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高职《大学英语教学大纲》是如何制定的 总被引：1，自引：0，他引：1
本文以学习者中心理论和需求分析理论为依据,探讨了高职院校《大学英语教学大纲》制订。作者建议,高职院校在制订《大学英语教学大纲》时,以非英语专业学生大学英语的学习需求信息为依据,同时搜集英语教师对教学大纲的认识,为参与制定教学大纲提供第一手资料,从而使英语教学真正做到"以学生为中心",最终形成理想的,同时也是可以实现的大学英语教学目标。 相似文献
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《高等学校英语专业教学大纲》提出"复合型人才"的培养目标,并在此基础上构建了新的英语专业课程体系。《大纲》以及各高校基于《大纲》所制订的英语专业培养计划起了一种"意图课程"的作用。对专业教师的课程取向进行探索,以了解教师的教育教学信念,对高校英语专业的进一步改革和发展具有重要意义。 相似文献
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新时代课堂教学呼唤“以学习为中心”范式。课程执行大纲是教师教学和学生学习的依据,是教师与学生间的“契约”,是传统课程教学大纲向“以学习为中心”范式转变的产物。遵循以学习为中心和一致性原则,课程执行大纲至少包含课程基本信息、预期学习成果、教学日历、课程资料、成绩评定方式、课程要求、其他可选项等内容。西南交通大学设计了课程执行大纲评估指标,并通过常态化评估为教师编制课程执行大纲提供改进方向,从而促进课程教学质量提升。 相似文献
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2002年由教育部、总参谋部、总政治部第三次修订的《教学大纲》,明确规定了教学目标和教学内容.如何落实教学大纲,提高教学质量,当务之急是把课堂教学评价体系作为切入口,以"课堂"的形式落实新编大纲,促进高校军事课程科学化进程. 相似文献
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以课程实施大纲为基础的严格而细致的教学基本规范和管理制度,是美国高校保障教学质量的关键所在。美国高校的课程实施大纲体现了学习中心和教学契约的教学理念,是师生的教学合同、学生的学习工具、师生沟通的桥梁、教学评估的工具;各高校一般对课程实施大纲的基本格式和组成部分及其包含的要素有统一的要求。我国高校要进一步推进教学改革,需要借鉴美国高校这一制度,加快推进教学规范化建设。 相似文献
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当前,高校以学习者为中心大力推进教育教学改革,传统的教学方法难以满足学习者对编程课程学习的个性化需求.传统课程实践环节中的编程练习较为单调乏味,很难激发学习者学习编程的兴趣,学习者甚至会对编程学习产生负面的情绪.本研究面向培养计算机编程能力提出一个基于计算机游戏的学习模型,该游戏模型以"面向对象程序设计"课程为例面向在... 相似文献
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机械类专业教学大纲、考试大纲、实验大纲是高校教学和管理工作重要依据,直接影响人才培养质量。本文分析了地方高校机械类专业“三纲”的特点和现状,探讨了形成这些问题的原因,提出修订过程中需要注意的事项,为完善地方高校“三纲”提供参考意见。 相似文献
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结构型大纲和功能与意念大纲都曾对ESP教学产生过影响,由于它们各自的特点和局限,带来了ESP教学中的不足和缺陷。综合两种大纲的特点,提出建立一套适合我国ESP教学的综合性的教学大纲:结构-功能大纲,以提高ESP教学的质量,满足学习者的不同需求。 相似文献
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郑砚 《佳木斯教育学院学报》2013,(1)
图书馆在高校英语教学中有着重要作用。随着信息技术和学习方式的不断转变,产生了向读者提供空间、资源和服务一站式环境的图书馆信息共享空间(IC)。图书馆IC服务模式与我国高校英语教学大纲在以学习者为中心的基本理念上是一致的。通过建立IC,有利于民族院校构建基于兴趣、网络、自主学习和合作学习的大学英语教学模式,并最终提升民族院校英语教育教学质量。 相似文献
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Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course. 相似文献
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如何提高在线学习环境中学生的学习主动性是近年来教育界讨论的热点问题。本文根据在线学习环境的特点,从课程设计策略的角度出发,提出了目标人群信息分析、提供以学习为中心的教学大纲、提供具有概括和引导作用的先导性材料、设计鼓励主动学习的教学活动、创建鼓励交流的虚拟学习社区,以及采用形成性的学习评价方式等有利于提高在线学习环境中学生学习主动性的课程设计策略。 相似文献
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以整体性凸现科学性——“马克思主义基本原理概论”课教学探析 总被引：1，自引：0，他引：1
陈乐 《沈阳教育学院学报》2008,12(5):49-51
分析了高校“马克思主义基本原理概论”课程教学无法达到教学大纲要求的现状及原因,提出了树立马克思主义的整体意识,以其整体性凸现其科学性,以其科学性增强其时效性,从而充分发挥其作为高校马克思主义理论与思想政治教育主渠道的作用。 相似文献
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《College Teaching》2013,61(4):194-203
ABSTRACTThis article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and more instructor-centered practices in another, depending on the course level, instructional format, and enrollment. Through the collegial interviews, faculty members became more aware of learner-centered practices. Interviews can be an effective development technique. Via this process, faculty developers can achieve two purposes: assessment of teaching and instructional development, at once. 相似文献
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张光 《清华大学教育研究》2011,32(2)
在高等教育发达的国家和地区,课程大纲是高校教师开课之初必须向选课学生提供的文件。本文在讨论高校课程大纲的功能和基本内容后,报告了我国两所重点高校相关调查结果。对N大学社会科学本科生专业课课程大纲使用情况的调查表明,该校教学中缺乏课程大纲制度和文化,严重影响了本科生和研究生的教育质量。对N和X大学部分教师的调查表明,90%受访教师认为大多数中国高校教师提供的课程大纲不符合国际规范。中国大学课程大纲现状,是其整体教师队伍尚处于前职业阶段的写照。 相似文献
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Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice. 相似文献
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Burçak Altay 《Teaching in Higher Education》2013,18(2):138-155
This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains. 相似文献
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Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American Psychological Association's Learner-Centered Psychological Principles to a BSW course in human behavior in the social environment. The learner-centered environment incorporates students' individual learning styles and promotes critical thinking necessary for students to satisfy both the CSWE standards for accredited social work programs and those of the social work profession. 相似文献
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教学大纲是课程评价的基础,是课程考核的依据,是约束“教”和“学”活动的合同。但中国高校在教学大纲的制定与使用方面普遍存在一些问题,如形式主义明显、实践性不强、应用性不足等。契约型教学大纲具有真实性、可操作性和互动性三个特征,发挥其契约作用可以有效地激发学生学习兴趣,从而提高教学效果。 相似文献
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构建“以学生为中心“的教学模式 总被引：1，自引：0，他引：1
许晓玲 《山西广播电视大学学报》2004,9(6):19-20
"以学生为中心"是现代远程开放教育的基本理念,渗透在远程教与学的整个过程中。在《微计算机技术》课程教学中,基于TC动机模式,对适合现代远程开放教育"以学生为中心"的教学模式进行了探索。 相似文献