语言实验室开放运行模式与绩效分析

文章对开放实验室的理论依据、内涵及存在问题进行了探讨,提出开放实践的五种模式,并对实验室开放绩效进行了分析。     

学生元认知策略培训的实验研究

本文中,笔者在山西戏剧职业学院二年级学生的英文阅读课堂上开展了元认知策略的讲解与培训,之后得到了学生对元认知策略培训效果的积极反馈。笔者提出的假设是,经过元认知策略培训后,学生的自我管理能力会有所加强,自主学习的意识会有所提升,自身阅读的支配力会有所提高。     

发展中的自学考试教育若干问题思考

以发展的态度认识和规范自学考试的基本属性;充分肯定自学考试的积极功能,高度重视其功能局限性;坚持学术性与职业性的平衡与协调,反对片面的职业化倾向;在社会助学中引入比较全面的学习服务新观念,在尊重学习者特点的基础上,为自考生提供优质高效的学习服务,是自学考试科学发展所面临的几个重要问题。     

大学英语课程2+2+1教学模式研究

大学英语教学模式要满足国家和社会对人才培养的需要,采用多媒体大班授课,网络自主学习和口语练习是有效的互补式的大学英语的教学模式,有利于培养提高学生英语综合应用能力。     

基于问题解决的自主学习模式在成人《护理科研》课程的探索与实践

通过自主学习理论的分析,根据成人护理教育的特点和护理科研课程目标,设计了基于问题解决的护理科研课程自主学习模式.该模式要求教师将教学与指导相结合,学生将学习与科研相结合,在完成课程学习的同时进行护理科研的过程训练.     

高校“网站设计与开发”课程教学改革的实践研究

通过对“网站设计与开发”课程的内容体系、方法手段、实践教学和评价体系等方面的改革实践,强调学生自主学习能力和实践技能的培养,对其他类似课程有一定的参考价值。     

农村自学考试现状调查与分析

本文通过对四川省农村自考学生的现状、学习动机、助学辅导及专业课程等问题的深入调查,分析了其存在的问题及主要原因,并提出改革的建议。     

大学生学习动机和态度调查

大学生正处于人生的黄金时期,学习是他们的主要任务。而学习动机和学习态度是直接影响大学生学习行为和效果的重要因素。本文在问卷调查的基础上,深入发掘影响大学生学习动机和态度的原因,并提出了一些改善学习效果的建议。     

成人体育教育中学员自学能力培养策略

成人自学能力是近年来教育理论和实践中的一个热点问题。就培养成人体育函授学员的自学能力而言，克服内、外国因素的制约是问题所在，转变思想观念是关键，掌握学习策略是重点，利用学习资源是保障，“学以致用”是目标。     

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation.