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1.
Martin Davies 《高等教育研究与发展》2013,32(4):529-544
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. 相似文献
2.
外语专业学生思辨力培养的重要性已在学界达成共识,如何通过基础性课程综合英语培养学生思辨能力值得探究。综合英语具有综合性课程特质,因此基于“产出导向法(POA)”,可采用“读写”融合教学模式,通过精读环节与文本评价、写作反思相融合,促进思辨技能的正向迁移。同时在具体教学环节设计过程中,利用线上线下混合教学、先教后学的翻转课堂,使各个教学环节针对思辨技能和认知能力的不同维度进行训练,从而提高学生的思辨能力。 相似文献
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4.
Erica N. Blatt 《Environmental Education Research》2015,21(5):710-733
This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students’ environmental awareness and behavior, but also explores alternative goals including empowerment, presenting a balanced perspective, improving critical thinking skills, and developing an emotional connection with environmental issues. This research, which was conducted at a public high school in the northeast United States, aims to understand the teacher’s reasoning for including the above goals within the curriculum and the students’ reactions to the enactment of these goals. Interview data from 10 student participants and the teacher reveal areas of alignment between teacher and student perspectives regarding goals such as presenting a balanced approach, as well as misalignment in areas such as the teaching of environmentally friendly behaviors. 相似文献
5.
Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
6.
针对运动人体课程传统教学法在课程内容的选择上难以体现专业针对性、学生技能形成过程被割裂等问题,提出实行"专题化"教学法。文章分析了在运动人体科学课程开展专题化教学是可行性,并提出加快教材建设、采用团队教学、创新考核方式等专题化教学改革措施。 相似文献
7.
This article reports the findings of a one-year longitudinal study that investigated the impact of group work on the development of students’ critical thinking in Hong Kong secondary schools. It explores whether the participation of teachers in a group-based teaching intervention adapted from an earlier study conducted in the United Kingdom (UK) facilitated students’ use of critical arguments in Liberal Studies lessons. In addition to examining students’ critical thinking skills through test performance and the use of reasoned justifications in written class-work, the article also discusses the applicability to the Hong Kong context of the programme on which the intervention was based. In general, the results of the study indicate that group work is more effective than whole-class instruction in developing students’ critical-thinking skills and that students make better progress in ‘teacher-supported’ than ‘student self-directed’ group work. 相似文献
8.
João M. Fernandes Natascha van Hattum-Janssen António Nestor Ribeiro Victor Fonte Luís Paulo Santos Pedro Sousa 《European Journal of Engineering Education》2012,37(2):167-177
Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work – the creation of a software product and its introduction in the market – aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students’ perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students’ perceptions of the development of professional competencies. 相似文献
9.
新时代对人才核心素养提出了新要求.针对当前师范生培养过程中存在的教育情怀淡化、师范性边缘化和专业素养弱化等问题,以生物科学专业为例,通过对新时代核心素养、师范生专业认证标准、中学生物学课程教学目标,以及生物科学专业人才培养质量国家标准的比较分析,解读了不同标准对核心素养的理解,提出了优化培养方案,突出师范性;重视教育实... 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):131-140
This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross‐disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning ‘dialogue strategies’. This case study of the potentials in using dialogue strategies during a lecture illustrates how students’ conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. 相似文献
11.
This paper proposes a pedagogical approach for teaching and learning critical thinking through multimodal analysis – that is, ‘multimodal analysis for critical thinking'. The approach builds on the conviction that students require competencies that move beyond traditional notions of literacy to meet the changing demands posed by media and technology in the twenty-first century. The approach takes a social semiotic view toward critical multimodal literacy, which aims to provide students with an analytical metalanguage for the systematic analysis of multimodal texts and videos. The pedagogical approach is facilitated through the use of purpose-built software applications with comprehensive analytical frameworks designed to support the systematic teaching and learning of multimodal analysis, with a view to developing the critical literacy skills needed for life in the digital age. The potential efficacies of the approach are illustrated via the exposition of software functionalities and the sample analyses of a printed text with image components, and a short advocacy video. 相似文献
12.
ROD BARRATT 《European Journal of Engineering Education》1997,22(2):167-182
This paper addresses postgraduate environmental education by supported distance learning, as offered by the Open University—a major international provider of distance teaching resources. While distance teaching offers advantages of accessibility and cost-effectiveness, it presents difficulties in developing certain skills. In the environmental area, this is especially important in the difference between rote learning and developing practical problem-solving skills. This applies most notably in relation to anticipatory problem -solving, which is a role of environmental auditing. These issues are discussed in the context of the course ‘Enterprise and the Environment’, a module within the MSc programme ‘Manufacturing: Management and Technology’. The role of this course in wider initiatives is also outlined, to include its worldwide use in training accreditors of environmental management systems. The approaches and techniques used by the Open University in providing high-quality, supported open learning materials at such distances provide a model in environmental education at a distance. This paper also refers to techniques for regular updating of material in rapidly developing areas, as well as integrating teaching and research. Reference is also made to a new modular course on ‘Integrated Safety, Health and Environmental Management’. 相似文献
13.
朱定贵 《南宁职业技术学院学报》2012,(1):68-70
传统的教学方式难以适应高职高专人才培养的要求,必须实行新的教学方法。行动导向教学模式是基于工作过程,以培养学生的职业能力为目标的教学策略,注重关键能力的培养。《水产动物疾病学》是高职水产专业的主要专业课,通过行动导向教学,促使学生更好地接受知识和掌握相应的技能,适应工作岗位的需要。 相似文献
14.
AMOS DREYFUS 《欧洲师范教育杂志》1993,16(3):257-270
Teaching how to teach in the laboratory is one of the main aims of science teachers’ in‐ and pre‐service training. But teacher‐trainers must make some essential decisions concerning the type of laboratory teaching they are training for. At the time of ‘learning by discovery’ and of learning of discovery ('syntax of discovery'), the enquiry oriented laboratory was expected to give the pupils opportunities to perform miniature‐‐but exemplary‐‐research programmes. Later, a new approach stressed the technological and social implications of knowledge, i.e. its relevance to the pupil. At about the same time, constructivist theories of ‘conceptual change’ provided teachers with explicit instructions concerning the teaching of scientific concepts and principles. Another issue was the position of general cognitive skills such as logical and critical thinking, in laboratory teaching. Recently, the computer has opened new possibilities and introduced new strategies. Teachers must be trained to appreciate the various approaches as complementary and educationally fruitful, so as to select rationally the most appropriate strategies. 相似文献
15.
“脱口秀”模式在学前卫生学教学中的运用 总被引：1，自引：0，他引：1
学前卫生学是学前教育的专业学科,学科涵盖了生理学、营养学、预防医学、健康教育和儿童保健等多个方面,学科内容广泛,知识点丰富,传统的教学方法课堂气氛较为凝固,学生的参与积极性不足,不利于学生将知识内化。笔者根据近几年的教学实践探索,结合学生的认同度和学科内容,借鉴“脱口秀”节目的特点,在激发学生学习兴趣、调动课堂气氛、提高教学效果和培养学生思辨能力与表达能力等方面,取得了一定的效果。脱口秀教学模式要求教师除了具备传统的教学技能和扎实的专业知识外,对老师继续学习能力、个性魅力等方面也提出了更高的要求。 相似文献
16.
Abstract: Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation. 相似文献
17.
Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial teacher education in Norway, we identify and examine one teacher educator’s beliefs about writing and his approaches to teaching writing. Theoretical framework rests on six discourses of writing developed by Roz Ivani? and on the formative possibilities and constraints embedded in these different literacy discourses. Thus, we provide students’ experien-ces with this teacher’s approaches and discuss what formation his approaches seem to have initiated. The findings point to the need for more critical reflection on the formative impact of teaching approaches in higher education more generally. 相似文献
18.
Marion Walton Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186
In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain. 相似文献
19.
符强 《四川教育学院学报》2012,28(3):110-112,116
文章以《自动控制原理》课程为例进行了一系列探究式教学改革措施：通过项目驱动推进学生的探究学习意愿及创新意识,利用＂台阶式＂问题的互动学习模式培养学生的批判思维能力,同时结合先进辅助教学手段及合理的评价体系促进学生的学习参与度与主动性。实践表明,探究式教学模式能帮助学生在学好专业知识的过程中有效提高自身的创新应用能力,更好地满足实现社会对应用创新型人才的需求。 相似文献
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Vladimir Kricsfalusy Colleen George Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610
Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery. 相似文献