《常微分方程》教学中探究式教学法初探   总被引：1，自引：0，他引：1  

张少华  王思聪 《遵义师范学院学报》2007,9(6):72-74

从建立微分方程模型,数学问题新解法,数学问题变式,数学一般性规律等方面尝试着进行了探究式教学。  相似文献   

What the West could learn from the East: a reflective analysis     

Yali Zou  Rita P. Poimbeauf 《Teachers and Teaching》2016,22(7):842-857

Drawing on Lugones’ ideas of world traveling, Dewey’s notion of education as experience, and Greene’s vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives largely created by policy-makers and derived from accumulations of theory and/or political decision-making, this practical research in the reflective vein takes a ‘big’ look at three ‘small stories’ that emerged in a narrative inquiry we conducted in a Chinese elementary school and imagines their portability to Western educational contexts. Reflective attention is specifically paid to: (1) teaching without words, (2) principal images, and (3) shared responsibility for failure. What these small stories from our narrative inquiry research might disrupt, if introduced to Western educational settings, is especially taken up.  相似文献   

新课程背景下高师教育与高中教育良性衔接的对策     

郑晓娟 《德州学院学报》2005,21(3):78-81

普通高中新课程实验,对高师院校的教育教学提出了挑战.面对挑战,必须对高师院校的教育教学进行新的思考,从教育目的的制定、课程内容的编制、课堂教学的方式方法、课程评价体系的重建等诸方面进行改革和探索,以期和高中教育更好地衔接,培养更多的新型师资.  相似文献   

论高职类院校课堂教学模式及其现代化     

夏晋祥 《深圳信息职业技术学院学报》2007,5(3):5-9

高职类院校课堂教学的模式主要包括"生命课堂"、"知识课堂"和"智能课堂"三种,每一种课堂教学模式都有其自身的特点。要实现高职类院校课堂教学模式的现代化,要求我们必须科学地认识教育的本质、有先进的课堂教学模式观以及在教育价值追求和实践操作等方面要实现突破。  相似文献   

When transnational curriculum policy reaches classrooms – teaching as directed exploration     

Ninni Wahlström 《课程研究杂志》2018,50(5):654-668

ABSTRACT

The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards.  相似文献   

人才培养目标下的高校网络教学     

刘艳磊  孙秋华  赵言诚  姜海丽  麻文军 《教育教学论坛》2019,(21):3-4

高校教学的根本任务是人才培养。为更好地实施以学生为导向的教学模式,辅之以其他教学模式,本文提出基于雨课堂建设有效的网络平台,以便顺利完成教学任务,实现教学目标,培养满足未来社会的实用型人才。基于网络平台服务的高校教学,能够更好地应用多种教学模式,提高高校教学效果和教学质量。  相似文献   

改进新建地方院校学生评教工作的新构思   总被引：1，自引：0，他引：1  

阮莉立 《鸡西大学学报》2006,6(3):5-7

全面、客观地评估教师课堂教学质量是教务管理工作的一个重要方面。由于新建地方院校开展系统的学生评教工作起步较晚,在取得成绩的同时,还存在着诸多需要不断纠正和解决的问题,因此,有必要从转变评价指导思想、改革学生评教模式、结合当前课堂教学改革的成果构建一套科学有效的课堂教学评价指标体系,进一步改进学生评教工作。  相似文献   

让课堂活起来让学生动起来--谈传统语文课堂教学模式的改革方法     

周庆筑  肖丽亚 《铜仁学院学报》2002,(Z1):23-24

课堂教学"先讲后练"的传统模式已不适应时代的发展与要求,要改变这种模式,教师就应该视学生为主体,积极引导他们学会学习,热爱学习,这样,课堂才会活起来,学生也才全动起来.  相似文献   

双重代码理论及其在英语阅读理解教学中的应用   总被引：3，自引：0，他引：3  

喻浩朋 《新乡师范高等专科学校学报》2005,19(5):119-121

双重代码理论认为,人类的大脑具有语言和非语言两套表现系统,语言系统处理语言信息,非语言系统处理非语言的输入。读者在使用语言系统的同时,会激发非语言系统,从而产生相应的意象和情感反应。对于外语的阅读教学来说,指导学生有意识地利用意象和情感反应以及隐喻是有效的教学方法。  相似文献   

关于大学英语第二课堂扩展性教学的思考     

补爱华  李小炜  金丽  陈艳群 《怀化学院学报》2007,26(10):117-120

阐述了开展大学英语第二课堂扩展性教学的意义和必要性以及其框架设想;重点探讨了如何突破大学英语第一课堂教学局限,努力发掘、拓展第二课堂教学来延伸、补充、加强大学英语第一课堂教学,为学生提供更多的自主学习和语言实践机会。本文提出大学英语第二课堂扩展性教学实践可分为三个组成部分:丰富多彩的大学英语第二课堂教学实践活动;层次化、自主化的大学英语网络教与学活动;及时、有效的大学英语教师课外辅导、答疑以及学习过程监督、检查活动。学生通过积极参与丰富多彩的大学英语第二课堂扩展性教学各项活动,在实践中体验英语,实践英语,不断提高感悟语言、运用语言的能力。  相似文献