“以学为中心”的六步进阶课程思政教学模式     

宇鹏  刘平 《教育教学论坛》2022,(11)

课程思政已成为新时代高校思想政治教育的新途径,然而“以教为中心”的课程思政教学模式存在难以激发学生的学习兴趣和主动性等问题。为提升课程思政的教学效率和效果,以“固体废物处理与处置”课程为例,遵循“以学为中心”的教学范式,研究了如何设置课程思政教学目标、设计课程思政元素、准备课程思政教学资源、设计课程思政教学过程、选择与使用课程思政教学方法、评定基于成果导向教育的课程思政学习成绩,从而形成“以学为中心”的六步进阶课程思政教学模式。  相似文献   

Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19     

Laura D. Bauler  Kate M. Lesciotto  Wendy Lackey-Cornelison 《Anatomical sciences education》2022,15(2):221-232

Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.  相似文献   

博士生课程参与困境的诱因及其调适 ——基于“双一流”高校教育学博士生的个案研究     

赵阔 《研究生教育研究》2022,(1):54-62

博士生群体构成的日益多样化呼唤博士生培养模式的变革。当前博士生课程存在学生参与度低等问题,其合理性正面临挑战。对我国三所“双一流”高校教育学专业博士生的深度访谈发现,课程制度设计的模糊性与有限性导致学生选课决策更多表现为既定约束下的次优博弈。此种选课机制与课程教学质量的不确定性相结合,最终引致学生课堂参与行为的分异。博士生通过旁听、权变等非制度化实践,一定程度上彰显了学习者在教育场域中的能动性。未来,有必要增加博士生课程制度的弹性,重申有效互动的价值。  相似文献   

The Nature of Scientific Explanation: Examining the perceptions of the nature,quality, and “goodness” of explanation among college students,science teachers,and scientists     

Sahar Alameh  Fouad Abd-El-Khalick  David Brown 《科学教学研究杂志》2023,60(1):100-135

Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations.  相似文献   

On Deciding The Aims and Content of Public Schooling     

John Tillson 《Educational theory》2023,73(1):90-115

In this paper, John Tillson defends an approach to deciding the aims and content of public schooling from the critique of Public Reason Liberalism. The approach that he defends is an unrestricted pairing of the Epistemic Criterion and of the Momentousness Criterion. On the Epistemic Criterion, public schooling should align students' credence with credibility. On the Momentousness Criterion, public schooling ought to include content that it is costly for children to lack the correct view about, where they are otherwise unlikely to have it. Public Reason Liberals seek to restrict both the Epistemic and Momentousness Criteria to within a range that is acceptable to politically reasonable citizens. In response, Tillson argues, first, that the considerations that encourage Public Reason Liberalism instead motivate unrestricted versions of the Epistemic and Momentousness Criteria; and, second, that Public Reason Liberalism faces a dilemma, that it either entails absurd consequences or must undermine itself in addressing these.  相似文献   

基于农村公共图书服务一体化的总分馆制度研究     

/凌波 《新世纪图书馆》2014,(8):55-57

论文以安徽省农村公共图书服务一体化建设为例,通过对农村公共图书服务一体化概念的介绍,分析了建立农村公共图书服务一体化的作用,重点指出在农村公共图书服务一体化总分馆的建设过程中,所要解决的“谁建设”“谁管理”“谁服务”的问题,为全面铺开农村公共图书服务一体化建设提供借鉴经验。  相似文献   

Analytical hierarchy process and SCOR model to support supply chain re-design     

Jaime A. Palma-Mendoza 《International Journal of Information Management》2014

A supply chain consists of different processes and when conducting supply chain re-design is necessary to identify the relevant processes and select a target for re-design. Through a literature review a solution is presented here to identify first the relevant processes using the Supply Chain Operations Reference (SCOR) model, then to use Analytical Hierarchy Process (AHP) analysis for target process selection. AHP can aid in deciding which supply chain processes are better candidates to re-design in light of predefined criteria.  相似文献   

Organizational identity challenges in a post-merger context: A case study of an information system implementation project     

Dragos Vieru  Suzanne Rivard 《International Journal of Information Management》2014

This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one.  相似文献   

基于产业链整合的盈利模式创新研究——以再制造企业为例     

任家华 《科技管理研究》2014,(19)

构建基于产业链整合的盈利模式创新模型,分析产业链整合对盈利模式创新的作用机理,并进行案例分析。  相似文献   

基于项目驱动的DACUM模型Java课程开发建设研究     

朱红英  赖蘋华  宫晓曼 《科技通报》2014,(11)

Java语言是目前流行的一种网络编程语言,但是涉及的知识点多,入门难,高职学生基础较薄弱,学习主动性不太高,容易遇难而退。针对这一问题本文说明了项目驱动教学的重要性,根据DA-CUM模型分析介绍了项目驱动的java课程教学模式,从课程设计、课程群建设、考核方式改革、教学资源建设等方面讨论了项目驱动的DACUM模型Java课程建设应解决的相关问题,给出了贯穿式项目教学的教学设计方案,基于DACUM模型分析设置了java课程群建设相关的java、java高级编程、jsp等系列课程,具体分析并提出了项目驱动的DACUM模型《JAVA编程基础》考核方案。通过实践表明,本文所提出的基于项目驱动的DACUM高职java课程开发与建设,能够有效的加强高职院校对于java课程的教学,具有很强的拓展性,适用性很好。  相似文献