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951.
随着我国试点高校网络教育的不断发展,其教学质量日益成为社会关注的热点和焦点。本文透过对评价关键要素的分析,为设计出符合我国试点高校网络教育教学质量评价指标体系提供参考。 相似文献
952.
毛圣泰 《中国教育研究与创新》2005,2(7):29-30
从古到今,人们对教育的认识和理解是在向前发展的,每隔一段时期,就会有新的观点代替旧的观点。从而实现理论完善化和科学化。在新的世纪。社会对人才的素质提出了新的要求,这必然也就要求一种在新的教学观、新的教学思想指导下的教学组织方式来实现教育的培养目标。 相似文献
953.
叶军君 《洛阳工业高等专科学校学报》2004,14(1):84-85,92
工科专业是综合性大学的重要组成部分,属于应角性较强的学科,培养的学生既要有扎实的理论基础,又要有一定的实际分析能力,只有努力提高其教学质量,才能满足社会发展的需要。 相似文献
954.
Joanna Crossman 《高等教育研究与发展》2007,26(3):313-327
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation. 相似文献
955.
D. WILKIE 《Teaching Statistics》1986,8(2):48-52
A smiple weighing experiment is used to illustrate classical, factorial, fractional replicate of a factorial, confounded factorial and latin square designs of experiments. 相似文献
956.
Neil H Spencer 《Teaching Statistics》1999,21(3):88-89
Students often find the concepts of bias and consistency hard to understand intuitively. This article presnts means of demonstrating these concepts using a computer so that students, once they have seen them in action, can more readily grasp their meanings and imlications. 相似文献
957.
Understanding the role of the Teaching Assistant: comparing the views of pupils with SEN and TAs within mainstream primary schools 下载免费PDF全文
Alison Wren 《Support for Learning》2017,32(1):4-19
The number of teaching assistants (TAs) in schools in the UK has risen in recent years, but there remains a lack of clarity about the roles being undertaken by these support staff. This article reports findings from a study investigating how the TA role is understood both by the pupils being supported and by TAs themselves. Eleven students with SEN were interviewed regarding the support received from TAs within school. Following this, the TAs were also interviewed and asked to explain how they viewed their main support role. The data suggest a difference in the understanding of the role between the two groups, with pupils primarily focused on academic support and TAs focusing instead on behavioural support. Implications for practice include the need to clarify the TA role to support consistency across settings, and the importance of ensuring that pupils with SEN are supported to understand the role of TAs within schools. 相似文献
958.
Tim Rowland 《Educational Studies in Mathematics》2008,69(2):149-163
This empirical paper considers the different purposes for which teachers use examples in elementary mathematics teaching,
and how well the actual examples used fit these intended purposes. For this study, 24 mathematics lessons taught by prospective
elementary school teachers were videotaped. In the spirit of grounded theory, the purpose of the analysis of these lessons
was to discover, and to construct theories around, the ways that these novice teachers could be seen to draw upon their mathematics
teaching knowledge-base in their lesson preparation and in their observed classroom instruction. A highly-pervasive dimension
of the findings was these teachers’ choice and use of examples. Four categories of uses of examples are identified and exemplified:
these are related to different kinds of teacher awareness.
相似文献
Tim RowlandEmail: |
959.
Teaching practicum experiences, including those in international contexts, are based on partnerships between institutions and host schools, and the partnership between the pre-service teacher, the cooperating teacher and the university supervisor. This article explores the relationship between pre-service teachers and cooperating teachers in an international practicum in the Solomon Islands. It considers the way the cooperating teachers were positioned within the partnership, and raises questions about the way the university engages with host schools and teachers in international contexts, particularly in developing countries. Drawing on postcolonial theory, we investigate the complexity and contradictions in relationships between the pre-service teachers and cooperating teachers. We conclude by offering suggestions for valuing the role of cooperating teachers in these contexts. 相似文献
960.
王爱华 《泰州职业技术学院学报》2002,2(3):61-63
职业教育的特点以及目标决定了职业学校在课程教学方面具有其自身的特殊性。当前在职业学校普遍对学生的专业课很重视,强调对学生专业实践能力的培养。但是,对语等基础化课的实践性还没有足够的重视。本阐述了在职业学校进行语教学改革的有利条件,注重语实践教学的必要性以及通过哪些途径来实现语教学实践性。 相似文献