情景教学在CAD教学中的探讨与实践

CAD（Computer Aided Design-计算机辅助设计）是高校普遍开设的一门主干课程，传统的教学方法，往往不能很好地突出其专业性和实践性强的特点，达不到应有的教学效果。采用情景教学则能较好的解决上述问题，作者以自己的教学体会阐述了在CAD教学中采用情景教学的好处及三种典型的应用方式，并对运用情景教学法进行教学需要注意的问题作了说明。     

论古史辨派《诗经》研究的诗学取向、价值与缺失

20世纪二三十年代兴起的以顾颉刚为代表的著名历史学派——古史辨以还原上古真史为目的,解构传统《诗经》学,清除历代《诗经》学萌生的伪史并查证真史。其诗学取向与价值在于,直面《诗经》本文,解除《诗经》的经典光晕,还原《诗经》的文学面目,因而对《诗经》学作了深度刷新。但是也因游走于历史与文学之间,遗失了更为细腻的历史文化密码,也对《诗经》造成了漏解、无解、误解的阐释缺失。     

从“眼前之竹”到“手中之竹”的艺术幻化——《墨竹图》欣赏

简要地介绍了“扬州八怪”之一,清朝画家郑燮及其在绘画实践中总结出来的绘画理论。通过欣赏《墨竹图》及画家提出的“眼中之竹——胸中之竹——手中之竹”的画竹三段论,结合自身的绘画实践发表了自己的见解。     

农业信息化"最后一公里"问题探讨

农业信息化“最后一公里”问题是农业部门迫切需要解决的问题,本文在分折我国农村市场信息服务体系的现状的基础上,提出了解决农业信息化“最后一公里”问题的八条对策。     

A Grounded Practical Theory Reconstruction of the Communication Practice of Instructor-facilitated Collegiate Classroom Discussion

Instructor-facilitated collegiate classroom discussion (IFCCD) is a highly valued yet undertheorized instructional practice. Research examining the structure of classroom interaction, scholarship advocating rationales for discussion-based pedagogy, and an investigation of a related interactive classroom communication practice provide an informative backdrop for this study. The data in the study were collected using action-implicative discourse analytic techniques throughout a semester in three classrooms at the same university. Reconstructing the three levels of the practice through grounded practical theory—the problem/dilemma level, the normative situated ideals level, and the talk/discourse techniques level—provides some insight into why in two of these cases of IFCCD, engaged and participatory discussion was accomplished. The shared dilemma of the practice is reconstructed as the problem of engagement in which both individual engagement with curricular content and shared engagement in co-creation of the discussion are valued. The dilemmatic nature of the practice is explored specifically in terms of traditional and nontraditional teacher talk and associated participation structures. Significant similarities and differences across the three cases are found and examined in the reconstructions of instructor situated ideals and third-turn facilitation techniques. Initial conclusions are incorporated in the discussion of discourse-based applications for practitioners interested in facilitating discussion in college classrooms.     

浅谈讨论式教学对应用型软件工程人才创新思维能力培养的作用

创新思维能力是人才培养的关键,特别是对于知识变化快的应用型软件工程专业。学生创新思维能力的培养,重要一环是让学生养成开放性思维,主动思考,发现问题并解决问题,而不拘泥于相信教材和老师。讨论式教学刚好提供了学生这样的机会,是创新思维能力培养的一个有力途径。文章深入分析讨论式教学的认知加工特点及其在创新思维培养中的作用,并进行了专业选修课的讨论式教学实践。     

Social studies teacher candidates' views on the controversial issues incorporated into their courses in Turkey

Incorporating controversial issues into pre-service teacher education provides teacher candidates with opportunities not only to gain effective civic competence but also to develop skills and experience in their teaching of controversial issues. The purpose of this study was to ascertain social studies teacher candidates' views on the controversial issues involved in their courses in Turkey. The study was based on semi-structured interviews with 15 teacher candidates. It was found that controversial issues were not sufficiently included in teacher candidates' courses and that teacher candidates have difficulty in discussing critical issues in class. This study also introduced the idea that teacher candidates experiencing controversial issues in pre-service teacher education can gain positive attitudes towards teaching such issues in their professional lives and can form their own teaching strategies. Teacher candidates came to believe that good teachers should include controversial issues related to the course content and both teachers and teacher candidates should prepare for their discussion phase.     

在线讨论中动态学习情绪和认知行为序列的关系研究

在线讨论作为在线学习的重要组成部分,其产生的文本数据可以反映学习者的认知水平、互动质量以及情绪状态。学习情绪影响认知行为,从而影响学习成效,研究学习情绪和认知行为之间的关系非常重要。文章基于Harris等人的情绪分类法和蔡今中的认知分类体系,使用内容分析法和滞后序列分析法研究学习者的动态学习情绪、认知行为序列模式以及学习情绪和认知行为之间的关系。研究表明:困惑情绪和消极情绪会转化为积极情绪,但是中性情绪不会转化为积极情绪;学习者倾向于呈现描述行为和推断或解释行为,且认知行为序列模式具有渐进性特征;描述行为会引发消极情绪,比较行为、推断或解释行为会引发积极情绪。教师可根据学习者的行为转换情况进行适当的指导和干预,以提升学习者的学习效果。     

学校社会工作视野下的高校学生多元管理模式探讨

针对高校传统学生管理模式的弊端,从学校社会工作角度出发,本文提出了创建新时期多元学生管理模式的新思路,剖析了四种不同类型的学生管理模式,并以构建高校贫困生扶助体系为例论述了其操作性和可行性。     

高职电工电子教学现状及教学方法探讨

本文简述了目前高职电工电子教学的现状,围绕如何提高教学质量、培养符合社会需求人才探讨电工电子课程教学方法,进而提出若干改革方案.