共查询到20条相似文献，搜索用时 125 毫秒
1.
王欢 《中国职业技术教育》2005,(1):5-5,9
中国职教学会教学工作委员会2004年常务理事会于2004年12月8-9日在宁波召开.本次会议由中国职教学会教学工作委员会主办、宁波市职教学会承办,来自全国的93名常务理事单位代表参加了此次会议.会议围绕学习贯彻全国职业教育工作会议精神,总结交流2004年教学工作委员会工作,研讨2005年工作要点,以及其他有关委员会组织工作等事宜展开. 相似文献
2.
经过一年来的筹备，中国职教学会教学工作委员会正式成立了。我代表中国职教学会向教学工作委员会的成立表示热烈的祝贺!教育部高等教育司、职业教育与成人教育司的领导非常关心教学工作委员会的成立，高等教育出版社、人民教育出版社对教学工作委员会的成立也给予了很大帮助，在此我代表中国职教学会表示衷心的感谢!下面我讲两个问题。 相似文献
3.
中国老年大学协会教学工作委员会成立大会暨第一次全体会议于2010年1月10日在北京师范大学举行。中国老年大学协会会长张文范、常务副会长袁新立、专职副会长刘 相似文献
4.
戈壁 《中国职业技术教育》2004,(32):15-15
本刊讯(记者戈壁):为深入学习贯彻全国职业教育工作会议精神,以课程改革为核心,进一步提高教学质量,实现职业教育领域办学思想、办学模式、办学机制的转变,中国职教学会教学工作委员会于2004年9月25日至26日在深圳召开了课程理论与开发研究会成立大会暨2004年职教课程研讨会. 相似文献
5.
6.
《河北大学成人教育学院学报》2005,7(4):F0003-F0003
河北省成人高等教育研究会教学工作委员会2005年第二次会议于2005年9月24日在山西大学主办的“晋冀鲁豫普通高校成人教育研究会2005年年会”期间召开；参加会议的学校有河北大学、河北工业大学、河北师范大学、河北科技大学、河北经贸大学、 相似文献
7.
中国教育学会化学教学专业委员会于１９９８年１２月１０日至１３日在上海师范大学召开了《高师化学教育工作委员会成立大会暨面向２１世纪高师化学教学论专题研讨会》．来自全国３８所高等师范院校和教育学院的代表６０余人参加了会议。教育部师范司专门给会议发来贺信,对高师化学教学论学科建设提出了重要意见。会议讨论、通过了工作委员会章程,推选了１３名常务委员（西北地区等暂缺）,推选刘知新理事长兼工作委员会主任委员,吴俊明、王祖浩、郑长龙、朱民为副主任委员,王磊兼秘书长。与会代表认真学习了师范司的贺信,并主要就①２… 相似文献
8.
《中国职业技术教育》2005,(4):11-11
2004年12月10日-13日，“中国职教学会教学工作委员会德育教学研究会成立大会暨职教德育论坛”在京举行。来自全国22个省市自治区的150余名代表参加了大会。 相似文献
9.
10.
11.
Four instructional treatments differing in structure and student responsibility were used with 60 abstractthinking and 60 concrete-thinking students. As predicted, abstract students preferred those treatments with less structure and more responsibility; however, abstract and concrete students showed similar achievement levels as a result, of each treatment. The differentiated outcomes hypothesis is offered to account for the findings.
This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation. 相似文献
Résumé Quatre méthodes de traitement pédagogique de structure et de responsabilité des étudiants ont été employées avec 60 étudiants pensant abstraitement et 60 étudiants pensant de manière concrète. Ainsi que prévu, les étudiants pensant abstraitement préféraient les méthodes ayant moins de structure et plus de responsabilité. Les deux catégories d'étudiants ont toutefois obtenu des niveaux d'accomplissement pareils avec chaque méthode de traitement. L'hypothèse des aboutissements différenciés est offerte comme explication des conclusions.
This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation. 相似文献
12.
追寻教学意义重塑教学生活 总被引：1，自引：0，他引：1
“百名学者评论中国教育”专栏,以教育研究者的角度,就教育理论和实践中的热点、焦点、难点、冰点问题发表各种建设性见解。先期办成开放式的,一事一议,或提出问题,或分析评论,力求形成百家争鸣、百花齐放之势,激活中国之教育学术。待有重点问题时,再分专题讨论。特邀教育界有影响的专家学者参与,以教授和博士为主办成一个高层次论坛。各位同仁可就自己认为教育理论与实践中的重要问题写成评论,每篇2000-3000字为宜,诚请各位同仁在百忙中赐教赐稿。 相似文献
13.
注重教学设计 促进教学改革 总被引：2，自引：0，他引：2
教学设计是通向成功教学的桥梁.注重教学设计有助于更新教学观念,促进教学整体改革.在教学设计应用中要把握其内涵本质,处理好理论与实践的关系. 相似文献
14.
技校在推广"行动导向教学法"过程中存在的问题及对策 总被引：15，自引：0，他引：15
张文才 《中国职业技术教育》2006,(28):22-23
本文以实际调查为依据，分析了行动导向教学法在技校推广过程中存在的问题，并针对这些问题提出了相应的对策。 相似文献
15.
Although instructional explanations are commonly used to introduce learners to new learning content, previous studies have often shown that their effects on learning outcomes are minimal. This failure might partly be due to mental passivity of the learners while processing introductory explanations and to a lack of opportunity to revise potential misunderstandings after working on introductory explanations. Against this background, we provided learners with two instructional support measures to optimise the introduction of new principles and concepts by providing instructional explanations in the domain of management theory: (a) prompts designed to induce inferences that are focused on the central content of the explanations, and (b) remedial explanations that are adapted to the learners’ knowledge gaps. We tested their effects in a 2 × 2 factorial experimental design with the following factors: (a) prompts designed to induce focused processing (with vs. without), and (b) remedial explanations (adapted vs. random). The participants consisted of 80 psychology students. We found that the prompts fostered both the share of deep-oriented processing and the acquisition of conceptual knowledge. The beneficial effect of prompts on conceptual knowledge was mediated by the number of inferences that learners generated in response to the prompts. In addition, we found that prompts also fostered the instructional efficiency of providing instructional explanations. The provision of adapted remedial explanations, however, fostered neither deep-oriented processing nor the acquisition of conceptual knowledge. We conclude that prompts designed to induce focused processing can foster deep-oriented processing as well as both the effectiveness and efficiency of learning from instructional explanations. 相似文献
16.
17.
Flexibility in problem solving has been widely recognized as an important skill for students' mastery of mathematics. Here we utilize the Opportunity-Propensity framework to investigate student characteristics, teacher characteristics, and teacher instructional practices that may be associated with students' gains in flexibility in algebra. Teacher and student data were collected from 8th and 9th grade Algebra I teachers in Massachusetts as part of a larger study on the impact of a researcher-developed year-long supplementary curriculum that focused on improving students' flexibility. We explore student demographics, teacher background characteristics and teacher instructional practices as predictors of student gains in flexibility. We further investigate instructional practices associated with flexibility gains through an analysis of teacher questioning in the classroom for teachers whose students achieved the greatest gains in flexibility and those whose students achieved the least gains. Our results indicate that prior knowledge is a reliable predictor of flexibility gains and that gender is an important student background characteristic associated with the development of flexibility. In addition, although high and low gain teachers did not differ in their implementation fidelity, high flexibility gain teachers asked more open-ended questions that prompted students to verbalize the main ideas of the lesson. 相似文献
18.
19.