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音乐作为素质教育的重要内容和实施美育的主要途径,其主体地位不可忽视。纵观音乐教学的模式,通过音乐教师不断的更新、与时俱进,创造性地开展了综合课型、艺术课型、整合课型、网络化教学等创新型教学模式,让音乐课走出了狭小的课堂。现代的音乐课已不再是一台琴、一台录音机就能应付的,在教育改革的峰头浪尖,音乐教学已经发生了翻天覆地的变化。尤其是被视为教育信息化重头戏的“课程整合”,是改革基础教育教学模式、 相似文献
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季恺 《江西电力职业技术学院学报》2020,33(1):26-27
近年来,随着我国教育事业的不断发展与互联网技术的不断进步,对"电工电子基础"课程的信息化教学水平提出了更高的要求。基于此,主要就当前"电工电子基础"课程教学中存在的问题展开分析,并提出"互联网+"思维下"电工电子基础"课程信息化教学模式的开展策略,希望能为我国"电工电子基础"课程信息化教学模式的开展与创新提供帮助。 相似文献
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信息化教育对教学模式提出了新的挑战，探索适合于新课标的教学模式和教学方法是新世纪教师所面临的主要问题。本文就博客应用于小学现代教育的理论基础，以及构建育人新平台在实践中的作用等作了初步的探讨。 相似文献
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环境工程专业实验混合教学模式初探 总被引：1，自引：0，他引：1
《实验室研究与探索》2016,(3):205-209
随着教育信息化的高速发展,在线课程、开放课程、移动学习对传统的教学方式有着巨大的冲击,在线和面对面教学结合的混合课堂是深受师生欢迎的教学模式。本文在分析了必备的实验教学信息化平台的基础上,借鉴开放课程的思路和电子黑板系统的经验,初步建立了基础型和综合型实验的混合教学模式以及创新性实验的混合教学模式。结果表明,环境工程专业实验的混合教学模式,有利于强化以学生为中心,以教师为主导的教学理念,形成学生终身学习的习惯和促进师生的交流。 相似文献
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基于任务的信息技术课程探究型教学模式的构建与实践 总被引：5，自引：0，他引：5
信息化是我们所处时代的发展主流,它决定了信息技术人才是当今社会的宠儿,信息技术教育是当今时代的必然产物。该文就我国目前信息技术课程的开设,为确保信息技术教育在培养新型人才方面应有的作用,在“任务驱动”的教学思想、课程整合思想、探究教学思想的指导下,在分析基于任务的探究型教学模式的特点的基础上,构建出信息技术课程的基于任务的探究型教学模式,同时提出了具体的操作步骤。 相似文献
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信息化的快速发展使现代信息技术进入教育领域,从早期的E-learning到可汗学院,再到现在风靡全球的 MOOC,这些信息化的产物对教育观念、教育思想、教学方法、教学组织和教学模式都产生了重大影响,从而促使教学模式发生深刻变革。从网络技术的发展史入手,分析不同阶段网络技术在教育中的应用,预测教学模式的变革趋势,有利于丰富、发展教学模式的理论体系,既为我国教学模式的完善提供学理依据与观念指导,也为未来网络教育的发展指明方向。 相似文献
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闫英 《济南职业学院学报》2002,(5):15-17
随着素质教育的发展和教育信息化的推进,中小学信息技术教育得到了迅速地发展.与此同时,对于中小学信息技术教学模式的研究也雨后春笋般地发展起来,相继出现了讲练式、协作式、自主性等各种教学模式.教学模式的研究和探讨,为更好地实现信息技术教学目标打下了坚实的理论基础.为此,我们结合自己的教学实践,试将研究性教学模式应用到小学信息技术教学中来.实践证明收效明显,不但充实和发展了研究性教学模式,而且使信息技术教学质量也进一步得到了提高.现就应用过程介绍如下,以供参考. 相似文献
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《华夏少年(简快作文 )》2017,(4)
信息技术的快速发展造就了现如今的科学信息化时代,信息技术被广泛应用到教育中。在信息技术课堂教学中,小学数学教学也通过信息技术变得更为便捷化、高效化,比如微课教学模式的运用,但是微课的教学模式还不够完善。就微课在小学低年级数学教学中的应用进行分析探究。 相似文献
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Abdullah Almaden 《Educational Media International》2017,54(2):112-128
The purpose of this study was to analyze on-campus and online PhD programs in educational technology-related fields in the United States. In particular, it sought to evaluate the most common program titles; core, elective, and research courses based on program curricula. The research design was quantitative content analysis and data were collected from six different sources. The study found 44 institutions offered campus-based degree programs and four offered online degree programs in educational technology-related fields with 27 different program titles. In addition, 324 core courses, 157 elective courses, and 260 research courses were further analyzed. The results revealed that the most common program titles were Curriculum and Instruction, Learning Design and Technology, Instructional Technology, Learning Technologies, Instructional Design and Technology, and Educational Technology. The most common core courses were Instructional Design, Advanced Instructional Design, Curriculum Theory, Needs Assessment, Internship in Instructional Technology, Instructional Systems Design, and Theories of Learning and Instruction. The most common elective courses were Multicultural Education, Foundations of Distance Learning, Educational Foundations, and Message Design. The most common research courses were Quantitative Methods, Qualitative Methods, Qualitative Research, Educational Research Methods, Multivariate Analysis, Introduction to Qualitative Research in Education, and Mixed Methods. Furthermore, this study provided discussion and implications for current study as well as recommendations for future research. 相似文献
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高等教育信息化若要对大学在新时期的创新发展产生革命性的影响,就必须分别落实到大学的教学、科研与社会服务这三大职能上。科研信息化是高等教育信息化的重要组成部分,正在重塑着大学科学研究的体制、机制和面貌。文章从大学、学科、国家等多个层次介绍了高等教育科研信息化的发展现状,并将目前对于该领域的研究归纳为关键技术、资源服务和虚拟科研共同体三个方面。在对高等教育信息化发展历史、现状和研究情况的整体把握之下,基于当前信息技术与科研发展的趋势,从基础设施、内容资源服务体系和科研文化三个视角展望了高等教育科研信息化的未来。 相似文献
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欧洲部分国家基础教育信息化有效性研究 总被引：1，自引：0，他引：1
随着教育信息化工作的不断深入,有关教育信息化有效性研究也越来越受到重视。文章以欧洲部分国家为例,介绍了欧洲部分研究项目的研究方法和研究内容,并从教师和学生的角度出发,探讨了信息技术对学习和教学带来的影响。在此基础上对我国基础教育信息化有效性研究提出了建议 相似文献
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Adult educators are offering increasing and valuable services to the clients they serve. Yet the general population neither respects nor understands the role played by adult education. We hold that increased accountability can foster the desired respect and understanding and that this accountability can be accomplished through increased planning and greater salesmanship. An “Instructional Development Model for Adult Education” is presented and the key components of salesmanship are enumerated. 相似文献
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基于多元智能观的教学设计要素再认识 总被引：2，自引：0，他引：2
多元智能理论(Multi-Intelligences)是20世纪80年代中期以来在全世界盛行的教育理念。本文依据多元智能理论的观点来重新审视教学设计过程的基本要素,并提出了对学生发展与教师角色、课程内容与资源运用、学习过程与教学模式以及学习结果与教学评价等要素的再认识及整合设计问题,以便能使教学更好地促进学生的多元智能发展。 相似文献
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Instructional models guide designer activity as they attempt to solve instructional problems. Models provide structure to the project, problem solving strategies, evaluation, and feedback. This paper is designed to examine Rapid Prototyping, a model born in the computer age. Rapid Prototyping embraces computer design strategies, constructivist learning theory, and cognitive psychology. This paper will first look at the “classic” forms of instructional design models, which form the foundation of instructional design. A review of the critical elements of these models will provide the framework to understand the concepts behind the Rapid Prototyping model. Next, this paper will examine how researchers define Rapid Prototyping, how the model is used, whether it is successful, and why some consider it a major shift in the way instruction is designed. By clarifying how RP is structured to solve instructional problems and the processes it uses to produce instructional materials, this paper will strive to determine whether it is a viable alternative to traditional design models. 相似文献
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以《教育信息化十年发展规划(2011—2020年)》为指导,通过查阅资料、现场调研、问卷调查、个别访谈、实地考察等多种方式,全面调查研究商洛市农村中学信息技术教师生存现状,统计分析造成商洛市农村中学信息技术教师生存现状的主要问题及成因,并尝试给出改变目前农村中学信息技术教师生存现状的对策。 相似文献
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《Early childhood research quarterly》2000,15(1):115-134
The purpose of this research study was to develop, test, and validate a model that identifies the characteristics and beliefs of teachers and aides, and the classroom structural dimensions associated with Head Start classroom quality. The quality of classroom teaching practices was collected using the Assessment Profile for Early Childhood Programs: Research Version. Classroom structural characteristics were collected by observers. Teachers and teacher aides completed three self-report instruments: Teacher Beliefs Scale, Instructional Activities Scale, and Family Involvement Survey. Data analyses were conducted using structural equation modeling with the Lisrel VII computer program. The model was tested with Year 1 classroom level data and validated with Year 2 data. Education Level was shown to directly affect Inappropriate Beliefs, which impacted Inappropriate Instructional Activities, which influenced Classroom Quality. Neither Education Level nor Teacher Beliefs had direct effects on Classroom Quality, but they had indirect effects through Instructional Activities. Classroom Structure was associated directly with Quality. Education Level and Classroom Quality were associated directly with Attitudes Toward Families. 相似文献