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1.
师范生教学技能培养中微格教学的应用研究 总被引：3，自引：1，他引：2
微格教学在师范生的教学技能培养中起着十分重要的作用,如何在师范生的教学技能培养中应用微格教学是非常值得研究的课题。以吉首大学师范生为例,解读了师范生教学技能培养中微格教学应用存在的问题,并提出了运用微格教学培养师范生教学技能的具体对策。 相似文献
2.
卢春樱 《贵州教育学院学报》2013,29(4)
微格教学理论对师范生教学技能训练具有指导意义.微格教学利用现代化教学手段培养师范生的教学技能,能增强师范生的市场竞争力和社会适应能力.贵州师范学院思想政治教育专业,在微格教学理论引导下,借鉴微格教学的方法培养师范生的教学技能,取得了较好的效果. 相似文献
3.
《佳木斯教育学院学报》2017,(6)
本文旨在研究如何培养高校英语师范生的自我探究式教学能力。文章首先介绍了英语师范生自我探究式教学能力现状,其次提出解决现存问题的方法,最后就高校如何培养英语师范生的自我探究式教学能力进行讨论。 相似文献
4.
马新 《通化师范学院学报》2013,(2):49-50,70
高校师范教育中,微格教学是培养学生教学能力的主要方式.教学能力是教学技能训练和专业知识学习相互作用的结果,只有把教学技能和专业知识有机结合起来,才能全面提高师范生的教学能力.要运用微格教学来提高高校师范生的教学技能和专业知识以及各种能力的锻炼,充分发挥其在培养学生教学能力中的作用. 相似文献
5.
近年来说课成为用人单位考查师范生综合素质的重要方面,培养师范生说课能力的问题越来越得到广大研究者和教学工作者的重视。本研究立足教学实践,将师范生说课微格训练设计为准备、述说、评价三个实践环节,建构了师范生说课评价指标体系,提出了四种说课微格训练模式,并开展了两轮行动研究教学试验。最后通过问卷调查验证了师范生认同微格教学方式对培养其说课能力的效果,说课后讲课的模式最适宜师范生的说课微格训练。 相似文献
6.
新课程改革对中学物理教师的教学能力提出了新要求,目前在培养高师物理师范生教学能力的过程中存在问题。微格教学与同课异构相结合的教学改革针对传统教学中的弊端,通过调整课程结构,将微格教学、教育见习、同课异构教学、教育实习有效结合,提高物理师范生一般教学技能和高层次教学能力。 相似文献
7.
如何在大学课时有限的情况下,通过构建高效课堂来培养具有自主探究意识和创新能力的基础教育人才,是师范大学免费师范生教育关注的焦点。近5年来,我们在生命科学专业基础课《遗传学》课程教学中开展了探究式教学:以教师课堂讲解为主,引导免费师范生自主选择探究式课题,结合文献检索、多媒体课件制作和探究结果汇报等教学形式开展探究式教学。统计分析表明,探究式教学不仅提高了免费师范生自主学习的兴趣和教学基本技能,而且培养了免费师范生的探究创新能力和教师职业认同感,值得在免费师范生培养过程中推广使用。 相似文献
8.
张然然 《广东教育学院学报》2013,(3):97-100
数学微格教学是改进师范生教学技能和方法的有用工具.然而,数学微格教学在实施中出现了一系列问题,如微格教学课堂与真实课堂差别很大,评价体系不完善,师范生积极性减退等.这些问题削弱了它训练师范生教学技能的能力.为了提高数学微格教学的有效性,可采用改进模拟训练,建立完整的评价体系,构建微格教学论坛等方法. 相似文献
9.
微格教学是师范生把专业知识和教学理论转化为具体从事任教的职业行为方式和形成教学实际能力的有效训练方法。探讨微格教学在师范院校语文教学论课程中的应用模式,微格教学在中文专业师范生职业技能培养中的应用,为师范生的职前训练提供一定的理论和实践指导。 相似文献
10.
王顺钦 《南阳师范学院学报》2014,(9):68-70
总结了微格教学的基本特点,研究了影响师范生说课技能的相关因素,结合微格教学法的原理论证了利用微格教学提高师范生的说课能力的可行性,结合实际给出了微格实训的具体措施. 相似文献
11.
Christine Lotter Whitney Smiley Stephen Thompson Tammiee Dickenson 《International Journal of Science Education》2016,38(18):2712-2741
This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction. 相似文献
12.
The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science
Valarie L. Akerson Deborah L. Hanson Theresa A. Cullen 《Journal of Science Teacher Education》2007,18(5):751-772
This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers’ views of nature of
science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked
the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers
participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views
of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with
physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute
Implications for providing professional development combining inquiry and NOS instruction are made. 相似文献
13.
符强 《四川教育学院学报》2012,28(3):110-112,116
文章以《自动控制原理》课程为例进行了一系列探究式教学改革措施：通过项目驱动推进学生的探究学习意愿及创新意识,利用＂台阶式＂问题的互动学习模式培养学生的批判思维能力,同时结合先进辅助教学手段及合理的评价体系促进学生的学习参与度与主动性。实践表明,探究式教学模式能帮助学生在学好专业知识的过程中有效提高自身的创新应用能力,更好地满足实现社会对应用创新型人才的需求。 相似文献
14.
Conducting scientific inquiry is expected to help students make informed decisions; however, how exactly it can help is rarely explained in science education standards. According to classroom studies, inquiry that students conduct in science classes seems to have little effect on their decision-making. Predetermined values play a large role in students’ decision-making, but students do not explore these values or evaluate whether they are appropriate to the particular issue they are deciding, and they often ignore relevant scientific information. We explore how to connect inquiry and values, and how this connection can contribute to informed decision-making based on John Dewey’s philosophy. Dewey argues that scientific inquiry should include value judgments and that conducting inquiry can improve the ability to make good value judgments. Value judgment is essential to informed, rational decision-making, and Dewey’s ideas can explain how conducting inquiry can contribute to make an informed decision through value judgment. According to Dewey, each value judgment during inquiry is a practical judgment guiding action, and students can improve their value judgments by evaluating their actions during scientific inquiry. Thus, we suggest that students need an opportunity to explore values through scientific inquiry and that practicing value judgment will help informed decision-makings. 相似文献
15.
探究性学习可以让学生通过各种探究活动,经历知识的获得和应用过程,从而促进学习能力的提升。在数学教学中,教师应依照新课改要求,将探究性学习应用到课堂教学活动中,使学生在形式多样的探究活动中,充分发挥主观能动性,从而提高课堂教学效率和教学质量。文章对探究性学习在数学教学中的应用进行研究。 相似文献
16.
Chiu-Lin Lai Gwo-Jen Hwang Yi-Hsuan Tu 《Educational technology research and development : ETR & D》2018,66(4):863-892
Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation. 相似文献
17.
Cheryl A. Dunlap 《Performance Improvement》2008,47(2):23-29
Evaluators in the HPI field can improve their performance program results with effective evaluation through appreciative inquiry. Appreciative inquiry and evaluation have many similarities, and when combined they add value and effectiveness to the measurement of intervention results. Appreciative inquiry is beneficial in many evaluation contexts: for example, when previous evaluations have failed or when change needs to be accelerated. Success is associated with applying appreciative inquiry to the evaluation process for performance improvement projects. 相似文献
18.
叙事探究是实现教师专业发展的有效方式之一。叙事探究有助于教师深化认识教学经验的意义,有助于其反思能力的提高,有助于其个人实践知识的形成,从而促进其专业发展。然而,叙事探究在事件发展过程中,不可避免地有某些局限性,所叙故事缺乏一定的真实性和理论基础,缺乏叙述者的深刻思考与反思,对＂教师成为研究者＂存在争议,这些都是教师专业发展中亟待解决的问题。 相似文献
19.
培养学生的探究思维是高中历史教学的重要任务。探究思维对于提高学生的自主学习能力、提升学生历史综合素养具有十分重要的意义。教师要优化高中历史教学模式,引导学生转变观念,开展自主探究;创设问题情境,促进学生探究能力的提高;善于运用任务驱动教学,提高学生探究动力,教师要给学生提供自主探究与合作学习的机会,让学生养成探究学习的习惯,促进学生历史素养的提高。 相似文献
20.
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial. 相似文献