共查询到19条相似文献，搜索用时 135 毫秒
1.
针对目前困扰多数精品课教师的网页制作问题,设计并实现了精品课程自助建站系统。运用本系统,教师可以简捷、快速地建设高质量的精品课程网站框架,并可根据需要随时上传课程内容资源,较好地满足了大多数精品课程网站的建设需求。 相似文献
2.
根据高校精品课程建设与申报的需要,采用ASP＋ADO的技术,建立了B／S模式下的通用高校精品课程网站建设的后台管理系统软件平台,数据库采用SQL Server2000,运用本系统,教师可以简捷、快速地建设高质量的精品课程网站框架,并可根据需要随时上传课程内容资源,较好地满足了大多数精品课程网站的建设需求。 相似文献
3.
网站设计是精品课程建设中的一个重要环节,好的精品课程网站可以使其作用得以有效发挥,从而更好地服务教学。本文针对目前精品课程网站建设存在的问题,设计了精品课程网站在线制作系统。文章从网站功能与结构、在线可视化编辑模块设计、网站架构技术等方面,系统归纳了可视化精品课程网站建设方案。 相似文献
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为加强高职院校的内涵建设,设计开发了一套教学资源网站模板系统,并阐述了该系统的功能和使用方法。利用该模板系统可快速、方便地建立所需的教学网站,这将有利于促进教师进行教学改革,建设精品课程网站,提高教学质量,经试用效果良好。 相似文献
5.
随着网络信息内容的多样化发展,许多精品课程网站不能迅速处理大量的网络信息,导致课程网站出现页面和风格不统一、改版工作量大、系统扩展能力差等弊端。利用内容管理系统可以快速地进行精品课程网站的建设,并有效地解决这些问题。以科讯内容管理系统为例,阐述了内容管理系统的系统架构和特点,并讨论了其在精品课程建设中的应用,以期为精品课程的建设提供依据。 相似文献
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课程网站是精品课程内容的主要载体,建设精品课程网站已成为精品课程建设的重要环节。为了协助各学科精品课程项目组又好又快地建设课程网站,我院成立了以在校计算机类专业学生为主体的精品课程网站建设团队。本文介绍了该大学生团队的组建、培养、运作流程,并分析了其特点。 相似文献
7.
自从2003年教育部开始进行精品课程建设以来,在全国范围内掀起了精品课程建设的热潮,互联网上瞬间多了许多精品课程网站。经过近十年的进步,网站从形式、内容、架构上都有了很大的改善。教师要明白精品课程网站建设的重要性,切实加强精品课程网站建设,以促进高素质人才培养。 相似文献
8.
本文提出了一个精品课程网站动态生成平台的设计方案,分析了系统的工作流程、功能和主要实现技术。利用本系统开发精品课程网站,能够简化网站制作的流程,使教师在很短的时间内建成符合评审指标且具有个性化的精品课程网站,大大减轻了教师和教育技术人员的工作量。 相似文献
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精品课程建设是高校建设的重要部分,精品课程网站是精品课程的网络化产物,在精品课程建设中发挥重要作用。目前精品课程网站的开发在人员和效率上都存在一些问题,有必要开发一个精品课程网站自动生成系统。通过对现代信息化教学的探究分析,详细论述了开发精品课程网站自动生成系统的重要意义。 相似文献
10.
为了促进教学水平普遍提高和优质教学资源的开放与共享,教育部从2003年起启动了精品课程建设工程。其中,课程网站是精品课程建设的核心内容之一。通过深入分析当前精品课程网站建设的现实问题,提出建设精品课程的动态管理系统。采用动态WEB技术和数据库技术相结合,将软件开发技术与课程网站内容相分离,实现精品课程网站的自动构建。并对该系统从动态技术、要解决的问题和系统的价值等方面做了深入分析。 相似文献
11.
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers’ existing orientations with analysis of teachers’ design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers’ discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in-depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers’ explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers. 相似文献
12.
This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves. 相似文献
13.
Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers’ conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers’ TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants’ feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed. 相似文献
14.
近年来,为了提升大学教师的教学能力,教师的教学设计力受到了普遍关注。然而,如何才能有效地进行大学教学设计,是目前广大大学教师所困惑的实践问题。该研究的目标是从大学教学过程出发,为大学教师提供具有可操作的教学设计方法,希望能够帮助大学教师编制教学指导书、设计教学方案和了解大学教学设计的基本特征,从而提高大学教师的教学水平。 相似文献
16.
Knowledge of instructional design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was redesigned to include substantial components to teach instructional design. Also described are the results of a study conducted to examine the effectiveness of the instructional design training. End-of-course measures indicated that the preservice teachers learned the essential principles of instructional design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction. 相似文献
17.
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. 相似文献
18.
ABSTRACTCollaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change. 相似文献
19.
Research and design activities are important focus points in international policies for secondary Science, Technology, Engineering and Mathematics (STEM) education. It is up to school teachers to implement and supervise these activities in the STEM classroom. However, not much is known about the attitudes teachers hold towards supervising research projects or design projects. In this study, a questionnaire to measure teacher attitudes towards supervising research activities and design activities in secondary school was completed by 130 Dutch teachers who taught the relatively new Dutch STEM subjects O&O (research and design) and NLT (nature, life, and technology). These integrated STEM subjects are project and context based and are taught in a limited number of schools. Important differences between these integrated STEM subjects are their student and teacher populations: NLT is taught in grades 10–12 by teachers with a qualification in a science subject, while O&O is taught in grades 7–12 and can be given by any teacher in secondary school. The results showed that on average, both O&O and NLT teachers had high self-efficacy scores on supervising research and design projects even when they had received no special education in doing so. Furthermore, the teachers in general viewed supervising research projects as a more relevant activity than supervising design. Since research and design activities are becoming more important in (inter)national curriculum standards, STEM teacher education and subsequent professional development should not only familiarize teachers with supervising research projects, but with design projects as well. 相似文献
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