增强《文检课》教学中学生的情报意识

文章从文献检索知识的传授与情报意识的树立及高教改革的战略与情报检索意识的强化两个方面进行了论述。     

改革《中学数学教材教法》的实践与认识

论述了高师院校《中学数学教材教法》课程改革的必要性;介绍了天津师范大学数学教材教法课程在教学内容、教学方法及考核方式等方面的做法;简析了天津师范大学教材教法课程改革理论上的初步认识．     

物理教学“授法为心”

当前,在中学物理教学中采用“双基为主”、“授法为心”的方法是发展学生能力的主要途径,同时也是更适应物理教学和素质教育的需要。     

The American Statistics Poster Competition

This article covers the history and organisation of the American Statistics Poster Competition, and gives our view of what a statistical poster is.     

试析郭汉民教授的研讨式五步教学法

郭汉民教授的五步研讨式教学是在教师的具体指导下充分发挥学生主体作用,通过学生自我学习、自我教育、自我提高来获取知识和强化能力培养与素质提高的一种崭新的教学方法。它符合了教师主导作用和学生主体作用相统一、传授知识与发展能力相统一、知识能力教学与思想教育相统一的教学规律,又满足了大学生主动获取知识、注重掌握方法和提高职业能力的心理倾向,具有鲜明的科学性。     

Teachers’ interpersonal relationships and instructional expertise: How are they related?

This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.     

Adaptation of lesson study in a Danish context: Displacements of teachers’ work and power relations

Though lesson study adaptations in the West have flourished, there is scarcity of associated culturally sensitive research. We contribute such research by exploring the conflicts that emerge when Danish teachers engage in lesson study. Using figured worlds, we analyze how teachers realize lesson study in their local setting through their dynamic orientations towards possibly conflicting worlds. We show how this realization challenges the teachers’ work and power relations and is influenced by broader issues of culture and power. We conclude that, in order to adapt lesson study in Denmark, it is necessary to address the overriding cultural characteristics we identify.     

Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach

Algebra is considered key to success in secondary mathematics, yet instruction remains mostly teacher-centered and procedurally oriented, with limited opportunities for students to develop algebraic understanding. This study draws on a large sample of video-recorded ninth grade U.S. algebra lessons to explore the nature of learning opportunities that may help deepen students’ algebraic understanding. I highlight aspects of opportunities to learn algebraic procedures and describe instruction that can enrich these opportunities. I posit that this holds promise as an incremental improvement approach—relatively small adjustments in teachers’ current practices that can serve as a bridge to more ambitious teaching.     

“内外共融”武术教学理念的探讨

武术作为具有中国特色的民族传统体育运动,俨已成为当今学校体育的重要部分。而当今武术教学的诸多现象却表明：如何采取行之有效的措施帮助学生在获得技能、强身健体的同时感受并汲取武术内在的文化,进而形成良好的人文素养早已成为我们亟待解决的问题。基于此背景,本文提出＂内外共融＂的武术教学理念,通过对其特有功能和价值的分析及对该理念的深入阐述,以求改善武术教学现状,实现学生真正意义上的内外兼修。     

阳光体育运动开展的瓶颈及发展策略

运用文献资料法、逻辑分析法等研究方法,分析了阳光体育运动的特征和价值,论述了现阶段我国各级学校中阳光体育运动发展的瓶颈及开展的有利因素,分析其主观和客观原因,旨在对阳光体育运动的发展提出一些策略和建议,从而为阳光体育运动的健康可持续发展提供理论依据,使其价值得到更充分的体现。