学分银行理念下开放教育综合实践教学改革初探     

谢妙忻  吴晓辉 《继续教育研究》2021,(1):33-36

随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   

Preservice teachers perspectives and experiences teaching personal and social responsibility     

K. Andrew R. Richards  Jennifer M. Jacobs  Victoria Nicole Ivy  Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200

ABSTRACT

Background: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.

Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.

Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.

Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.

Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur.  相似文献   

可宥性事由：体育竞赛“越轨”行为出罪的又一考量因素     

刘峰江 《河北体育学院学报》2020,34(6):9-16

可宥性事由源于英美刑事诉讼中的可抗辩事由，与正当化事由联袂构成行为出罪理论的基石。与正当化事由不同，可宥性事由已经僭越了法定的行为正当化条件，行为的违法性首先被肯定，只是在责任归属上寻求宽恕性处理。引入可宥性事由，可丰富体育竞赛行为入罪和出罪的相关内容，便于司法统一判定。分析认为，体育竞赛行为可宥性事由成立，要满足体育赛事本身具有合法性和正规性、主体仅针对运动员、行为局限于体育竞赛行为、违法目的“单纯”性、行为以“反规则”为前提等条件。入罪和出罪的类型化有利于定罪和量刑的规范化，分别对竞技伤害行为、滥用兴奋剂行为、假球等竞赛舞弊行为适用可宥性事由予以出罪抑或减轻处罚的情形进行具体分析。最后，指出体育竞赛运动员可宥性事由行为入罪不能忽视运动员自由保障的理念，且尽量避免选择性刑事司法。  相似文献   

“发酵工程”课程教学改革的探索与实践     

张虞婷  董大鹏  柳依婷 《扬州教育学院学报》2020,(1):80-83

“发酵工程”是生物技术类专业的一门核心课程。基于高职教学背景,根据课程特点,以技术应用能力为主线,构建理论教学体系和实践教学体系。采用交互式教学方法,利用在线课程学习平台以及实训基地和实习企业进行教学,创新教学模式。同时,改进课程评价方式,将平时的考核比例调整为40%,将实验实践技能的考核比例调整30%,期末考试比例调整为30%。  相似文献   

基于网络教学平台的艺术类高职院校信息化教学实践的研究     

曹路舟  赵元鸣 《安徽职业技术学院学报》2020,(1):79-82,87

高速发展的互联网给我国高等职业教育的信息化教学模式改革带来了极大的发展契机。文章以网络教学平台为载体,在艺术类高职院校中应用信息化教学,打破了以往艺术类高职院校传统的教学模式,实现现代课堂教学的完全翻转,充分调动了艺术类高职学生学习的积极性和创造性,提高了艺术类高职教育教学质量,创新了艺术类高职教学模式,使艺术类高职课堂教学充满了活力和吸引力。  相似文献   

儒家“五常”思想在大学生创新创业精神培育中的运用     

肖华碧 《清远职业技术学院学报》2020,(2):82-85

中国儒家“五常”思想承载了丰富的创新创业品质。高校创新创业教育应从儒家“五常”思想中汲取精髓,深入挖掘其中有助于培育大学生创新创业教育的思想资源,积极将儒家“五常”思想融入大学生创新创业精神培育的全过程。儒家“五常”思想与大学生创新创业精神培育在修身立业、财富积累、人际交往、终身学习、信誉至上等观念的培养上具有高度的契合性。儒家“五常”思想融入大学生创新创业教育,需要在观念、思想和文化上与时俱进,实现“三个转变”,设置切实可行的实践路径。  相似文献   

数字图书馆信息服务的融合与创新——基于2019年JCDL年会论文的综述     

梁少博  吴丹 《图书情报知识》2020,(3):97-108

[目的/意义]本文通过对2019年国际数字图书馆联合会议(Joint Conference on Digital Library,JCDL)的录用论文进行整体回顾,梳理了本届年会的最新研究成果与学科发展动态,以助国内图情领域学者更好地了解本届年会成果,把握国际数字图书馆领域研究的前沿热点问题。[研究设计/方法]采用文献综述的方法进行研究。[结论/发现]本届年会更加关注数字图书馆如何通过多源数据的融合、数字人文馆藏资源的利用等实现信息服务深度融合;数字图书馆如何通过海量大数据挖掘与利用、用户行为分析提升其服务水平;如何通过对学术文本资源深入挖掘,实现信息计量学在学术评审、学术评价等方面的创新应用。[创新/价值]本文揭示了国际数字图书馆领域的最新发展态势,展望了未来数字图书馆领域的学术前沿方向。  相似文献   

因果要素关联视域下社交媒体倦怠用户画像模型构建   总被引：1，自引：1，他引：0  

张艳丰  彭丽徽  洪闯  刘金承  高凯 《图书情报工作》2019,63(14):94-100

[目的/意义]探究社交媒体倦怠的原因要素和结果要素标签，分析各要素间的相互作用关系，扩展用户信息行为的理论研究范畴，为企业深入了解用户社交媒体倦怠发展态势提供指导。[方法/过程]基于信息生态理论，提取"信息人、信息、信息环境和信息技术"4个信息生态因子维度的社交媒体用户画像标签；根据用户心理特征和行为表现，抽取用户画像情感和行为标签，构建社交媒体倦怠用户画像模型。[结果/结论]透过社交媒体用户消极使用和负面情感变化的典型社会现象，对用户画像模型进行整合分析与关系凝练，证明本研究社交媒体倦怠用户画像模型与S-S-O理论框架具有一致性，并根据实际进行理论上的拓展和应用。  相似文献   

The RIX Wiki: the use of multimedia advocacy to support person-centred planning in a special needs secondary school – implications for current policy and practice     

Gosia Kwiatkowska  Andy Minnion  Jo Finch 《Support for Learning》2021,36(4):512-531

The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms became enshrined in the Children and Families Act (2014). The findings were overall positive and helped with person-centred planning processes. The discussion is framed within current and future policy directives. We argue that multimedia advocacy approaches and software tools, like the “RIX Wiki” will have a continued role to play in ensuring the needs, aspirations and choices of children and young people with learning disabilities remain central.  相似文献   

Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory     

Minami Uchida  Michael Cavanagh  Rod Lane 《British Educational Research Journal》2020,46(6):1406-1422

This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi-layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences.  相似文献