高职院校校企合作开发课程的探讨与实施——以长江职业学院《JAVA网络编程》课程为例     

贾家新 《湖北成人教育学院学报》2015,21(3)

本文以长江职业学院《JAVA网络编程》课程为例,阐述了校企合作开发课程的理念、思路,并对校企合作开发课程和教学管理进行了探讨,提出"岗位---能力---课程"相结合的新思路.  相似文献   

浅析《大学英语》课程教学的弊端及改革措施     

兰玲  赵飞 《湖北成人教育学院学报》2015,21(3)

我国目前英语教学还存在很多问题.对《大学英语》课程教学必须要深化改革,重新定位我国《大学英语》课程教学发展方向.在英语教学过程中,应该从应试向运用转变,本文从《大学英语》课程教学现状和英语应用的时代大背景出发,探索《大学英语》课程的教学发展方向.  相似文献   

高职英语教师的专业发展探索——项目教学实践的视角     

刘琢 《湖北成人教育学院学报》2015,(1):37-38

目前高职英语教师面临着从基础英语教师向行业英语教师的转变。基于高职英语教师专业发展现状,分析项目教学对教师的要求,探求以教师自主发展为主线,通过企业实践、课堂教学和教学反思三要素交叉互动,并配以学院和系部政策支持,寻求高职英语教师专业发展的具体方法。  相似文献   

基于反思型教学实践的民办高校英语教师自主发展模式研究     

刘莉 《北京城市学院学报》2015,(2)

反思是民办高校英语教师自主发展的重要环节,是实现教师自主发展的必由之路。本文探讨了反思对于教师专业发展的重要意义,培养反思型英语教师的必要性,并结合教学实践构建了基于反思型教学实践的民办高校英语教师自主发展模式。在这一模式中教师通过开展基于课堂教学实践的行为研究,不断反思教学实践与经验,提高教育教学理论和教学实践能力,最终实现教师职业的可持续性发展。  相似文献   

北京鸟巢文化旅游创意开发策略研究     

杨培玉 《北京城市学院学报》2015,(2)

鸟巢是著名的奥运遗产,已经成为北京的地标性建筑,具有巨大的创意开发空间。文章阐述了鸟巢的主要文化旅游资源及其特点,在此基础上对鸟巢的文化旅游创意开发现状进行了全面分析,并指出存在的问题,及开发原则和策略。  相似文献   

《现代教育技术》课程教学改革研究——信息时代的小学教师发展视角     

王杰文  邢志芳 《当代教师教育》2015,(2):45-50

在总结《现代教育技术》课程教学改革经验的基础上,依据《标准》要求和小学教育特点,从促进小学教师发展视角总结出"促进学习自觉、唤醒发展潜能、弘扬价值理性、激发审美情怀"四个维度的课程教学理念,并提出课程教学目标、内容和模式"三位一体"的改革思路。  相似文献   

Development of the Preferences for College Counseling Inventory     

Gregory T. Hatchett 《Journal of College Counseling》2015,18(1):37-48

This study describes the development of the Preferences for College Counseling Inventory (PCCI). In addition to providing data about college students' preferences for the logistics of counseling and the demographic/professional background of a potential therapist, the PCCI also provides numerical scores on 3 scales (Therapist Expertise, Therapist Warmth, and Therapist Directiveness) that measure preferences for therapist dispositions and 2 scales (Task‐Oriented Activities and Experiential/Insight‐Oriented Activities) that measure preferences for counseling activities.  相似文献   

Informal conversations about teaching and their relationship to a formal development program: learning opportunities for novice and mid-career academics     

Kate Thomson 《International Journal for Academic Development》2015,20(2):137-149

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Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献