几点体会

化工热力学是国内外化学工程与工艺专业的主干课程之一,是一门理论性、逻辑性和应用性很强的专业基础课,提高化工热力学课程的教学质量和教学效果非常重要。文章针对目前化工热力学课程的教学特点和现状,结合作者自身多年的教学实践体会,讨论了提高学生兴趣和教学效果的几点看法,主要包括:授课抓主线,理清思路;设问教学,引起学生的好奇心;引入实际生活生产实例,增加课程的生动性;多媒体教学为主,板书教学为辅的教学模式。     

近年来邓小平现代化理论研究综述

邓小平的现代化理论是邓小平理论的一个重要组成部分，它直接指导着中国社会主义现代化建设。近年来，学者们从不同角度对它进行了深入研究，并取得了丰硕的成果。将这些研究成果进行综合归纳，将有利于学者们更深入地研究这一课题。对当前的社会主义现代化建设也有重大意义。     

Foundation degree learning: an educational journey of personal development

The foundation degree is an intermediate-level qualification designed to widen participation in higher education while providing work-related skills and knowledge. It has a vocational focus and a pedagogic approach that integrates academic and work-based learning. Research into opportunities and the process of learning within foundation degrees is limited, particularly that which looks in depth at personal development occurring within these courses. This study contributes to the literature in this area, reporting on the results of a case study of the foundation degree in medicines management (University of Portsmouth). A key finding of this work was that knowledge was gained within a community of practice, and led to students’ development as individuals. Motivation, learning to learn and guidance and feedback, alongside peer learning within the course, were central aspects of this process. The learning and personal development taking place resulted in increased awareness, confidence and empowerment in students, which was reported to influence their work and personal lives. However, the development of specialist work-related skills and knowledge was found to be limited, questioning the fitness for purpose of the course researched. While key aspects of the subject investigated have been described in this work, further research is needed to understand this complex phenomenon.