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课程考核是高校教学中重要一环．课程考核能促进学生的学习和教师的教学。当前的课程考核存在考核目标不明、考核流于形式化、模式单一等问题,不能真正发挥课程的考核功能。采用目标导向教学法,可根据专业和人才培养计划制定课程考核目标,确定考核内容,采取适应的考核模式。 相似文献
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针对检测技术实训课程,提出项目教学法。给出了教学方案设计,内容涵盖设计项目,结构组成,管理与考核方式等。结合工程实际组织实施了项目教学活动,教学活动引发了学生极大兴趣,将对教学质量的提高产生积极影响。 相似文献
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根据项目教学法和《中医内科学课程课程特点,论述了项目教学法在中医内科学课程教学中实施的可行性与必要性,并结合具体案例阐述了项目教学法的实施步骤。依据教学实践情况和课程考核结果,归纳总结了项目教学法在中医内科学课程教学中的作用,指明项目教学法是一种能够有效克服传统教学模式弊端、增强学生学习主动性和能动性,提高学生临床实践能力的教学方法。 相似文献
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文章基于目前高职院校计算机基础课程的现状,重点对分层次教学法和项目化教学法在课程改革中的实施以及建立综合考核体系进行了探索研究。 相似文献
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本文论述了一体化教学的基本内涵和实施一体化课程教学的基础条件，设计出了数控技术一体化课程的教学模型；从师资队伍建设、课程整合、一体化课室建设、项目教学法和考核模式五个方面进行了数控技术一体化课程教学改革的探索与实践． 相似文献
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本文根据高分子模具设计课程的要求,针对该课程的教学重点和难点,剖析了传统教学法的弊端,对该课程的教学手段、教学方法、实践教学环节以及考核方式进行了初步的改革,将项目教学法与互动式教学法有效地结合起来,强化了学生的实践能力和应用能力。通过实践,取得了较好的教学效果。 相似文献
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Philippa Gerbic 《Educational Media International》2013,50(3):221-234
Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy. 相似文献
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李艳艳 《天津师范大学学报(基础教育版)》2007,8(3):16-19
关于教学认识论的研究见仁见智,基于本体论层面作为教学本质观的"教学认识论",无论在语言逻辑还是在实践检验中都陷入了困境。随着教学理论与实践研究的不断深入,作为教学论的基础理论,哲学方法论层面的教学认识论的构建与发展,成为教学论学科体系日益复杂化、秩序化发展的必然选择。 相似文献
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Liat Eyal Einat Gil 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1061-1077
A Future Learning Space (FLS) is a dynamic and a technology-rich learning environment that enables teaching and learning using innovative pedagogical methods. However, introducing innovation and technology into any educational setting, whether in K-12 schools or higher education institutions, is known to be challenging. This paper introduces design patterns (DPs) for teaching in FLS. The patterns emerged from creative teaching in a college of education, which was preceded by mentoring for some of the lecturers. The patterns involve hybridity, including both formal and informal social structures and a combination of physical and digital tools mediating individuals’ interactions with peers. Based on a process of mining patterns, we extracted four DPs for teaching in academic FLS. The patterns, which encapsulate threads of hybridity, are: convergent groups; teaching in an interactive orchestrated learning space; presentation fair; and Think-Join-Share. These patterns can be used as learning design scaffolds in a social constructivist approach in which pedagogy, technology and space interact. 相似文献
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《Educational Philosophy and Theory》2013,45(7):760-774
This article discusses two well‐known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy and the body of the teacher/pupil. Teaching and learning are re‐addressed in ways that challenge the gender‐neutral representation of pedagogy as a systematic technique. 相似文献
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Jia Yi Chow 《Quest (Human Kinetics)》2013,65(4):469-484
This article provides a brief overview of the framework of nonlinear pedagogy and evidence emanating from motor learning literature that underpins a nonlinear pedagogical approach. In addition, challenges for nonlinear pedagogy and a discussion on how nonlinear pedagogy support the work of physical education (PE) teachers will be shared. Evidence from the increasing volume of work on nonlinear learning from motor learning literature is used to suggest how acquisition of movement skills is supported by nonlinearity. The emergence of goal-directed behaviors is a consequence of the performer, environmental, and task constraints. With a nonlinear pedagogy approach, the focus is on the individual learner where opportunities for meaningful actions can be learnt. Design principles based on representativeness, focus of attention, functional variability, manipulation of constraints, and ensuring relevant information-movement couplings can be delivered via pedagogical channels of instructions, practices, and feedback to the learners. Importantly, this focus on the individual sets the foundation for a developing nonlinear pedagogy framework to enhance teaching in PE although the challenges are non-trivial. 相似文献
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David Yun Dai Kathryn A. GERBINO Michael J. DALEY 《Frontiers of Education in China》2011,6(1):139-157
China is undergoing an education reform that calls for a change from a rigid, fixed curriculum and didactic pedagogy to a
more flexible, school-based curriculum and more inquiry-based pedagogy. This study investigated the extent to which Chinese
middle and high school teachers (a) endorse an inquiry-based approach and underlying learning principles, (b) practice this
mode of teaching, and (c) believe that the approach is practically viable in the current educational contexts in China. A
structured survey was developed to solicit Chinese teachers’ responses to the above three issues. A total of 582 valid responses
were collected, representing middle and high schools in different geographic locations. The results show that Chinese teachers
are receptive to inquiry-based pedagogy but find practical constraints in fully implementing it. Several cultural and pragmatic
reasons are explored. Policy implications are discussed with respect to teacher education/development, capacity building for
the new pedagogy, and teaching/evaluation alignment. Finally cultural issues are discussed regarding using inquiry-based learning
to enhance critical thinking and nurture independent thinkers. 相似文献
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ABSTRACT This article focuses on primary teachers’ beliefs about teaching and learning and in particular about their preferred ways of teaching; how they integrate National Curriculum requirements into their teaching programmes and their views about stereotyped ‘models’ of pedagogy. The authors conclude that learning and teaching are understood as highly complex and cannot be subsumed under one particular model. They suggest that most primary school teachers adopt an eclectic approach, but that frequently they are confused about the content of the mix or which approach might be most appropriately used in any particular context. 相似文献
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The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information
and communication technologies have impacted by providing a means of access to digital resources and interactive communication
for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This
paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices
that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they
analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education.
In both modes, students acknowledged the power and effectiveness of blended learning. 相似文献
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沈晨虹 《湖北广播电视大学学报》2011,31(11):123-124
现在高校普遍使用的教学模式主要强调的是知识的掌握,难以达到培养学生学习能力的目的。支架式教学法与以往的教学法不同之处在于强调学生自主学习的能力以及主动学习的兴趣,但在实施过程的初期仍需依靠教师的帮助和辅导。为了能够在课堂教学中充分发挥支架式教学法的优势和特点,教师的课前准备和备课工作十分关键。本文旨在探讨支架式教学法对于启发学生,以及帮助教师进行课堂教学准备等方面的作用。 相似文献