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1.
覃志勇 《数学学习与研究(教研版)》2010,(11):111-111,113
中职教育发展迅速,办学规模扩大.中职数学教育出现了经费不足,教育体系不完善,师资力量落后,学生总体素质下降等现状,重＂专业课＂轻＂基础课＂现象普遍.通过分析出现的问题,提出了更新观念、重视数学、创新教育等措施. 相似文献
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一、课题的提出1.我国数学教育存在着重书面考试轻实践活动、重知识传授和掌握轻能力培养的倾向,造成了考试成绩在国际上遥遥领先,但探索研究能力落后的不良现象,极大地妨碍了学生整体素质的全面提高,影响了我国科技的创新与发展。 相似文献
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夏蔚 《胜利油田师范专科学校学报》2003,(3)
我国传统教育价值观具有重工具价值、轻内在价值,重群体、轻个体,重伦理价值、轻认知价值的特点。它对我国当代教育实践仍有不可忽视的影响,主要表现为:教育价值评价以教育的经济工具价值为标准;与创新教育的要旨相悖离;导致德育方法落后。当代教育实践必须注意研究其消极影响。 相似文献
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夏蔚 《中国石油大学胜利学院学报》2003,17(3):46-47
我国传统教育价值观具有重工具价值、轻内在价值,重群体、轻个体,重伦理价值、轻认知价值的特点.它对我国当代教育实践仍有不可忽视的影响,主要表现为教育价值评价以教育的经济工具价值为标准;与创新教育的要旨相悖离;导致德育方法落后.当代教育实践必须注意研究其消极影响. 相似文献
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多年来,我们的教育存在着“四重四轻”的问题,即重知识的传授,轻实践能力的培养;重学习结果,轻学习过程;重间接知识学习,轻直接经验获取;重教师的讲授,轻学生的探索。这些问题压抑了学生的个性发展和创新意识、创新能力的培养,让学生觉得学习数学很累、很难。因此, 相似文献
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新课程改革的首要问题是教育观念问题,实施新课程的关键,是教师的教育观念的转变。以教师为中心,教师讲学生听,重知识轻能力,重结果轻过程,是传统落后的教育观念下的课堂教学方式。这一落后的模式已不适应教育发展的要求。传统落后的教育观念不改变,没有新的教育观的建立,实施新课程就会成为一句空话,就会穿新鞋走老路。 相似文献
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个性化教育实施的效果很大程度上取决于教育中我们对学生个性的科学认识,现今小学教育中仍然存在一些问题：重统一要求、轻个别指导;重知识掌握、轻个性培养：重严格要求、轻自我发展;重标准规范、轻独立创新;重师道尊严、轻师生交流,等等。针对这些现状有必要对其影响因素进行探讨。 相似文献
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1 问题提出当前 ,初中物理教学重结论、轻过程 ,重理论、轻实践 ,重单向、轻多维 ,重积累、轻探索的倾向 ,阻碍了物理教育改革特别是新一轮课程教学改革的发展进程 ,制约了物理教学的创造性和探索精神的发展与宏扬 .形成这种倾向的根本原因 ,仍然是教育教学观念落后所致 .要从根本上扭转这种倾向 ,就初中物理教学改革而言 ,我们认为创新中考命题思路是一条值得探索的途经 .我们创新中考命题的基本思路是 :从直叙提问走向情境展现 ,促进物理教学由重视知识结论的教学转向重视知识形成过程的教学 ,切实提高学生的分析概括能力 ;从理想模型走… 相似文献
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陈丰产 《小作家选刊(小学)》2011,(2):80-81
当前，初中物理教学重结论、轻过程，重理论、轻实践，重单向、轻多维，重积幂、轻探索的倾向，严重阻碍了物理教育改革特别是新一轮课程教学改革的发展过程，制约了物理教学的创造性和探索精神的发展与宏扬。形成这种倾向的根本原因，仍然是教育教学观念落后所致。要从根本上扭转这种倾向，我们认为，创新中考命题思路是一条值得探索的途径。 相似文献
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Sy‐Chyi Wang 《The International Journal of Art & Design Education》2011,30(1):113-122
Education reforms from teacher‐centred to student‐centred courses usually come with the adoption of new teaching strategies. However, following the growing design and development of student‐centred teaching and learning innovations in many fields of study, not many efforts have been found in the field of software application teaching. Therefore, this study aims to develop a new strategy for creating a student‐centred learning environment for software applications, in which students learn in a more active, collaborative environment with reduced reliance on teachers. This study puts forward a teaching innovation, called Expert Panel, designed in three stages of activities: exploration, experimentation and reflection. Thirty‐eight college students and one teacher participated in the implementation of the innovation. This article describes the design specifications of the innovation, and reports the preliminary findings of the implementation. The findings show that the teacher derived a certain degree of pleasure and surprise at being a true ‘facilitator’ rather than solely an instructor. Students felt engaged in the activities and motivated throughout the learning process. However, the student‐centred learning method challenged the students’ understanding of the traditional teacher's role. Therefore, accommodating not only teachers but also students in the acquisition of new concepts of teaching and learning was suggested. Several possible solutions for the drawbacks and pitfalls in the strategy were drawn up at the end for further development of the strategy. 相似文献
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L. G. A. de Putter-Smits R. Taconis W. M. G. Jochems 《Learning Environments Research》2013,16(3):437-462
The current trend in science curricula is to adopt a context-based pedagogical approach to teaching. New study materials for this innovation are often designed by teachers working with university experts. In this article, it is proposed that teachers need to acquire corresponding teaching competences to create a context-based learning environment. These competences comprise an adequate emphasis, context establishment, concept transfer, support of student active learning, (re-)design of context-based materials, and assistance in implementation of the innovation. The implementation of context-based education would benefit from an instrument that maps these competences. The construction and validation of such an instrument (mixed-methods approach) to measure the context-based learning environment is described in this paper. The composite instrument was tested in a pilot study among 8 teachers and 162 students who use context-based materials in their classrooms. The instrument’s reliability was established and correlating data sources in the composite instrument were identified. Various aspects of validity were addressed and found to be supported by the data obtained. As expected, the instrument revealed that context-based teaching competence is more prominently visible in teachers with experience in designing context-based materials, confirming the instrument’s validity. 相似文献
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形成性评价对学习的促进作用在我国各学段的教育教学中受到重视。在实际教学中,该评价方法引起教师角色的变化和具体的评价实施策略是实现形成性评价促学价值的关键。教师需要改变传统教学中知识传授者的角色,转变为教学与评价活动的设计者和组织者,学生表现的观察者和诊断者,以及提高学生学习的推动者。通过师生共设与分享学习目标和评价标准,全面收集和准确解读学生信息,做出学生乐于接受并据此调整学习的有效反馈等策略,提升学生学习效果和促进其终身学习能力的发展。 相似文献
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Daniela D. Olivares Rodrigo R. Castillo 《Education and Information Technologies》2018,23(6):2309-2321
A literature review on perceptions of the interactive whiteboard during the teaching practicum shows that there has been insufficient analysis of student teachers’ perceptions of Information and Communication Technology (ICT). However, these perceptions are highly useful to create a full picture of the effectiveness – and indeed the drawbacks – of using ICT in the classroom. In this study, we examine and analyse evidence from teaching practica to assess the success of ICT – specifically the interactive whiteboard – as a teaching tool, using a qualitative method. The accounts are first-hand, scientific reflections made by student teachers from La Serena, Chile, during their teaching practicum in primary schools; for this reason they are extremely useful in analysing this teaching tool’s effectiveness in the classroom. Among the main results for students’ perceptions of incorporating technology as part of their training, we found a set of variables for good practice when using the interactive whiteboard, including: incorporating technology as an engaging didactic resource; making the most of technology for improving learning; determining when best to use the whiteboard; and identifying any limiting factors together with students’ suggestions for improvement. 相似文献
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This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs about student regulation of learning processes and knowledge construction’, ‘beliefs about teacher regulation of learning processes’, and ‘beliefs about knowledge reproduction’. Furthermore, a two-factor structure to measure teachers’ subject-specific beliefs about French language teaching is found: ‘traditional beliefs about French language teaching’ and ‘constructivist beliefs about French language teaching’. Second, this study explores the relationships between and within teachers’ general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures. 相似文献
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Syh‐Jong Jang 《International Journal of Science Education》2013,35(6):615-632
Due to the implementation of a 9‐year integrated curriculum scheme in Taiwan, research on team teaching and web‐based technology appears to be urgent. The purpose of this study was incorporated web‐assisted learning with team teaching in seventh‐grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self‐reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one‐half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure. 相似文献
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传统教学模式以教师为课堂主体进行知识的系统教授,有利于学生集中注意力学习进而形成系统的知识结构体系.但以教师为主导的传统课堂,忽视了学生学习时的个体差异性,不利用学生学习积极性的培养,不利于创新思维和创新能力的培养.混合式教学模式汲取了传统课程与线上学习的优点,摒弃其缺点.将混合教学式模式应用于高职基础课程,对教与学进... 相似文献
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宋新芳 《中国科教创新导刊》2012,(29):48-49
科学思维能力训练作为高职院校新设立的一门数学类课程,若采取传统讲授式授课方式,学生学习的积极性将会大大降低.此时,教师需要改变角色,引导学生进行自主学习课程,通过改变教师传统的教学方式以及引导自主学生的学习达到良好的教学效果.在授课过程中,教师通过遵循一定的原则和方法培养学生自主学习能力,在引导学生自主学习的过程中要发挥引导者、组织者、解难者的作用.学生掌握自主学习的能力后会在以后的学习生活中获得最佳效果. 相似文献
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Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we identified how they approach their evaluation data. We found that these teachers take a reflective approach, aiming for constant improvement, and see their evaluation data as formative feedback, useful for improving learning outcomes for their students. We summarise this as the improvement approach, and we offer it for other teachers to emulate. We argue that if teachers take this reflective, formative, student-centred approach, they can also use student evaluations to improve their teaching, and this approach should be fostered by institutions to encourage more teachers to use student evaluations to improve their teaching. 相似文献
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在我国的大学英语教学中,词汇的教学仍然是重点和难点,教师和学生都为此付出许多,但却收效甚微。传统的教学方式是学生先学习单词的音标、了解单词的词义、再来学习单词的用法,然后学生再来掌握单词的拼写。基本常用的方法是反复背诵的死记硬背,记得快,忘得也快,长此以往,不但浪费学生的时间,还会使学生产生消极的态度,影响学生的学习兴趣。本文根据教育心理学、语言学习方法以及教学和学习实践,对词汇学习进行探讨,并提出实用有效的教学和学习策略。 相似文献