教学临界阈研究的问题与思路     

李志厚 《教育理论与实践》2011,(19)

教学临界阈研究是探究和揭示教学有效性内在本质及其规律的关键,是我们对有效教学问题从外条件研究到内问题探讨的转折点。这些内问题的探讨主要包括学习者的有效学习量究竟是多少才能引起学习临界点的出现,影响教学从量变到质变的关键因素是什么,教学临界阈的产生能否促使学习者知而达智、行而致能。超额学习、掌握学习、语言输入理论、结构方程模式等成果为教学临界阈的研究奠定了基础,人类工效学、知识生态学和博弈论更是为教学临界阈研究提供了多元视角。时间、空间、群体和影响程度等质变临界阈的存在意味着教学临界阈研究有着不同的研究思路,而具体内容学习变化的曲线则是判断教学临界阈的基本依据。通过变量干预而改变教学临界状态是研究有效教学的一个新的切入点。  相似文献   

基于SuperMap的地形图图幅查询系统设计与实现     

戚国强 《嘉应学院学报》2011,29(8):82-86

基于VB和SuperMap Objects 2008平台,设计实现地形图图幅查询系统.该系统可在1954年北京坐标系或1980年西安坐标系下,实现任意单点或批量坐标解算任意国家基本比例尺地形图新、旧图幅编号,并能根据任意新、旧图幅编号计算四角图廓坐标,并可视化输出.  相似文献   

世界电镀锌带钢的发展及前景     

杨成志  王安辉  董蓓  陈莹莹 《武汉工程职业技术学院学报》2011,23(2):21-23

介绍了国外电镀锌钢板生产的发展过程和国内近几年的新建情况,并根据市场和现状的分析,提出了电镀锌机组产品定位应重点考虑高端耐指纹家电产品的建议。  相似文献   

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work     

Fru Vitalis Akuma  Ronel Callaghan 《科学教学研究杂志》2019,56(5):619-648

Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications.  相似文献   

关于工作过程系统化课程开发与实施探讨     

刘淑英 《中国现代教育装备》2011,(21):49-50,55

高职教育的培养目标是使学生具有扎实的理论知识,熟练的专业技能,良好的职业道德和职业素质,实现这一培养目标,必须转变教学观念,突出能力目标,以学生为主体,以生产项目为载体,进行工作过程系统化课程开发与教学设计。  相似文献   

Instructor Humor as a Moderator of Instructors’ Inappropriate Conversations and Instructional Dissent     

Robert J. Sidelinger  Nicholas T. Tatum 《College Teaching》2019,67(2):120-129

This study (N?=?326) was conducted to examine the associations among instructor humor, inappropriate conversations, and instructional dissent. First, results showed students are more likely to employ rhetorical dissent when they perceive their instructors as humorous in the classroom. Second, using expectancy violations theory as a guide, results also indicated that students’ perceptions of instructor-relevant humor moderated the relationships between enactment of inappropriate conversations and students’ expressive and vengeful dissent. These findings support the importance of employing relevant humor in course instruction, especially when instructors engage in inappropriate conversations in the college classroom.  相似文献   

Agency and Structure: Principals’ Ability to Bring about Sustainable Improvement in Underperforming Schools in South Africa     

George N. Shava 《Africa Education Review》2019,16(2):50-68

This article reports on a study of which the purpose was to understand the role of principals in changing underperforming schools towards sustainable improvement in one circuit area of North-West, South Africa. School principals play a crucial role in guiding schools towards sustainable improvement by shaping a vision of academic success for all learners. Managing teaching is one of the core modules in South Africa’s new national qualification for school principals, and that being the case, principals should play a central role in effecting the educational transformation of all learners. The quality of principals’ leadership is the key factor driving the transformational turnaround and improvement required in schools. They perform a highly complex and dynamic role in enhancing and sustaining school improvement. It was the goal of this qualitative study to explore cultural, structural, and agential challenges faced by principals in their effort to provide for change and improvement in their schools. Six schools were purposefully selected to participate in the study and semi-structured interviews were used to gather data from the principals. The study established that paying attention to cultural, structural and agential factors in schools increases their ability to sustain learner improvement.  相似文献   

任务驱动法在会计电算化教学中应用的效果分析     

王世海 《张家口职业技术学院学报》2011,24(1):62-64

会计电算化教学,多年来一直采用演示教学模式讲授教学内容。为使学生更好地适应不同行业、不同岗位对会计电算化知识和技能的需求,在教学中,采用任务驱动教学模式,对教学内容进行较大的改革,并针对任务驱动教学模式的一些不足,提出今后的设想,即在教学设计上,可以组成财务团队进行模拟训练,既明确每一位学生应负的职责,也可以培养其团队合作精神,以使学生能够独立自主地处理问题,真正适应社会的需求。  相似文献   

抓住题目本源不靠记忆解题——由两个作业题所引起的思考     

张丽霞 《南昌教育学院学报》2011,26(4):109-111

当前数学教学中存在着这样的问题：重术轻道,即只重视对知识点的记忆和解题技巧的训练,而忽略了对学科基本原理和数学思想方法的理解掌握.从学生解答正确率极低的两个小题入手,教学教学若只注重题型归类和解题模式的汇集,形成各种套路,然后大量模仿,机械记忆是行不通的.必须要强化数学思维的概括领会、掌握数学知识的本质.  相似文献   

基于情景教学法的初中英语课堂教学设计     

常敬  胡贝贝 《中国教育技术装备》2011,(33):70-71

现行中学英语教学以应试为指导,已无法满足现行基础教育改革的要求。引进情景教学法,在此基础上给出一个初中英语课堂教学设计案例,旨在为应用情景教学法进行教学提供指导。  相似文献