CBL+CPL模式在教学中的研究与应用——以数据库原理与应用课程为例

本文以安徽新华学院数据库原理与应用课程为例,先分析传统的教学模式存在的问题,在分别研究案例式和任务驱动性教学模式的基础上,笔者提出将两种教学模式相结合,使得两种教学方式的优点更加明显,既完成本门课程的理论知识与实践应用的有机结合,又培养学生的创新能力、团队合作能力,有效地提高教学效果。     

The place of trust in Continuing Professional Learning programmes: supporting authentic reflection in portfolio assessment

In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between ‘academic learning’ and ‘learning in academia’ for participants. Furthermore, in an environment where trust has been increasingly replaced by the monitoring of performance, CPL participants can find themselves on unfamiliar learning territory in conditions which are not conducive to risk-taking. We identify how convenors might build the trust required for participants to offer an authentic account of their practice.     

Transferring primary generalists’ positive classroom pedagogy to the physical education setting: a collaborative PE-CPD process

Background: The primary school age group (aged 5–11 years) is acknowledged as a critical period in the development of physical activity patterns and healthy lifestyle behaviours. Furthermore, high quality physical education (PE) is crucial for the development of lifelong physical activity behaviours and is highly dependent on the interaction between the teacher and the pupil. Despite this, there is a lack of training and confidence of many primary generalist teachers to teach PE in the UK. It is argued that effective continuing professional development (CPD) to address this issue should be supportive, job embedded, instructionally focused, collaborative and ongoing.

Purpose: This study was funded by a national government funded organisation and led by a university in collaboration with a secondary PE specialist and two primary teachers. The purpose was to develop a replicable PE-CPD process to improve primary generalist teachers’ PE pedagogy by transferring their positive pedagogy from the classroom to the PE setting.

Participants: The participants were two Year 3 (age 7–8 years) primary classroom teachers from the same school and one secondary PE specialist teacher who acted as a mentor.

Research approach: A collaborative professional learning (CPL) approach was utilised to develop the PE-CPD intervention process. CPL involves teachers and other members of a profession working together to improve their own and others’ learning on pedagogic issues. A six-week needs assessment phase was completed through classroom and PE lesson observations to identify key areas for development in the PE-CPD process over the duration of a 23 week intervention.

Data collection and analysis: Reflective logs, structured lesson observations and teacher interviews were used to collect the data during the PE-CPD intervention. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.

Findings: A number of key themes were generated during the data analysis including the transfer of positive pedagogy from the classroom to the PE setting and the implementation of effective pedagogic principles including the setting of clear learning outcomes, differentiation and inclusion to enhance the PE pedagogy. A key element to the success of the intervention was the trusting relationships built by the secondary PE specialist with the primary teachers. Further, the results also revealed the importance of CPL in ensuring rigorous, evidence-based PE-CPD and providing the time and support required for fundamental sustainable changes in practice, which can endure beyond the life of the research project.

Conclusion: The major contribution of this paper is in demonstrating the potential of CPL between national organisations, universities, secondary and primary schools to improve the PE pedagogy of primary generalist teachers. Future research should build upon the findings in this study and replicate this PE-CPD approach with other classes and schools.     

Telling physical education teacher education tales through pedagogical case studies

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice.