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案例教研是通过引导教师对各种教育教学案例进行阅读、分析、讨论，使教师将案例中解决问题的方法和策略运用到相应的教育教学实际情境中以解决实际问题的校本培训形式。案例教研有其特有的方法和实施要求。通过案例教研这一载体进行校本培训。能有效地将教育教学理论与教师实践结合起采，促使教师深化对教育教学问题的认识，增强解决教育教学实际问题的能力，从而获得更快、更好的专业成长和发展。 相似文献
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徐娟娟 《宿州教育学院学报》2012,15(2):105-107
在《劳动法学》课程教学中运用案例教学法,充分体现了教学过程的实践性、启发性、典型性和实效性,使学生能够较好地掌握劳动法学理论和劳动法律规范。在案例教学实施过程中,教师要重点把握三个环节,即课前指导学生分析案例,课中讨论案例,课后运用案例。教学实践证明,案例教学法在《劳动法学》教学中,可以培养学生的创新精神和实际解决问题等能力,还可以帮助教师理解教学中的问题,掌握对教学进行分析和反思的方式。 相似文献
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分析案例教学法在中职语文口语交际训练中运用的必要性,通过提供案例、组织讨论、教师评述、养成指导等教学环节,为学生提供情境体验、案例分析、原理掌握、技能训练等,提高中职学生的口语交际能力。 相似文献
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案例教学法支持下的教师教育技术能力培训 总被引：2，自引：0，他引：2
现有的教育技术能力培训大多流于形式，培训内容与实际教学需求脱节，培训形式单一，而案例教学法可以弥补这些缺陷。使参加培训的教师在真实情境中了解技术在教学中的功效，以提高培训效果。 相似文献
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地理教学论案例教学法是指教师根据《地理教学论》课程教学目的的要求,以中学地理教学的真实情境为案例,将中学地理教育中的实际教学问题引入课堂,发挥学生的主体性作用,组织学生对案例的调查、观察、阅读、思考、分析、讨论和交流等活动,学生运用掌握的专业理论知识,研讨案件中的各种疑难情节,深入体验,提高分析、解决中学地理复杂多变教学问题能力的一种教学方法。 相似文献
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正一、案例教学法概述1.案例教学法内涵。案例教学是指在实际的教学过程中,教师根据具体教学目标和任务的要求,在课堂上,通过描述具体的情境来引导学生运用各种知识和技能,对案例进行分析、讨论,并寻找最佳解决方案的过程。案例教学中的案例是基于教学的需要及一定的教学目标,在实践中所收集及编写的案例报告等。案例是陈述性的,具有典型性及丰富性,不仅 相似文献
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枯燥的、脱离实际生产、生活情境的理论难以引起学生的学习兴趣 ,教师也教得乏味 ,且学习效率很低。案例教学作为一种教师与学生直接参与共同对案例或疑难问题进行讨论的教学方法 ,可以培养学生的创新精神和解决实际问题的能力 ,可以使学生获得的知识得到真正内化和高度整合化 ,帮助学生掌握对问题进行分析和反思的方法 ,也可以大大缩短教学与实践的差距。下面结合高中生物学教学实践 ,谈谈案例教学的实施方法和步骤。1 课前准备教师课前的准备 ,是搞好案例的重要环节 ,其中主要是整个教学过程的安排。具体包括以下几个方面 :1.1 仔细设计… 相似文献
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《毛泽东思想和中国特色社会主义理论体系概论》案例教学刍议 总被引：1，自引：0，他引：1
《毛泽东思想和中国特色社会主义理论体系概论》课的教学目的、教学内容和思想政治理论的课定位,使其非常适合于案例教学模式。在案例的选取中,教师要做到案例的准确性、针对性、典型性、时效性及生动性。课堂教学中,教师可以通过直接讲授、学生讨论、师生互动等方式运用案例,同时要处理好案例教学与传统授课、案例材料与教学内容、案例结论和讨论结论之间的关系,以及真正实现案例教学的目的。 相似文献
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东北三省普通高等院校武术教学现状与发展趋势的研究 总被引：4，自引：0，他引：4
王建军 《鞍山师范学院学报》2006,8(4):80-82
采用问卷调查法、文献资料法、访谈法等科研方法,对东北三省15所普通高等院校武术课教学现状进行了分析与研究,对调查结果从教师、学生及教学三方面现状进行了论述,并在此基础上提出建议:扩大武术传播的途径;提高传统文化的推广;创造教师进修机会,提高师资水平;改善教学方法,改进教学手段;改革教学内容. 相似文献
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This article reports on an empirical study exploring Ghanaian teachers’ understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers’ understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in‐service work might make use of these insights, recommending further attention to the discursive frames of teachers’ professional reflections within dialogue and active engagement through school‐based coaching. 相似文献
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信息时代,技术已成为教育生态系统中不可或缺的构成要素。如何通过技术培养高效能教师成为教师专业发展中重要的研究议题之一。教学视频案例以教学观摩、教学研究为目的,以视频为主要形式,全程记录某个真实教学活动,能为教师呈现真实的课堂教学情境及向专家学习的机会,帮助教师实现隐性教学知识显性化并生成教学实践性知识。因此,可以将教学视频案例应用于教师培训工作。基于视频案例的教师专业发展实践证明,教学视频案例不仅有助于教师将理论知识与实践相联系,检验理论中的观点并形成自己的看法,还有助于教师与他人交流,使学习突破个人活动的局限。但是,在利用教学视频案例支持教师反思及共同体学习过程中,要注意突破教学实录的局限,使教学视频案例成为一个有机的资源整合体,为教师提供视频分析及标注等辅助性工具,帮助教师有效吸收教学视频案例信息并加以创新应用。 相似文献
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鲍聪 《金华职业技术学院学报》2013,13(4):28-31
教育学是人学,教育学意识就是要强调在教学情境中教师的＂人＂的意识。教育学意识为创新型师资的培养提供了新的研究视野。创新型教师必须有不断创新的教育理念、完整的知识结构和良好的个性品质。在教育学意识视野中,创新型师资的培养要从教师生命自觉、教师角色转换、教师教育科研能力三个方面开展。 相似文献
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Balz Wolfensberger Jolanda PinielClaudia Canella Regula Kyburz-Graber 《Teaching and Teacher Education》2010
The purpose of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analysing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterised. We posit that each teacher benefited from the project according to his or her individual situation, needs and learning style. A number of modifications to the project design are proposed and can be summarised by the idea of assisting teachers more closely and more individually as they pass through the reflective teaching process. 相似文献
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The main aim of this study is to study the attitudes towards teaching handicapped pupils among a group of Nigerian student teachers. A 13-item Likert-type scale, specially constructed to measure attitudes towards the teaching of handicapped pupils, was administered to 149 Nigerian student teachers, of differing ethnic and educational backgrounds. The respondents were also questioned about their preferences for teaching certain types of handicapped pupils.It was found that female student teachers had a much more favourable attitude towards teaching the handicapped than male student teachers. Student teachers under twenty-five had more favourable attitudes towards teaching the handicapped than older student teachers. Ibo students showed the most favourable attitudes towards teaching the handicapped, and specialist-trained students showed more favourable attitudes towards teaching the handicapped pupils than their counterparts who had not been specially trained.When it came to preferences for teaching certain categories of handicap, a clear sex difference appeared. Almost half of the 101 males nominated teaching the mentally handicapped as their first choice, with only about 10% selecting the visually handicapped as their first choice. The situation was reversed in the case of the females, with over a third selecting visual handicap as their first choice, and only about 10% selecting mental retardation as their first choice. 相似文献
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宋怡 《天津师范大学学报(基础教育版)》2013,(4):57-60
案例教学是以真实情境或事件为题材,引导学生主动参与学习活动的一种教学方法,在科学教育领域日益受到关注。科学课堂中适用的案例类型主要有指导型案例、即时性案例、分析型案例、两难型案例、阶段式案例和实验室案例,各有与其相适应的教学策略。在此基础上运用美国国家科学教育案例教学中心网站的资源进行了案例教学设计与评析。科学教育案例的开发、使用与共享是案例教学有效应用的基础,此外科学教育要转变教学观念,提供合适的案例教学培训课程以应对案例教学对理科教师的挑战。 相似文献
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中国学生发展核心素养要求重视培养学生的数字化学习能力,因此,教师必需具备一定的信息技术能力.对山西中部X市467名中小学教师信息技术能力现状进行调查发现,教师信息技术应用形式主要是:课前教学准备和辅助课堂教学活动.绝大多数教师对于常用计算机技能已基本掌握,网页制作等技能有待培训加强.教师的信息技术应用能力与教龄、学历、学段有一定关系.从低教龄组到高教龄组,教师信息技术应用能力大致呈现出"强-弱"的表现;不同学历组教师的信息技术能力存在显著差异,研究生学历的教师信息技术能力明显比其他学历的教师强;不同学段组教师的信息技术能力存在显著差异,小学、初中教师信息技术能力明显强于高中教师. 相似文献
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SUZANNE GATT & MANUEL FILIPE PEREIRA CUNHA MARTINS COSTA 《European Journal of Education》2009,44(4):493-506
Teachers are often confined to their classrooms with limited or no time to share with colleagues the difficulties they face, their concerns, and their successful initiatives. This leads to a situation where they end up teaching in ways and approaches they believe to be best with no chance to know how others may be approaching similar difficulties in different and potentially more effective ways. Teachers do not have the opportunity to share and collaborate on projects with other education professionals, as their daily routine confines them to their school premises. This article discusses how the Comenius 3 project 'Hands on Science' has helped to create a network through which regular meetings in the forms of conferences on science for teachers were and are still organised to promote good practice in science teaching. The method used for connecting so many teachers across Europe was through key persons strategically chosen across the different partner countries. The conferences organised by the network differed from academic conferences in that they provided a platform for teachers to share their successes in teaching different aspects of science, particularly through the promotion of the use of experiments and other hands on approaches. 相似文献
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Roger C. Schank 《Interactive Learning Environments》2013,21(4):231-253
Abstract Good teaching is good story telling. Case‐based teaching exploits the basic capacity for students to learn from stories and the basic desire of teachers to tell stories that are indicative of their experiences. The premise of software that used case‐based teaching would be to place a student in a situation that the student found interesting and where the telling of a story would be appreciated. First, case‐based teachers teach the student what he or she needs to know at precisely the point of becoming interested in knowing the information. This information should be presented in the form of stories. Law schools and business schools have been teaching this way for years. They teach cases rather than rules because, by and large, they don't have rules to teach. The second critical part of learning in a case‐based environment is teaching a student to abstract from what the student has been told, and adapting it to situations for which the student was not specifically trained. At the Institute, we have, to date, built four examples of case‐based teaching software. The programs are:
VICTOR — a voice and image courtesy tutor — built for Ameritech DUSTIN — a language experience — built for Andersen Consulting CREANIMATE — a biology experience‐built for schools and supported by IBM TAXOPS — a tax opportunity advisor and cross seller — built for the Tax division of Arthur Andersen 相似文献