共查询到20条相似文献，搜索用时 171 毫秒
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"新冠"疫情发生后,各地纷纷开展"停课不停学,停课不停教"的在线教育教学活动。线上教学成为非常时期学生的主要学习方式。线上教学并不等于让学生观看视频,教师的角色更不是简单的"网红主播"。如何选择合适的教学主题组织教学内容,采用何种教学策略辅助学生学习,怎样激发学生学习兴趣,让线上学习真正发生,达成核心素养培养目标是值得教师思考的问题。 相似文献
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视频材料凭借真实的语境和语言输入促进听说课堂上的语言习得。拟以输入假说、互动假说为理论基础,探索运用语音分离、视频暂停、分片段观看、正常观看四种方式使用视频材料开展听说教学活动,分析其如何促进学生听说课堂的语言习得过程,并简要指出教师在利用视频进行教学活动时应注意的问题。 相似文献
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自主学习就是主动、独立的学习,把传统教学中教师的主体角色让位于学生,以学生为主体,从“学”而非“教”的角度设计具有层次性、拓展性、多元化的开放式教学活动。在英语教学中,语言既是教学媒体又是教学内容,开放式的教学活动有利于创设和谐并充满个性化的语言学习环境,激发学生学习的兴趣和信心,使学生主动参与语言实践活动、独立获取知识。一、多元化授课激发学生主动学习每个人智力表现不同,不同智力类型有不同的学习风格和偏爱。在组织课堂教学时,用多元理论来启动一个学习过程,使学习过程在内容上和形式上丰富多彩。多元化授课包括:… 相似文献
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郭超来 《中国科教创新导刊》2010,(34):69-69
在英语教学中,培养和激发学生的学习兴趣是非常重要的,尤其是高职英语教学,教师要通过有趣的教学活动,全面调动学生的思维和感官,激发学生学习兴趣,提高教学效果。 相似文献
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刘英红 《中国教育技术装备》2011,(12)
英文电影因其逼真的视听感受、丰富的情节而吸引学生,尝试在英语教学中穿插观看英文原版电影--记住一个单词或一句台词,学唱一首主题曲,扮演一个角色等,可以激发学生的学习兴趣,改善学习语言的环境,成为有效的英语教学辅助手段. 相似文献
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语言是交际的工具,交际能力的培养是英语教学的最终目标。英语新课程标准要求教师创造性地设计贴近学生实际的教学活动,吸引和组织他们积极参与。因此教学中要根据学生的生理心理特点和认知规律,创设激发兴趣、引发思考的课堂情景,为学生创设更多语言实践的机会,从而不断活跃课堂气氛,激发学生潜能。一、英文歌曲,激发学生乐学的兴趣常言道,兴趣是最好的老师。只有激发学生学习英语的兴趣,才能调动他们的积极性。 相似文献
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采用体验教学方法可以让学生在自觉体验过程中完成学习任务,激发学生接受语言、使用语言甚至探索语言的主动性,从而使英语教学的效能达到最大化。体验教学法最终的目的是要让学生主动地参与语言教学过程,激发师生双方参与教学活动的热情,强化英语教学各环节的效率,全方位提高英语教学的质量。笔者经过多年的英语体验教学实践,有以下几点体会与大家分享。一、多渠道创设语言体验情境在情境设计的过程中,尤其要强调素材的收集。教师可以通过多种方 相似文献
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This article reviews the international literature on video viewing in teacher education and professional development. Two hundred and fifty-five articles were collected, summarized and categorized using a conceptualization that includes four aspects: teachers' activity as they view a classroom video, the objectives of video viewing, the types of videos viewed, and the effects of video viewing on teacher education and professional development. The findings in each of these aspects suggested three main questions that may profitably guide future research: How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom? How can we best articulate the diverse objectives of video viewing and the diverse types of videos in teacher education and professional development programs? How can we create a “continuum” between teacher education programs and professional development programs in such a way that video viewing becomes a routine, familiar professional practice able to produce the desired effects over the course of an entire teaching career? 相似文献
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职前教师教育中视频案例教学的研究 总被引：2，自引：0，他引：2
在职前教师教育中采用视频案例教学是发展师范生教学技能和提高教师专业能力的一个新方法。本文在梳理教师教育中视频案例教学重要概念的基础上,考察了国内外教师教育中视频案例教学研究的现状,最后作者提出了应用于职前教师教育中的视频案例学习环境创设框架,它包括有机联系的六个要素:案例与资源、活动、工具、支架、共同体和评价。 相似文献
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Elizabeth A. van Es 《Teaching and Teacher Education》2012,28(2):182-192
Learning communities have become a widespread model for teacher development. However, simply bringing teachers together does not ensure community development. This study offers a framework for the development of a teacher learning community in a video club. Qualitative coding of video data resulted in characterizing the evolution of the video club group as they collaboratively explored issues of teaching and learning that arose in each other’s classrooms. The relationship between dimensions of the framework and how development on one feature interacts with development on another is discussed. The results inform the design of video-based learning environments for examining teaching practice. 相似文献
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Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
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Using multimedia cases for educating the primary school mathematics teacher educator: a design study
《International Journal of Educational Research》2002,37(2):161-178
The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to learn how to use multimedia cases with their student teachers. The research study has an exploratory character; we will present a framework for the use of multimedia cases as a tentative answer, grounded in the researchers’ experiments and design activities. 相似文献
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周健 《暨南大学华文学院学报》2011,(3):31-36
汉语教学的大局观,指的是汉语教师在汉语教学活动中的宏观眼光。教学活动背后的语言观、语言习得观和教学路径是语言教学的灵魂。本文讨论了汉语教学大局观的主要方面,并举例说明大局观如何指引教师进行语音教学、汉字教学和词汇教学。 相似文献
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The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes
towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an
8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving
skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the
experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics
teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they
communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used
to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end
of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects
such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the
primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics. 相似文献
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This study examines the intersection of two key reform ideas in science teacher education – professional teaching standards and the use of case methods. In this article, we track the historical development of what can be called second wave teaching standards and describe how those standards can be exemplified through multimedia web cases of science teaching. We describe a web case development project in which a group of experienced secondary science teachers work together over several months to video their own classes, and assemble video and audio commentaries of their lessons based on a set of science teaching standards. We conclude that the project was a rich professional development experience for those involved. Further, as the teaching standards movement gathers momentum in Australia and elsewhere, we contend that high quality multimedia cases linked to a standards framework show considerable promise as a vehicle to assist science teachers to reflect on their practice. 相似文献
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Researchers and teachers learning together and from each other using video‐based multimodal analysis
Jacob Davidsen Ruben Vanderlinde 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):451-460
This paper discusses a year‐long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video‐based multimodal analysis. Through reflection on the research project, we discuss how, by using video‐based multimodal analysis, researchers and teachers can study children's touch‐screen supported collaboration and how researchers and teachers can learn together. 相似文献