试论探究教学的“学习环”模式

＂学习环＂模式有利于学生探究能力、推理能力、概念的建构和运用能力的提高。文章介绍了＂学习环＂模式在美国广泛的研究和应用及其如何指导教师进行探究教学。这一模式对于中国目前教育中开展探究教学具有十分重要的借鉴意义。在探究教学中,教师可以依据＂引入环节→探索环节→概念建构环节→概念应用与拓展环节→评价环节＂的步骤运用＂学习环＂模式,以促进学生理解科学概念,发展学生的科学思维,提高其推理能力及参与科学活动的积极性。     

自我效能感视阈下的中国大学英语教学

学生的自我效能感是其学习行为和学习成果的一个很强的预测因素,其研究对于中国大学英语教学有着重要的实践意义。在系统介绍自我效能感的涵义、作用机制及其信息来源等理论及相关实证研究发现的基础上,就中国大学英语教学中教师应该如何培养和促进学生英语学习自我效能感提出了一些尝试性的建议。     

谈语文阅读教学中学生创造力的培养

创造力是由多种基本素质构成的。如创造意识、创造思维、创造个性、创造技能、创造美感等。本文着生就语文阅读教学中学生创新意识的培养、创造性思维能力的培养、创造性个性培养等三个方面,提出了自己的看法和见解。     

语文综合性学习给教师带来的挑战

语综合性学习是一种全新的学习观，它对教师的知识结构、教学方式以及转变学生的学习方式和家长的观念都提出了巨大的挑战。教师需要通过各种渠道广闻博采，全面提高自己各方面的涵养；需要更新自己的教育理念，改变自己的教学方式，实行角色的转变；需要下功夫改变家长和学生对综合性学习的误识，培养学生实施综合性学习的能力和与他人合作的精神。     

浅谈大学公共英语的阅读教学

抓好阅读教学是提高学生英语水平的关键.要提高学生的阅读能力一定要做到以下二点：语言学习与背景文化知识积累并重;语言学习与阅读技巧训练并重.     

怎样提高农村少数民族学生的学习成效

农村少数民族学生学习勤奋刻苦,但方法不够对头。在语言上要鼓励他们多说普通话,要增加课外活动,扩大社会人文自然史地知识,还应加强必要的背诵记忆。     

A Hands-On Organ-Slicing Activity to Teach the Cross-Sectional Anatomy

The presentation of pre-sliced specimens is a frequently used method in the laboratory teaching of cross-sectional anatomy. In the present study, a new teaching method based on a hands-on slicing activity was introduced into the teaching of brain, heart, and liver cross-sectional anatomy. A randomized, controlled trial was performed. A total of 182 third-year medical students were randomized into a control group taught with the prosection mode (pre-sliced organ viewing) and an experimental group taught with the dissection mode (hands-on organ slicing). These teaching methods were assessed by testing the students' knowledge of cross-sectional specimens and cross-sectional radiological images, and analyzing students' feedback. Using a specimen test on three organs (brain, heart, and liver), significant differences were observed in the mean scores of the control and experimental groups: for brain 59.6% (±14.2) vs. 70.1% (±15.5), (P < 0.001, Cohen's d = 0.17); for heart: 57.6% (±12.5) vs. 75.6% (±15.3), (P < 0.001, d = 0.30); and for liver: 60.4% (±14.5) vs. 81.7% (±14.2), (P < 0.001, d = 0.46). In a cross-sectional radiological image test, better performance was also found in the experimental group (P < 0.001). The mean scores of the control vs. experimental groups were as follows: for brain imaging 63.9% (±15.1) vs. 71.1% (±16.1); for heart imaging 64.7% (±14.5) vs. 75.2% (±15.5); and for liver imaging 61.1% (±15.5) vs. 81.2% (±14.6), respectively. The effect sizes (Cohen's d) were 0.05, 0.23, and 0.52, respectively. Students in the lower tertile benefited the most from the slicing experiences. Students' feedback was generally positive. Hands-on slicing activity can increase the effectiveness of anatomy teaching and increase students' ability to interpret radiological images.     

关于研究性学习的思考

研究性学习是一种培养学生实践能力和创新能力的全新学习方法，要使研究性学习得以实施，必须正确理解研究性学习的涵义；正确把握研究性学习的实施途径及相应的内容、模式与目标；借助教师的团体作用，合理发挥教师的引导、组织作用；建立起合理的评估制度。     

用服务学习搭建语言学习与素质发展的桥梁

2003年的《普通高中英语课程标准(实验)》对高中英语课程的性质和内容目标做出了重大调整,明确了其工具性和人文性双重特征,提出把发展人的综合素质作为提高语言综合能力的前提,通过英语课程促进学生全面发展的目标.这一重大调整对学习方式和教学方法提出了重大挑战,如果能将服务学习这一方式引入语言学习领域,就可以充分发挥其在搭建语言学习与素质发展间的桥梁作用.     

Challenges of engineering education and curriculum development in the context of the Bologna process

The work of Activity 1 of the Thematic Network E4 “Employability through Innovative Curricula” on curriculum development issues has been guided by the intention to contribute to the establishment of a European Higher Education Area (EHEA) by addressing crucial aspects of harmonisation, compatibility and comparability. In due course the activities aspired to contribute to the enhancement of engineering education by encouraging diversity and innovative solutions to deal with a range of changing demands. Creative competitiveness and the strive for specific profiles of engineering qualifications on a high level of quality must be accompanied by the attempt to make diversity and quality transparent and comparable based on common terms. The article describes briefly various demands and discusses the challenges of the Bologna Process on the development of engineering education in Europe and how some of the meanwhile 45 signatory countries deal with it. Based on the published Outcomes of Activity 1 and referring to examples of good practice it focuses on components of innovative curricula which should guide curriculum development to satisfy various needs including those of the Bologna Process.