文学教育教材单元结构新构想     

赵年秀 《湘南学院学报》2005,26(3):119-121

当前,文学教育日益受到世界各国重视。但是我国现行基础教育阶段语文教材在单元结构设计上对文学教育凸显不够,文学教育难以如质如量。要弥补其不足,建构专门的文学教育教材单元结构,是一种有效的新构想。  相似文献   

论党的执政能力建设与高校执教兴校能力提高的关系     

田道敏 《安阳师范学院学报》2007,(3):10-12

加强党的执政能力建设思想的形成和提出,对高校党建工作具有重要的指导意义。加强高校党的执政能力建设、提升高校党的执教兴校能力,重点要从把好方向、建好队伍、练好内功、抓好发展、育好人才等方面下功夫。  相似文献   

高校"虚拟"学术团队及特性初探   总被引：4，自引：0，他引：4  

李睿 《煤炭高等教育》2006,24(1):77-78

高等教育的迅速发展,对高校学术团队的建设提出了新的要求,笔者针对高校的特点,结合企业中网络组织、虚拟团队、学习型组织理念,以及企业“知识型员工”的特性,提出了高校学术团队的新模式——高校“虚拟”学术团队。通过对其模式及特性的分析,为高校学术团队的建设提供参考。  相似文献   

引导大学生树立正确人生价值取向的思考     

王秀兰 《辽宁高职学报》2007,9(2):103-104

人生价值,是人生观的重要方面,也是价值观的重要内容。大学生在校学习期间,是形成人生追求方向的一个关键阶段。由此,教师必须引导大学生树立正确的人生价值及人生价值取向。对此提出了建设性措施。  相似文献   

从传统教学观到建构性教学观——兼论现代教育技术的使命   总被引：90，自引：0，他引：90  

张建伟 《教育理论与实践》2001,(9)

传统教学观念把知识看成是定论 ,把学习看成是知识从外到内的输入 ,同时低估了学习者的认知能力、知识经验及其差异性 ,并在教学中表现出了过于简单化的倾向。这些教学观念上的偏差导致了许多消极的后果。建构主义学习观体现了三个重心转移 ,强调学习的建构性、社会性和情境性 ,对于革新传统教学观念、实现主动、有效的教学具有重要意义  相似文献   

网络教学评价策略的研究     

张元清  马洁 《重庆第二师范学院学报》2007,20(3):30-32

随着网络技术的不断发展,网络教学系统发展至今已初具规模。然而,作为衡量这种新型教学系统服务质量的核心的评价体系还有很多不足。本文以网络的自身特点和建构主义学习模式为基础,简要论述了可以应用在网络教学方面的一些评价策略。  相似文献   

英语习语变异在广告中的运用     

戴连云 《台州学院学报》2005,27(1):65-67

习语因其结构紧凑,表达力强和丰富的文化内涵而得到语言使用者和研究者的关注.但语言实践中,习语并不都是以其固定的形式出现的.许多成功的英语广告对习语从语音、语义、词汇、语法和句法方面进行改造,取得良好的表达效果和促销目的.英语习语变异在广告中的成功运用有其认知和语用理据.  相似文献   

Inclusion,Exclusion, and Ideology: Special Education Students' Changing Sense of Self     

Fitch  Frank 《The Urban Review》2003,35(3):233-252

The inclusion of students with disabilities in the mainstream of general education remains one of the most contested topics in public education today. This qualitative study considered this issue from the perspective of included as well as excluded special education students over an extended period of time. More specifically, it sought to understand how 11 developmentally handicapped students made sense of their experience in a variety of inclusive and segregated classrooms in four urban school settings. It followed these students in two elementary schools and two junior high schools over a period of 6 years. The information from participant observation as well as teacher and student interviews supports inclusive schooling. It suggests that, as the students moved into and out of traditionalist and inclusive classrooms, they presented a changing sense of themselves in relation to ideological beliefs and practices within particular schools and classrooms. Students in inclusive classrooms constructed a sense of themselves that was significantly different (and more positive) from those in either segregated or traditionalist classrooms.  相似文献   

建构主义学习理论在体育教学方法中的应用设计     

吕超  阎杰  许世岩 《陕西理工学院学报(社会科学版)》2006,24(4):87-90

体育教学方法的合理性直接关系到体育教学的效果和目标的实现,建构主义理论使体育教学策略发生了质的变化。它强调在整个体育教学过程中在突出学生主体地位的前提下进行体育教学方法的设计,以提高学生的兴趣和积极性,满足学生身心发展的需要。  相似文献   

Assessment thresholds for academic staff: constructive alignment and differentiation of standards     

Natalie Simper 《Assessment & Evaluation in Higher Education》2020,45(7):1016-1030

Abstract

This qualitative study utilized episodic narrative interviews to investigate assessment thresholds involved in the development of assessment literacy. The goal of the study was to inform efforts toward quality improvements in higher education. Thirty-five academic staff from universities in Australia, Canada and Sweden shared stories of significant changes they made to their assessment practice. Thematic analysis found troublesome aspects to include instructor expectations, lack of consistency, differentiation of performance, student expectations, time constraints/workload, logistical/technological constraints and assessment policy. A belief in meaningful learning, embracing constraints and the desire to meet the needs of students, added to other enablers for assessment change, such as resources, support and strategic use of technology. Findings suggested assessment thresholds of constructive alignment and differentiation of standards. Reflection, collaboration and professional development were found to support the integration of assessment knowledge and build conceptual understanding of assessment thresholds. Authors recommend that higher education institutions provide academic staff with a foundation of conceptual understanding of these key areas to promote moves toward quality assessment practices.  相似文献