小组合作学习对提高高职思想政治理论课教学实效性的分析     

韦柳霞 《科教文汇》2012,(7):155-156

小组合作学习旨在提高学生在学习过程中合作、交流、探究和创新精神的培养。这一方法和策略契合高职思想政治理论课教学特点,小组合作学习从形式和内容上都是高职思想政治理论课的有益尝试。本文通过小组合作学习积极意义的分析,说明有效的小组合作学习不仅可以提高高职大学生自主学习能力,与他人合作的能力,还能提高思想政治理论课的教学实效性。本文从小组合作学习和高职思想政治理论课关系、实施方法、问题与反思三个方面思考高职思想政治理论课课堂上的小组合作学习的优势及出现的问题,提出更为可行的小组合作方案。  相似文献   

反思性教学在英语口语教学中的运用     

涂琳晶 《中国科教创新导刊》2010,(16):32-34

反思性教学是以追求实践合理性为目的的教学探究活动,是以提升专业知识为目的的教师学习活动,同时也是以解决问题为导向的教师思维方式。因此,反思性教学逐渐成为外语教师专业提升和发展的有效途径。其实质是教师通过反思,在教育教学实践中逐渐形成适合自己的教学理论和发展自己的教学能力,其策略运用到口语教学中时,效果尤其明显,在提高学生动口能力及动口欲望的同时,无形当中提升了学生学习英语的积极性。  相似文献   

非英语专业大学生英语课外自主学习途径研究     

张凤琴 《思茅师范高等专科学校学报》2010,26(1):128-131

对自主学习的研究和探讨已成为我国大学英语教学改革中的热点。课外自主是自主学习的组成部分,着重探究了非英语专业学生课外自主学习方法,通过教师有效的监控和介入,以期找到提高学生英语自主学习能力的更多途径。  相似文献   

“反思型政府”：有限政府构建的新思路——以行政法范式的转型与重构为视角     

彭华 《江苏广播电视大学学报》2013,(2):75-80

当前我国处于社会转型和政治改革的活跃时期,应当加快推进以政府体制改革为重点的政治体制改革,积极吸取“有限政府”的权力制约、职能收缩和规模适度的理论精髓,主动借鉴公民社会多元参与、政民关系“双向合作互动”的权力建构模式。传统行政法范式因国家行政主导下的权力扩张、职能泛化和机构膨胀,而与现代有限政府理念严重失衡。为此,通过确立公共行政主导下的行政法新范式,有助于为构建与和谐社会理念相适应的新型政府模式——“反思型政府”,扫清观念障碍和理论盲区。  相似文献   

水泥砼路加铺沥青混凝土面层的探析     

陈波  梁珂 《南通职业大学学报》2013,(2):102-104

在旧水泥混凝土路面加铺沥青面层是目前比较普遍的城市道路改造方法,但由于其基层的特殊性,出现反射性裂缝在所难免。文章对基层的修复处理、加铺沥青面层施工的要点以及抑制和延缓反射性裂缝产生的若干方案进行了比较分析,以期对提高加铺工程质量、减少道路病害提供参考。  相似文献   

A bridge over troubling waters: a snapshot of teacher graduates' perceptions of their ongoing professional learning needs     

Leanne Crosswell 《Asia-Pacific Journal of Teacher Education》2013,41(2):144-158

For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers.  相似文献   

Evaluating implementation of the International Classification of Functioning,Disability and Health in Portugal's special education law     

Manuela Sanches-Ferreira  Rune J. Simeonsson  Mónica Silveira-Maia  Sílvia Alves 《International Journal of Inclusive Education》2013,17(5):457-468

This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans.  相似文献   

Teacher commitment and its effects on student achievement in American high schools     

Insim Park 《Educational Research and Evaluation》2013,19(5):461-485

This study explored the effects of teacher commitment on student achievement. Three teacher commitment dimensions of organizational, professional, and student commitment were derived. The three-dimensional teacher commitment measurement model was tested by a confirmatory factor analysis. Then, the relationships among individual and organizational variables, teacher commitment, and student achievement were analyzed by a 2-level hierarchical linear modeling method. As the results, the greater portions of teacher commitment and student achievement variances were within schools. The individual and organizational variables had differential impacts on each teacher commitment dimension. Finally, while teacher commitment effects on student achievement were differentially found depending on teacher commitment dimensions at the individual level, there was no evidence to support significant impacts of teacher commitment on student achievement at the organizational level.  相似文献   

Teachers reflecting on their work: articulating what is said about what is done     

Juan José Mena Marcos  Emilio Sánchez 《Teachers and Teaching》2013,19(2):95-114

Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished.

The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice.  相似文献   

Locating and exploring teacher perception in the reflective thinking process     

Mark D. Vagle 《Teachers and Teaching》2013,19(5):579-599

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