基于工作过程导向的高职课程改革——以高职环境类专业《水污染控制技术》课程为例

以工作过程为导向进行高职课程改革,关键在于根据工作实境创设学习情境,并依据学习情境整合课程内容,改善教学方法,实现理实一体化.在高职环境类专业《水污染控制技术》课程改革中,针对特定的学习目标,在对工作岗位和行动能力分析的基础上形成课程体系,并按照岗位工作过程合理设置和序化教学内容,同时综合运用多种教学手段和方法,有效提升学生的专业技能和综合素质.     

基于BP神经网络的大学生实践教学效果评价研究

实践教学是高等学校教学工作的重要组成部分,其中实践教学效果评价是保障高等学校实践教学质量的重要环节。针对高校大学生项目实践教学效果评价需求,构建项目实践教学效果评价指标体系,在此基础上设计调查问卷,利用网络问卷收集评价原始数据,通过Python进行数据预处理,并采用BP神经网络对某高校大学生项目实践教学效果实施评价,结果表明,该方法对于高校实践教学效果评价具有较强的实用性。     

学习型社会的构建

学习型社会是我国社会今后发展的基本方向。构建我国的学习型社会应遵循一定的基本原则，主要通过建设、完善城市学习型社区和农村学习型社区来实现。     

高职学生学习评价的探索

学生的学习评价对教学产生直接的影响，人们期望这个影响是正面的、积极的。本文分析了高职学生学习评价的现状和不良影响，同时根据现状提出了“过程与结果并重，多种测评形式并存．减少偶然性增大必然性”学习评价的基本思想．并针对不同课程提出了相应的评价办法。     

远程开放教育支持服务系统的建设与应用

远程教育服务系统的建设与应用主要包括三个方面内容：1、开放教育的物质条件(校园网络的规划、多媒体平台的建设)；2、教师与网上教学资源的建设；3、学生学习态度与观念的转变。     

自主性学习的特征及其方式

自主性学习是创新学习的方法之一，应充分认识自主性学习的特征，正确地选择适合自己学习个性特点的学习方法，提高学习效率。     

英语学习趣味性初探

英语教学无论是“教”的难度还是“学”的困惑,都是毋庸置疑的。通过让学生了解所学语言的历史、语文化和其他与语言相关的诸多知识,提高语言学习的兴趣,从而实现学生快乐学习英语。     

Gamifying your Teaching: Guidelines for Integrating Gameful Learning in the Classroom

Gamified teaching is a pedagogical strategy that utilizes principles of gaming in the structure of assignments and grading. When students are allowed to engage in gameful educational experiences, they are given the freedom to choose their own pathway through assignments in order to better customize their learning. This article presents a rationale for gamified teaching and outlines the various elements of this instructional approach. In addition, guidance is provided on how to convert a traditional course to a gamified class.     

A new pedagogical model for adventure in the curriculum: part one – advocating for the model

Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning.

Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.

Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as ‘personal growth through adventure’ and ‘OAE’ is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK.     

In pursuit of becoming a senior coach: the learning culture for Australian Football League coaches

Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL – the peak organisation for Australian Rules Football) is important to better develop the next generation of performance coaches. Hence the focus of this research was to examine the learning of SC and AC in the AFL. Fundamental to this research was an understanding that the AFL and each club within the league be regarded as learning organisations and workplaces with their own learning cultures where learning takes place. The purpose of this paper was to examine the learning culture for AFL coaches.

Method: Five SCs, 6 ACs, and 5 administrators (4 of whom were former coaches) at 11 of the 16 AFL clubs were recruited for the research project. First, demographic data were collected for each participant (e.g. age, playing and coaching experience, development and coach development activities). Second, all participants were involved in one semi-structured interview of between 45 and 90 minutes duration. An interpretative (hierarchical content) analysis of the interview data was conducted to identify key emergent themes.

Results: Learning was central to AFL coaches becoming a SC. Nevertheless, coaches reported a sense of isolation and a lack of support in developing their craft within their particular learning culture. These coaches developed a unique dynamic social network (DSN) that involved episodic contact with a number of respected confidantes often from diverse fields (used here in the Bourdieuian sense) in developing their coaching craft. Although there were some opportunities in their workplace, much of their learning was unmediated by others, underscoring the importance of their agentic engagement in limited workplace affordances.

Conclusion: The variety of people accessed for the purposes of learning (often beyond the immediate workplace) and the long time taken to establish networks of supporters meant that a new way of describing the social networks of AFL coaches was needed; DSN. However, despite the acknowledged utility of learning from others, all coaches reported some sense of isolation in their learning. The sense of isolation brought about by professional volatility in high-performance Australian Football offers an alternative view on Hodkinson, Biesta and James' attempt in overcoming dualisms in learning.