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介绍高校多媒体教室设备的构成,针对使用过程中容易出现的问题,提出相应的解决方案.结合我校实际,对高校多媒体教室的管理和维护提出了一些可行性建议,做到少花钱多办事,快速准确地排除故障,提高教学质量. 相似文献
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随着高等教育的发展,高校多媒体教室的使用越来越广泛,多媒体技术在教学中的应用越来越重要,它不仅改变了学习手段和学习环境,更改变了教学观念。要发挥好多媒体设备的作用,必须对多媒体设备进行科学的管理、正确的使用和精心的维护。 相似文献
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由于学校所在地位置偏远、经济欠发达等原因,边疆高校在办学规模、师资力量、对现代教育技术设备的经费投入等方面与内地发达地区的高校存在着一定的差距。根据边疆高校的教学需求．结合边疆高校自身的实际情况,合理建设多媒体教室,高效使用多媒体教室,管理和维护好多媒体教室,对改善边疆高校教学环境、提高教学质量具有重要意义。 相似文献
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多媒体教学是国内高校应用较多的一种教学手段,在提高教学质量和教学效果等方面都发挥了积极作用,多媒体教室设备的稳定性和正常的使用是保障多媒体教学顺利进行的前提和保证.本文从我院实际情况入手,结合多年的多媒体教室设备管理与维护的经验,谈谈多媒体教室维护重点及相关人员的管理情况,对优化多媒体教室管理提出粗浅看法,力求使多媒体教室更好地发挥其作用. 相似文献
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《实验室研究与探索》2013,(10)
随着信息网络技术和教育技术的快速发展,高校的教学工作使用多媒体设备的水平日益提高。多媒体教室设备的管理和维护工作对教学设备的稳定运行,对保证教学秩序、提高教学质量有着重要的影响,因此如何进一步做好多媒体教室的管理和维护工作,受到了越来越多的关注。要认真管理和维护好多媒体教室,就必须重视多媒体教室使用管理和维护方法,因此搞好多媒体教室的管理与维护有着非常重要的意义。 相似文献
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高校多媒体教室建设应重视维护与管理.多媒体教室的集中控制有利于教学资源的最大使用.因此,多媒体教室应该有丰富的网络资源支持,多媒体教室的建设应突出实用与经济的原则,具有扩容性,方便管理者的维护. 相似文献
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多媒体教室作为重要的教育资源,一直以来是高校建设的重要基础设施.针对多媒体教室管理与使用不合理的现状,建议各高校在教室建设之初,充分调研教学需求进行合理规划;在使用管理中明确教室调配权、管理权和使用权,制订适合校情的教室使用与管理制度;加强教室管理人员业务能力;提升排课信息化水平.从时间和空间两个维度考虑教室使用效率,... 相似文献
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论我校多媒体教室的管理和维护 总被引：1，自引：0，他引：1
许涛 《中国科教创新导刊》2011,(2):224-224
随着高校多媒体教室在高校教学中的地位日益提高,多媒体教室的管理和使用在高校教学中发挥着举足轻重的作用。所出现的问题,已对教学产生一定的影响。下面介绍多媒体教室的管理和维护中一些常用方法。 相似文献
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随着多媒体技术的逐步发展,多媒体教学越来越受到教师的青睐。多媒体教室是从事多媒体辅助教学的重要组成部分,因此加强多媒体教室教学设备的管理和维护,是摆在高校多媒体教室管理者面前的重要工作。文章结合笔者在高校多媒体教室、机房管理维护的日常工作经验,对加强多媒体教室教学设备的维护、管理,充分发挥多媒体教室优势,使其为教学提供更好的服务进行分析,以供大家借鉴。 相似文献
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三种不同教育安置模式中的轻度智力落后儿童人格特征比较研究 总被引：2，自引：2，他引：2
采用《缺陷儿童人格诊断量表》 ,比较了上海市 5 6 3名分别在普通班随班就读与在辅读学校、普通学校辅读班学习的三类轻度智力落后儿童的人格特征。研究发现 ,三类儿童的人格特征有显著差异 ,在普通班随班就读的轻度智力落后儿童的人格发展落后于其他两类轻度智力落后儿童。此结果启示 ,应该关注随班就读的轻度智力落后儿童所受教育的质量。 相似文献
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Alice Udvari‐Solner 《Cambridge Journal of Education》1996,26(1):101-119
The purpose of this study was to examine strategies used by classroom teachers for including students with severe multiple disabilities in elementary general education classrooms. Interviews and participant observations were conducted across a 10 month period at four sites. Categorical coding procedures for qualitative data were used to identify themes related to instructional practices in these inclusive classrooms. Results revealed influences of constructivist, Vygotskian and multiple intelligence theories on teacher decisions and perceptions. The tenets of each theory are presented, the impact of theoretical assumptions on teacher practice is examined and three lessons exemplifying such influences are illustrated. 相似文献
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This study used self‐determination theory as a framework to examine the relationship between choice regarding group membership and student motivation within classrooms that use collaborative learning as an instructional tool. Data were collected from over 500 students across seven classrooms from a large university in the Midwestern United States. In three of the seven classrooms, students were allowed to choose with whom they worked; in the remaining four classes the professor formed the groups. Using hierarchical linear modelling, the choice condition was a positive and significant predictor of students’ intrinsic motivation and classroom community, even when accounting for autonomy support and class size. The practical implications of affording choice during collaborative learning are discussed. 相似文献
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Stephen M. Ritchie Peter Hudson Alberto Bellocchi Senka Henderson Donna King Kenneth Tobin 《Cultural Studies of Science Education》2016,11(3):577-593
Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms. 相似文献
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Geir Afdal 《British Journal of Religious Education》2015,37(3):256-272
This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE – in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice. 相似文献
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Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates. 相似文献
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The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms. 相似文献
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Michelle Overman Jan D. Vermunt Paulien C. Meijer Astrid M.W. Bulte Mieke Brekelmans 《International Journal of Science Education》2013,35(11):1871-1901
Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more ‘context-based’ teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms. 相似文献
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Stanley W. H. Leung 《International Journal of Disability, Development & Education》2006,53(3):287-299
Background noise poses adverse effects on speech sounds and affects student learning, especially for children with developmental disabilities. Sound‐field and public address amplification systems can help to solve this problem by amplifying speech sounds relative to background noise. This study surveyed school classrooms for children with special needs, and compared the performance of a sound‐field and a portable public address system in classroom environments. Unoccupied room noise levels and reverberation times were measured in eight classrooms at four Hong Kong schools for children with special needs. Speech levels in each classroom were measured under three conditions: without amplification, with public address system amplification, and with sound‐field amplification. Speech‐to‐noise ratios were calculated for each condition. Noise and unamplified speech‐to‐noise ratio values exceeded recommended acoustic standards in all classrooms. When sound‐field and public address amplification systems were installed, speech‐to‐noise ratios improved considerably. When either amplification system was used, a uniform sound‐field resulted. The applicability of both types of amplification system and their relative merits in special education classrooms are discussed. 相似文献