Content teaching: innovative and traditional practices

Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion.     

A narrative inquiry into the fostering of a teacher-principal’s best-loved self in an online teacher community in China

This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant’s postings over a span of thirteen months helped the research team to narratively explore how the teacher, through reflections and interactions with his other fellow community members, refined his personal practical knowledge and cultivated his best-loved self as a teacher-principal in a rural school in China that lacked learning resources. Highlighted in the discussions are how the participant integrated his personal being with his professional being and eventually became the teacher he wanted to be. This research study adds to the literature about teachers as agents of change. This knowledge contribution, among others related to technology, shows how professional development and the development of teacher identity can be promoted in online teacher knowledge communities. Implications for teacher education are also discussed.     

数据库的几种安全控制方法

针对数据库安全问题,讨论了相关的安全控制方法,如自主存取控制、强制存取控制、基于角色存取控制、视图机制、审计日志、加密控制和推论控制等等,并对数据库安全给出了一些具体建议。     

安徽教育学院校园网建设与设计

结合当今计算机网络发展和新技术，针对安徽教育学院的自身条件和计算机应用基础，提出了安徽教育学院校园网的建设目标和完整的校园网建设方案。     

试论科学课教师专业化发展的知识结构

从显性知识与隐性知识的角度构建科学课教师的知识结构,可以为科学课教师的职前培养和职后培训课程内容的制定找到理论的依据,有助于科学课教师把理论知识有效地运用到教学实践中,促进科学课教师专业化的实现。我们应既重视科学课教师显性知识的建构,同时也应挖掘和构建科学课教师的隐性知识,让教师在显性知识和隐性知识的比较和转换中,形成具有个性特征的知识结构。     

校园网建设要注重前期的规划与设计

提出在校园网建设前期应明确其使用对象及功能；讨论了其规划与设计中在基础建设、软件建设、队伍建设及依据学校自身特点等方面应注重的几个主要问题。     

《知识创新案例分析》教学理念及其教学策略

创新教育是素质教育的重要组成部分,实施创新教育教师是关键。提高教师的创新素质,首先应帮助教师树立创新意识,其次还应掌握创新理论和创新思维方法,为此,应针对不同内容应采取不同的教学策略,使教师适合实施创新教育的需要。     

网络化背景下我国政府公信力的重构与提升

一般而言,政府公信力主要由政府能力、传播载体和公众满意度三大要素构成,其中,大众传播媒介扮演着"宣传员"和"监督员"的双重角色.进入21世纪,以互联网为标志的大众传播的迅猛发展,使处于社会转型期的我国政府公信力建设面临严峻挑战.要破解政府公信力提升难题,必须从面临的挑战和自身系统构成出发,促进"三个转变",即政府从管制...     

高校图书馆工作的理性思考与探索

高校图书馆是高校教学科研的信息中心．如何做好现代图书馆工作,一是要增强服务意识,提高服务质量;二是要加强特色馆藏建设;三是加大数字图书馆建设,构建文献共享平台;四是重视图书馆安全,责任重于泰山;五是强化管理,营造和谐环境．     

饮食题材——杜甫草堂诗中心态之体现

杜甫在草堂创作了大量的闲适诗。缘于长期的漂泊和草堂生活的相对安定,草堂诗呈现出与其他阶段迥然不同的艺术风格,写了大量饮食方面的诗。诗中大部分是从琐碎的生活中,去细细品味人生的乐趣,暂时放下不得志的苦闷,享受当下的自足与闲适的生活,有些诗中也蕴涵忧国思乡之情。