基于新课程的物理课堂教学评价体系的完善     

樊丽娟  周欣  祝娅 《成都教育学院学报》2011,(5):113-115

对物理课堂教学评价进行理论分析,从课堂教学评价的含义、传统课堂教学评价存在的问题、新课程下课堂教学评价的理念、制定课堂教学评价体系的原则几方面进行了阐述,并结合新课程下中学物理教学特点制定了课堂教学综合评价体系表,尝试对中学物理课堂教学进行试评。  相似文献   

基于体质现状的大学体育课堂教学改革研究     

陈华 《当代体育科技》2020,(10):4-4,6

随着素质教育的不断深化,根据学生的实际情况来构建新型教育模式,已经成为了教育领域的必然趋势。如今,大学生体质问题备受关注。高校体育教学应该根据学生的实际情况出发,构建契合学生体质实际的体育教学模式。对于大学体育课程教师而言,就需要充分考虑到这一点。本文就针对这部分内容进行了探讨,提出几点建议。  相似文献   

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review     

Robert Dan Michael  Cate A. Egan  Lynda Nilges  Ali Brian  Robert Johnson 《Research quarterly for exercise and sport》2019,90(2):151-162

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary classrooms.  相似文献   

Effect of Active Lessons on Physical Activity,Academic, and Health Outcomes: A Systematic Review     

Rosemarie Martin  Elaine M. Murtagh 《Research quarterly for exercise and sport》2017,88(2):149-168

Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar, Science Direct, Cochrane Library, and EMBASE) and reference lists were searched for English-language articles, published January 1990 through March 2015, reporting classroom-based interventions that deliberately taught academic content using physically active teaching methods for at least 1 week duration, with physical activity, health, learning, or facilitators-of-learning outcomes. Two authors reviewed full-text articles. Data were extracted onto an Excel spreadsheet, and authors were contacted to confirm accuracy of the information presented. Results: Fifteen studies met the inclusion criteria. Six studies reporting on physical activity levels were found to have medium-to-large effect sizes. All 4 studies reporting learning outcomes showed positive effects of intervention lessons. Teachers and students were pleased with the programs, and enhanced on-task behavior was identified (n = 3). Positive effects were also reported on students’ body mass index levels (n = 3). Conclusions: Physically active academic lessons increase physical activity levels and may benefit learning and health outcomes. Both students and teachers positively received and enjoyed these teaching methods. These findings emphasize the need for such interventions to contribute toward public health policy.  相似文献   

析远程英语学习者之学习策略   总被引：7，自引：1，他引：6  

王平 《开放教育研究》2006,12(1):88-91

本文通过问卷调查,分析研究了远程英语学习者的学习策略。结果表明:远程学习者常用的英语学习策略有:自我管理策略、记忆策略和语法策略等。许多成人学生在英语学习中不善于合理使用各种策略。作者认为在远程英语教学中要注意培养学生运用策略的能力,另外必要对面授辅导课给予足够的重视。  相似文献   

Inclusion in Norway: a study of ideology in practice     

Annlaug Flem  Clayton Keller 《欧洲特需教育杂志》2013,28(2):188-205

The purpose of this research was to examine how Norway's ideology of inclusion is realized in Norwegian schools and school systems, and what factors work to support or hinder its implementation. Using semi-structured interviews, we obtained data from our informants at multiple levels in the Norwegian educational system in one municipality. Our data analyses focused on identifying themes that were shared by multiple informants, as well as retaining important points or perspectives from individuals. Generally all of the informants were positive towards the ideology of inclusion. The biggest difficulty facing its implementation seemed to be that of social integration. This was much more of a concern than curricular integration. Probably because of such challenges, schools still placed students in separate settings. Factors that affected inclusion included: characteristics of teachers, classroom environment, school climate, cooperation, support from people with competence, attitudes and resources.  相似文献   

从现代教育技术课的实践探索班级授课模式的变化     

朱凤孙 《贵州教育学院学报》2007,23(1):13-15

教育技术学的快速发展,全新的教育理论和学习模式的探索、研究和实践,多媒体技术、网络技术和信息技术的支撑,促进了教育的第三次飞跃,存在不少弱点的课堂讲授模式将发生重大变革。贵州教育学院学员在《现代教育技术》课程学习中的探讨和实践,对此发展方向给予了肯定和支持。  相似文献   

独立学院《高级英语》的“翻转课堂”课程设计与模型     

刘颖 《鸡西大学学报》2015,(3):85-88

基于独立学院《高级英语》教学出现的问题,"翻转课堂"教学模式是解决之道。学习者课前观看词汇讲解微视频,内化新知,建构知识体系;课堂转变为"鉴赏型",重点放在语篇、修辞、文体写作等欣赏性阅读层面;以内容和以任务为导向,扩大学生知识输出量,真正做到以学生为主体,培养学生的自主学习能力、语言表达能力和思辨能力,真正提高课堂效率。  相似文献   

基于团队合作学习的翻转课堂模式在预防医学教学中的操作实践性研究   总被引：1，自引：0，他引：1  

李江  傅华 《复旦教育论坛》2015,(2):107-112

为创新教学模式、推动大学教学改革,将翻转课堂这种新教学形式与团队合作学习方法结合起来,应用于大学医科预防医学教学中。通过对学生课后问卷调查结果的分析,对比了采用不同教学模式的班级在课堂满意度四个维度上的差异,同时讨论了上课人数的规模对课堂满意度的影响。该研究为翻转课堂在大班教学中的操作实践提供了一定的参考。  相似文献   

基于翻转课堂的大学逻辑教学改革     

李章吕 《毕节学院学报》2015,(5):45-49

“逻辑教学现代化”是我国学界在1978年提出的口号,旨在改变我国逻辑研究和教学较为落后的现状。但30多年过去了,我国的大学逻辑教学却依然存在许多困境,呈现出萎缩态势“。翻转课堂”是当今国际教育改革的前沿,其教学理念和教学模式对于我国的大学逻辑教学具有重要的启示,对于解决我国大学逻辑教学所面临的困境具有重要的现实意义,也是全面实现“逻辑教学现代化”的重要工具和途径。  相似文献