STUDENTS’ AND INSTRUCTORS’ BELIEFS ABOUT EXCELLENT LECTURERS AND DISCUSSION LEADERS

To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students’ ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers.     

STEAM理念下的动漫课程建设探索 ——以鄂尔多斯市康巴什区第五小学为例

本文以动漫课程小学阶段STEAM教育研究为载体,分别从STEAM课程的建设框架与理论依据、跨学科整合实践、情境体验与协作性设计、项目设计与成果实证性四个方面来详细阐述具体做法.在课程内容上,艺术融合了美术、音乐等素养课程;工程技术与数学融合了Python编程与简单算法、Scratch模块化编程、3D动漫模型设计与制作等...     

《冲击波物理》课程教学探索

根据多年教学实践,就课程内容组织中的一些问题进行了探索,重点介绍了课程教学时的指导思想。     

杭州天真书院的历史沿革及功能转化

本文以日本所藏孤本《勋贤祠志》及2012年海内外围绕该孤本而发表的三篇很有分量的论文为基础,对天真书院作了细致的史料梳理和初步的史实考证.认为从“仰止祠”到“勋贤祠”,并非简单的名称之变,而实为内质之变.“仰止”推崇的是包括“立言”在内的立体的学者型的阳明形象,而“勋贤”关注的则是以“立功”“立德”为重点的事功型的阳明形象.     

新课程理念下数学讲授法的有意义教学

在数学新课程理念的指导下,对传统数学讲授法教学全过程应作分析探讨,数学教学讲授法应成为有意义的教学,以此来提高数学课堂讲授的教学效果。     

机械工程trouble-shooting案例分析教学与动手能力培养

通过trouble-shooting案例的分析、讨论、实例讲解,力图引导、启发和培养学生在实际工作中如何去发现问题、如何对已有知识、经验、技能的灵活处理和技术知识的转移、搬迁、嫁接、变异、变通和改进等方面的技巧和动手能力,目的是使学生学习达到“鱼”、“渔”共获。     

微积分精讲之策略

高等院校教学改革与教学水平的提高是当前备受社会关注的话题.提高高等院校基础学科的建设是非常重要的,微积分基础课程教学质量的提高就是其中之一.文章先分析了高校微积分的教学现状,提出了微积分精讲的策略,并举教学案例以分享.     

Exploring a Monetary Union among Nations through Active Learning

Abstract

This article presents a classroom project that employs various techniques of active learning including role-playing, collaborative group work and writing. The project explores the recent creation of the European Monetary Union (EMU) with special emphasis on the introduction of the euro. The project assumes that the Americas have begun preliminary discussion on forming a monetary union of their own—complete with a single currency and single central bank. Students act as country representatives in the negotiation for an American Monetary Union (AMU). The purpose of the project is to give students a chance to examine the broader issues of regional currency arrangements and to understand how the process of monetary unification operates.     

重建对话教学的方法论

对话教学把教学方法理解为智慧或问题解决、社会互动与合作、个人风格与个性独特性三者的合金。重建对话教学的方法论意味着走出技术主义的窠臼,让教学建基于批判意识和反思性实践,把主题探究、问答、会话、辩论、对话性讲授、交往性沉默、个人方法等方法论要素创造性融为一体,化成以智慧和民主为核心的教学行动。     

大学数学教学方法初探

从大的方面讲,大学数学教学方法不外乎两种方法：讲授法和探究式教学法,大学数学教学中只有将两种教学方法巧妙地结合起来,才能更好地完成教学任务.