基于“为儿童”的幼儿绘本创设阅读情境探究

随着社会的发展,人们对于幼儿时期的教育越来越重视,然而由于早期的幼儿压根无法从文字中获取知识,只能依靠图画绘本来汲取知识,因此图片这种直观的表达对幼儿的阅读能力的培养至关重要,但这种静态的展现形式其实从本质上来说是不利于幼儿对文本的理解的,因为这个年龄段的孩子心智发展较为缓慢,对于文本中的深意难以理解,著名儿童教育家李吉林为了儿童心智的长期发展,从1978年就开始对情景教学展开探究,期望能提高幼儿的阅读效率。     

浅析自主探究式心理健康课堂教学

自主探究式心理健康课堂教学是在教师引导下学生自主学习、自主探讨、合作交流,共同解决心理问题,探求真知的教学方式,论述自主探究式心理健康课堂的教学意义、实施条件及方式方法.     

"研究性学习"法在EXCEL电子表格教学中的应用

旨在探索实践计算机教学方法,通过“研究性学习法”在EXCEL电子表格中的应用,培养学生使用计算机分析数据,处理信息的综合能力。     

An Example of Inquiry in Linear Algebra: The Roles of Symbolizing and Brokering

Abstract

In this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor as a broker, and the ways in which students participate in the practice of symbolizing as they reinvent the diagonalization equation A = PDP^?1.     

中国近现代史课程研究型教学模式的实践与思考

以传授知识为主要特征的教学型教学向以培养认知能力为主要特征的研究型教学转变是当代高校教育改革的重要内容。本文结合中国近现代史课程教学改革实践,重点从课程讲授、课程作业、课程教材、课程考试、课程教师等教学环节对研究型教学进行了探讨。同时指出了该教学模武的优点以及存在的问题。     

探究式学习在政治理论课教学中的运用

探究式学习作为一种新型的教学模式和学习模式,更能有效地适应政治理论课的特点,是政治理论课教学不可缺少的方法;政治理论课的理论性、实时性、实践性等特点,以及目前我国社会转型的现实和大学生的思想特点、以学生为本的教学目标要求等都迫切需要对传统的说教式教学模式进行改革;实践表明,问题探讨模式、社会实践模式和自学思考模式作为探究式学习模式的具体体现,在政治理论课教学过程中的具体运用需要与接受式教学模式有机结合,合理搭配。     

The I files,the truth is out there: science teachers’ constructs of inquiry

This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches.     

Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities

This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a university-sponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice “micropolitical literacy.” The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools.     

问答社区中询问回答的质量评价--基于百度知道与知乎的比较研究

随着Web 2.0的发展和普及,问答社区已经成为人们获取信息的主要渠道。但问答社区用户的知识水平参差不齐及使用目的各异,使得问答社区中信息质量良莠不齐。文章建立了问答社区中询问回答的质量评价体系,选取样本统计数据,并设置打分标准对指标进行打分。评价结果显示两个问答社区的询问回答质量都是比较理想的,对比分析表明知乎询问回答质量优于百度知道。