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利用混合学习模式提升教师信息化教学能力的研究 总被引：3，自引：2，他引：1
为了快速提高职业学校教师的信息化教学能力,促进其专业发展,教育技术培训日益受到重视,但教育技术培训中存在培训模式和方法单一、培训受益面有限等问题。理论探究和培训实践表明混合学习模式是解决这些问题的有效方式。基于混合学习模式的教育技术培训过程可以划分为准备、实施和评价三个阶段,在培训过程中,还需要特别处理好五大辩证关系:讲授与探究、课堂与网络、理论与实践、自主与协作、过程与结果。 相似文献
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美国大学IPSP课程教师在"自由的教育"理念的指导下,根据知识点类型及特点,对程序性知识采取翻转课堂教学模式和对陈述性知识采取讲授式案例教学模式,这种混合式翻转课堂的教学模式有效地实现了具有表达能力和问题分析能力的自由人的培养的教育目标。该文通过对美国IPSP课程的混合式翻转课堂的课程目标、学习要求、课程计划、教学模式及实施后的学习效果进行分析研究,得出知识点是有效实施翻转课堂的决定性因素,教师是有效实施翻转课堂的关键因素,学生是有效实施翻转课堂的必要因素,资源是有效实施翻转课堂的物质基础,以期促进翻转课堂教学模式在我国高等教育中的应用。 相似文献
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吴乔 《北京教育(高教版)》2008,(4):9-9
高中课程改革的实施,着实加大了学校对课程教学管理的自主权,带给教师的是更为宽阔的实践创新平台。前不久,我有幸走进北京市顺义区牛栏山一中,参加了该校承办的“顺义区高中课改走进样本校”系列活动现场会,大会的主题是“专家走进课堂,引领实践反思”。我关注的是实践反思在新课程实施过程中,到底聚焦了哪些值得研讨的问题。学校梳理出以下两大问题：如何面对新课程,改进教师原有的教学惯性,促其实现自主发展？如何针对学生需求,构建学校的特色课程,探索有效的课堂教学模式和教学策略,促进学生生动活泼的主动发展？会上,北京和外省市课改专家通过听课、 相似文献
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胡晓华 《大连教育学院学报》2013,(4):84-84
综合实践活动是一门全新的课程,没有通用的标准教材,即使是现行的《辽宁省综合实践课程主题资源包》也需要教师在课程实施的过程中不断挖掘开发,因而,综合实践活动课程的常态化成为了课程实施的中心问题。对此,我们探索了“小项目融合大主题”的策略,丰富课程内容,建立课程体系,并通过“六段式探究模式”实施,从而实现课程常态化。 相似文献
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《丽水学院学报》2014,(1)
瑞吉欧方案教学倡导"指南针"式的课程,计划性与随机性相结合,充分发挥幼儿主体作用,注重师生共同建构,是以儿童为中心的过程模式。当前我国幼儿园教育实行"列车时刻表"似的课程,存在预设占绝对地位、过多强调教师主导作用、忽视幼儿主体作用、弱视活动过程的意义等弊端。为克服这些弊端,可借鉴瑞吉欧方案教学模式,构建弹性课堂,促进幼儿智慧成长。在这一过程中,教师必须处理好幼儿自发生成与教师预设教学的关系,处理好小群体活动与大班级教学的关系,处理好幼儿自主学习与教师主导作用的关系。同时,方案教学的有效实施需通过完善教师专业培养机制,改革幼儿园管理评价机制,加强幼儿园、社区、家庭三位一体的协作机制提供切实保障。 相似文献
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瑞吉欧方案教学倡导“指南针”式的课程,计划性与随机性相结合,充分发挥幼儿主体作用,注重师生共同建构,是以儿童为中心的过程模式.当前我国幼儿园教育实行“列车时刻表”似的课程,存在预设占绝对地位、过多强调教师主导作用、忽视幼儿主体作用、弱视活动过程的意义等弊端.为克服这些弊端,可借鉴瑞吉欧方案教学模式,构建弹性课堂,促进幼儿智慧成长.在这一过程中,教师必须处理好幼儿自发生成与教师预设教学的关系,处理好小群体活动与大班级教学的关系,处理好幼儿自主学习与教师主导作用的关系.同时,方案教学的有效实施需通过完善教师专业培养机制,改革幼儿园管理评价机制,加强幼儿园、社区、家庭三位一体的协作机制提供切实保障. 相似文献
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鄢杰 《读与写:教育教学刊》2015,(6)
俗话说：＂百年大计,教育为本;教育大计,教师为本。＂在课程改革中,教师既是课程实施参与者,也是课堂教学活动的引领者。教师如何参与课堂,如何引领课堂,将最终决定课堂教学效果的成败,教师在教学过程中应及时转变角色,做到有所＂为＂,有所不＂为＂,从而促进课堂教学的进行。 相似文献
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STEAM教育理念下综合实践活动课程的特点决定了其课程实施以创生取向为主,并且呈现出主动建构性、动态生成性、多元性的特征。创生取向下综合实践活动课程实施秉持教育回归生活世界的理念、创设真实的问题情境、建立平等对话的师生关系、保持生成与预设的动态平衡四个主要原则。STEAM教育理念下,综合实践活动课程创生实施取向策略主要有四个方面。第一,激发学生科学探究兴趣、引导学生主动生成学习经验是课程创生实施取向的前提;第二,开放课堂教学内容与空间、转变教师角色是课程创生实施取向的基础;第三,改进课堂教学方法、变革教学评价方式是课程创生实施取向的核心;第四,构建学习共同体、提升教师课程创生能力是课程创生实施取向的保障。 相似文献
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《高教发展与评估》2017,(1)
现有翻转课堂实践研究存在两个局限:对文科课程缺乏关注;缺乏对课堂氛围、学习兴趣、学习过程、能力发展、学习满意度等维度影响力的探究。以《有效教学》课程为例从教学过程设计、教学评价设计角度构建了融入合作学习的文科课程翻转课堂教学模式,为文科课程实施翻转课堂提供了模式参考和经验借鉴。通过双组对比准实验研究,验证了文科课程翻转课堂教学模式的有效性:让教学走向互动、探究、和谐,激发学习的自主性和主动性,促进学生对知识的深化理解,培养学生的交流与合作能力,提高学生的学习满意度。实证研究表明,文科课程翻转课堂的有效实施,在具备"优质学习资源的支撑、学生较强的自学能力、充足的课前学习时间、教师较高的教学素养"等必要条件的基础上,教师还需要努力做到:教学翻转注意"内容适宜",教学设计务必"因课制宜",教学实施确保学生高度参与,教学评价需兼顾过程与结果。 相似文献
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Ruth Reynolds Peter Howley Erica Southgate Joanna Brown 《Asia-Pacific Journal of Teacher Education》2016,44(5):455-469
This study compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university, where one campus provided students 22% more hours of professional placement in schools and related educational settings. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication. Researchers argued that this pointed to the crucial role of good classroom mentors in teacher professional experience but also the value of students’ tertiary teacher education in preparing them for classroom teaching. 相似文献
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Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
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Nathan D. Brubaker 《Teachers and Teaching》2013,19(2):159-180
Understanding how authority is negotiated in teacher education classrooms can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about how authority is negotiated in different classroom contexts, particularly in teacher education settings. This qualitative study examined how authority was negotiated in an undergraduate teacher education course in which I – as the teacher of the course – involved students in actively determining the content, method, and assessment of the course through jointly constructing the course curriculum. Using self-study methodology to understand more deeply the problems embedded in my practice as a beginning teacher-educator, I generated themes from the data using the constant comparative method. The findings suggest that deriving legitimacy from mutually recognized sources, working from shared purposes, and confronting students’ deeply rooted familiarity with authoritarian teaching practices present potential frameworks for negotiating authority in teacher education – while illuminating the challenges of teaching democratically in authoritarian contexts. Such insights are important for helping future teachers experience alternatives to conventional teaching while accounting for the complexity of learning to bring democratic values to life in classrooms at all levels. 相似文献
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Leena Krokfors Heikki Kynäslahti Katariina Stenberg Auli Toom Katriina Maaranen Riitta Jyrhämä 《Teaching Education》2013,24(1):1-13
In this article, we examine teacher educators’ views on research‐based teacher education. Finnish research‐based teacher education has four characteristics: (1) the study programme is structured according to a systematic analysis of education; (2) all teaching is based on research; (3) activities are organized in such a way that students can practice argumentation, decision‐making and justification when inquiring about and solving pedagogical problems; and (4) the students learn formal research skills during their studies. According to the results, teacher educators appreciate the research‐based approach to which the university is committed, although they were sceptical about how well this vision transfers to the students. 相似文献
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《Studying Teacher Education》2013,9(1):45-60
Drawing on my experiences as a former classroom teacher making the transition to teacher education, this study examines how my vision of teacher education developed over the course of my first three years as a graduate teaching assistant in a social studies education program in the United States. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of my classroom teacher understandings as I forged a distinct vision for teacher education. My vision of teacher education was informed by completing graduate coursework, engaging in the work of teacher education, interacting and collaborating with peers, and studying my practice as it developed and unfolded. Throughout the article, I discuss the potential of self-study methodology to encourage new teacher educators to examine both the features and motivations behind their practice, as well as the effects of this examination on the development of a vision of teacher education. 相似文献
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Saba Khan Vlach Laura Taylor Melissa Mosley Wetzel 《Pedagogies: An International Journal》2019,14(1):62-77
Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice. 相似文献
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《Discourse: Studies in the Cultural Politics of Education》2012,33(1):21-31
Teacher education – as currently practised – is solidly based on a developmental model of growing expertise, where novices move from error to effective practice by replicating the strategies and classroom moves of model teachers. Short timelines and limited opportunities for experience create challenges for students wishing to become teachers. Deleuze's construct of Becoming opens new perspectives on what it means for prospective teachers to explore the notion of Becoming-teacher, where learning about teaching is an encounter with ever-new situations and relationships. This chapter concludes with an invitation to teacher educators to experiment in their own practice, to do with their students, to fully explore the potentialities of Becoming-Teachers. 相似文献
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《师资教育杂志》2012,38(2):235-249
This article, based on the analysis of responses given by 27 students in initial teacher education, gives an account of how education theory can be conceived by students as relevant to their teaching practice. Research on teacher education in many countries has revealed that students regard theory and practice to be inconsistent or to belong to different worlds in initial teacher education. This may have a potentially negative effect on the teachers’ opportunities for future professional development, as such development should be based on the ability to view one’s own teaching practice from a critical, theory- and research-based perspective. In the research and development project reported in this article, the PIL-project, the students’ teaching practice was chosen as the pivotal point for all the other activities involved in the teacher education programme. Results indicate that when questions emerge from the students’ own experience, theory is often found useful in discussing and understanding their practical experiences. The results further show that the students’ choice of theory when discussing their teaching practice is eclectic. Students tend to choose theory with direct relevance to their daily tasks in the classrooms. The implication for initial teacher education is that the educational theory taught should more often address the immediate challenges faced by the students doing their teaching practice. 相似文献
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《Studying Teacher Education》2013,9(2):160-178
ABSTRACTOnline teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations. 相似文献