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《大学计算机基础》课程仅仅依靠传统的课堂教学模式难以提高教学效率、改善学生学习效果。而混合式学习（Blending learning）的优势则可以有效弥补课堂教学的不足,提高教师教学绩效。本文将探讨混合式学习在《大学计算机基础》课程教学中应用的理论模型,探索其提高教学绩效的教学方法。 相似文献
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在教育信息化逐步深入的大背景下,网上在线教学与课堂教学优势互补的混合式教学方法已经成为大家共同关注的问题,为了有效提高中专计算机教学的绩效,本研究将混合式教学方法引入中专计算机教学中,以中专《计算机网络管理与应用》课程的教学改革为例,探索基于Moodle平台的混合学习模式在中专计算机教学中的应用策略。 相似文献
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本文首先分析了高等医学院校《大学计算机基础》教学中存在的问题;接着,介绍了什么是混合式学习;然后,介绍了混合式学习的教学研究内容,包括课程导入和活动组织;最后总结。 相似文献
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《南阳师范学院学报》2019,(6):76-78
针对同一门课程《大学计算机基础》,对英语专业学生讲解过程中采用传统教学和翻转课堂教学相结合的"混合式"教学方法,而对中文专业学生仅采用传统教学方法,经过2个专业的学生一个学期的学习对比发现,采用"混合式"教学方法的英语专业学生课堂上学生交流互动的频率高,学生学习新知识的积极性、自主思考和主动探索的意识特别强,学生动手实践能力也相对提高. 相似文献
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上海开放大学奉贤分校"计算机应用基础"课程创新教学模式和教学方法,探索开展线上线下融合的混合式教学,以教学研究成果引领实践教学,有效提升了学生的学习和实践能力. 相似文献
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随着互联网、大数据及新媒体技术的高度发展,传统的授课方式已经远远不能满足计算机基础课程的教学实际需要,因此高职院校的大学计算机基础课教学模式改革势在必行。从大学计算机基础课程教学实际情况出发,借助于超星学习通辅助教学平台建设和整合教学资源库,构建大学计算机基础课程混合式教学模式,并对大学计算机基础混合式教学模式线上线下教学内容进行设计,阐述“课前线上预习+线下课堂面对面教学+线上巩固复习”的混合式教学过程,并结合这门课程的教学大纲对实际考核需求建立了详细的混合式教学考核机制,最后通过实验班与对照班对比分析了混合式教学模式教学的实践效果。 相似文献
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在《大学计算机基础I》课程的教学方法不断研究变革的今天,很多高校老师开始使用案例教学法教学。本文对在《大学计算机基础I》中使用案例教学法提出了一些建议,希望高校教师在使用案例教学法时重视案例的设计,实现案例的可用、合理实用、连续统一。 相似文献
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Khar Thoe Ng Shaljan Areepattamannil David F. Treagust A.L. Chandrasegaran 《Research in Science & Technological Education》2013,31(3):225-237
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics. 相似文献
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This paper describes the extent to which abused and neglected children report intimate partner violence (IPV) victimization and perpetration when followed up into middle adulthood. Using data from a prospective cohort design study, children (ages 0–11) with documented histories of physical and sexual abuse and/or neglect (n = 497) were matched with children without such histories (n = 395) and assessed in adulthood (Mage = 39.5). Prevalence, number, and variety of four types of IPV (psychological abuse, physical violence, sexual violence, and injury) were measured. Over 80% of both groups – childhood abuse and neglect (CAN) and controls – reported some form of IPV victimization during the past year (most commonly psychological abuse) and about 75% of both groups reported perpetration of IPV toward their partner. Controlling for age, sex, and race, overall CAN [adjusted odds ratio (AOR) = 1.60, 95% CI [1.03, 2.49]], physical abuse (AOR = 2.52, 95% CI [1.17, 5.40]), and neglect (AOR = 1.64, 95% CI [1.04, 2.59]) predicted increased risk for being victimized by a partner via physical injury. CAN and neglect also predicted being victimized by a greater number and variety of IPV acts. CAN and control groups did not differ in reports of perpetration of IPV, although neglect predicted greater likelihood of perpetrating physical injury to a partner, compared to controls. Abused/neglected females were more likely to report being injured by their partner, whereas maltreated males did not. This study found that child maltreatment increases risk for the most serious form of IPV involving physical injury. Increased attention should be paid to IPV (victimization and perpetration) in individuals with histories of neglect. 相似文献
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Type Ⅰ,Ⅲ and Ⅴ collagens were extracted from bovine dermis and cornea by using pepsin treatment in acetic acid solution,followed by salt precipitation and dialysis,to purify and isolate each type of collagens.The preparation process was analyzed by using sodium dodecyl sulfate polyacrylamide gel electrophoresis (SDS-PAGE).A reducing agent,2-mercaptoethanol,was used to remove disulfide bonds and analyze the structure of the bonds involved between α chains in some types of collagens.The use of delayed reducing methods resulted in the difference between α1(Ⅲ) and α1(Ⅰ) chains in a mixture containing type Ⅰ and Ⅲ collagens.The structure of disulfide bonds among α chains exists potentially in type Ⅴ collagen prepared from the pepsin-treatment extraction at 4℃,which differs from type Ⅲ collagen in relation to the locations of disulfide bonds.Compared with pepsin-treated collagen at 4℃,the relative molecular weights of α1(Ⅴ) and α2(Ⅴ) chains treated at room temperature decrease by 4.6% and 6.0%,respectively.It is concluded that type Ⅰ,Ⅲ and Ⅴ collagens can be prepared from bovine dermis and cornea by the use of pepsin treatment,salt precipitation and dialysis.The interchain disulfide bonds lie potentially near the edges of termini of type Ⅴ collagen molecules in extracellular matrix,and a small number of interchain crosslinks exist in type Ⅴ collagen. 相似文献
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Even though female students now make up more than half of all higher education students in many countries, the distribution
of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in
higher education. Our results show that students who made gender traditional choices more often had an early preference for
the study programme they enrolled in. Moreover, female students reported more often than male students that they had been
encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender
traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had
made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women
drop out of female-dominated programmes to a lesser extent.
相似文献
| Jens-Christian SmebyEmail: |
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Paul Joseph Wendel 《Science & Education》2008,17(1):131-141
In Modeling Theory in Science Education, Halloun (2004) adopts the word ‘paradigm’, but his use of the term is radically different from that of Kuhn. In this paper,
I explore some of the differences between Kuhn’s paradigms and Halloun’s paradigms. Where Kuhn’s paradigms are public, community-defining
exemplars of practice, Halloun’s paradigms are private, individualized ways of thinking. Where Kuhn writes of the paradigm
shift as a revolutionary, vision-altering conversion experience, Halloun writes of a gradual evolution from one way of thinking
to another and an easy back-and-forth switch between paradigms. Since Kuhn’s paradigms are self-enclosed and incommensurable,
there is no objective standard by which one paradigm can be shown to be superior to the other. But Halloun uses ‘viability’
as a standard for paradigm choice. Underlying all of this is the more basic question of whether the history of science is
an appropriate metaphor for student progress in the classroom. I conclude with some brief thoughts on this question. 相似文献
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《Pastoral Care in Education》2013,31(4):40-45
Books reviewed: Jones, Jeff, Jenkin, Mazda and Andrews, Jim. The Pastoral Head’s Handbook Nicholls, Gill and Gardner, John. Pupils in Transition: Moving between Key Stages Kibble, David G. Safety and Disaster Management in Schools and Colleges: A Training Manual 相似文献
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David Carr 《International Journal of Educational Research》2011,50(3):171-176
This paper addresses conceptual issues concerning values in teaching and the professional education of teachers. Proceeding from rejection of a common (empiricist) account of values as subjective tastes, the paper distinguishes three common (more and less restrictive) concepts or senses of value, here referred to under the labels ‘principled preference’, ‘principled commitment’ and ‘principled disposition’. The paper proceeds to argue that, in light of certain distinctive features of teaching as a profession, the key values of teaching should be regarded as ‘principled dispositions’ (or, in another term, virtues). It is further argued that such professional teacher values are best appreciated under the three aspects of ‘intellectual virtues’, ‘procedural virtues’ and ‘moral virtues’ and the paper concludes with a brief exploration of the implications of this analysis for professional teacher education. 相似文献
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Mary E. Bratsch-Hines Robert Carr Eleni Zgourou Lynne Vernon-Feagans Michael Willoughby 《Child development》2020,91(6):1854-1864
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver–child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills. 相似文献