抛锚式教学模式在《导游基础知识》教学中的应用     

李志伟 《重庆第二师范学院学报》2012,25(3):111-113

针对当前《导游基础知识》教学模式存在的问题,在教学中可以采用抛锚式教学模式。根据教学经验总结了在常用抛锚式教学模式及其运用过程。并提出了教学过程的注意事项。  相似文献   

基于知识图谱的国内气排球分析     

许延威  韦硕 《四川体育科学》2021,(2)

为了了解气排球发展的现状,从中国知网搜索关键词气排球共700篇,借助Citespace III统计软件绘制气排球研究领域的可视化知识图谱与科学计量加以分析。以揭示我国气排球研究现状与研究热点。结果显示:刘利鸿、孙平是气排球方面研究的主要团队,气排球研究人员与集中现象不明显;研究机构太过分散;研究主题从认识气排球到开展与推广过程中,最后转变为如何进行气排球教学与训练。气排球的开展现状存在问题,提出以下对策,加强政府部门的管理制度,增加社会方面的支撑力度,气排球要与学校部分结合。  相似文献   

“It's not a simple thing,co-publishing”: Challenges of co-authorship between supervisors and students in South African higher educational contexts     

《Africa Education Review》2013,10(1):32-47

Abstract

Knowledge production in South Africa remains framed by the legacies of apartheid. Developing emerging authors and local knowledges through co-authorship between supervisors and post graduate students is an important strategy aimed at challenging these legacies. This paper draws on in-depth interviews with students and supervisors to explore their experiences of co-authorship. Findings indicate that while insisting that co-authoring has value, several students also note their discomfort with elements of the process. While insisting students’ work be disseminated, and expressing willingness to engage in the mentoring that this requires, supervisors also articulate discomfort with processes offering opportunities for personal career development. Given increasing emphasis on co-authorship we suggest the power inequalities expressed through the supervisor/student relationship be made more transparent. Knowledge production through co-authorship is best served by collaborations between authors who are more equally empowered and who are more critically aware of the challenges such collaborations are likely to present.  相似文献   

Teacher beliefs and practices formed during an innovation with computer‐based exploratory mathematics in the classroom     

Chronis Kynigos 《Teachers and Teaching》2013,19(3):247-273

This paper describes research into the beliefs and practices established over time by teachers, who had been engaged in an innovative ‘mathematical investigations’ school program, based on the use of exploratory software. The theoretical framework perceives the teacher as an active mediator of innovation, constructing and reorganizing a personal pedagogy. Interview and detailed observational classroom data were collected and analyzed, synthesizing qualitative and quantitative interpretations of teachers' comments in the classroom. The results show that teachers refer to a variety of aspects of the learning situations in which they intervene rather than just the mathematical concepts and ideas. They adopt multiple roles in the classroom and are influenced by the values of the educational system. The ways in which these issues influence teaching and learning of the mathematical concepts at hand is considered. The nature of teacher beliefs and the ways in which they may influence their practice is questioned.  相似文献   

A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice     

Julie A. Timmermans  Jan H. F. Meyer 《International Journal for Academic Development》2013,18(4):354-368

Abstract

In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven clusters of activities. It includes an ‘actionable literature review’ – a distillation and synthesis of threshold concept-related knowledge that can be acted upon and adapted in a variety of settings by educational developers and teachers.  相似文献   

Public Sector Agricultural Extension System Reform and the Challenges Ahead     

William M. Rivera 《The Journal of Agricultural Education and Extension》2013,19(2):165-180

Abstract

This paper is organized into two main sections. The first section examines extension as an engine for innovation and reviews the numerous priorities confronting extension systems. Section two highlights the current knowledge imperative and the critical connection of extension to post-secondary higher education and training, organizational inservice training, and vocationally oriented self-directed learning. Final comments address ‘The Continuing Role of the Public Sector’, and the prospect of its role in balancing societal interests and promoting extension as an aspect of a knowledge economy. The conclusion proposes what may be agricultural extension's challenges ahead.  相似文献   

Recent Policy Developments in Green Education in the Netherlands     

Hendrik Kupper  Ramona Laurentzen  Martin Mulder 《The Journal of Agricultural Education and Extension》2013,19(2):121-139

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The Future of Agricultural Education: The Case of the Netherlands     

Martin Mulder  Hendrik Kupper 《The Journal of Agricultural Education and Extension》2013,19(2):127-139

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Approaches of Integrated Watershed Management Project: Experiences of the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT)     

Rosana P. Mula 《The Journal of Agricultural Education and Extension》2013,19(2):153-168

Abstract

The process of innovation-development to scaling is varied and complex. Various actors are involved in every stage of the process. In scaling the International Crops Research Institute for the Semi-Arid Tropics (ICRISAT)-led integrated watershed management projects in India and South Asia, three drivers were identified—islanding approach, multi-layered partnership, and innovative means of knowledge sharing. Through a consortium mode of partnership, ICRISAT established ‘islands’ or models for showcasing soil and water conservation interventions and integrated these with other concerns of the farming system (crops and livestock) and socio-economic dimension (capacity building). Activities on the islands were planned and implemented by the locals and replicated in satellite watersheds. Partnerships forged through the consortium approach provided a dearth of resources such as social capital. Projects built on trust and good relationships can be sustained even when direct financial support ceases. Innovative means of knowledge sharing like the Virtual Academy for the Semi-Arid Tropics (VASAT)—ICRISAT's innovation in capacity building and information management—provided the link between rural farm households and researchers. Credible intermediaries and markets were linked to farmers by information communication technology channels and markets through an interface of information and open/distance learning methods. VASAT's multi-dimensional strategy has been an important resource for a south–south partnership.  相似文献   

心理教育知识空间与心理教育教师知识结构     

陈新文 《襄樊学院学报》2013,(1):80-83

心理教育的出现本身就是教育知识空间化的一个产物,具有与生俱来的专业特性。心理教育教师必须具有空间化特征明显的心理教育相关知识结构,这是高校保证其心理教育专业化地位的重要条件。  相似文献