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   

高校图书馆中华传统文化立体阅读推广探究——以北京师范大学图书馆“二十四节气”阅读推广为例     

孙媛媛  张玲  于静  张珅 《图书情报工作》2020,64(9):57-64

[目的/意义] 以北京师范大学图书馆"二十四节气"传统文化立体阅读推广为例，探讨基于中华传统文化的高校图书馆立体阅读推广模式。[方法/过程] 论述高校图书馆开展中华传统文化阅读推广的意义及采用立体阅读模式的必要性，从活动准备、活动内容和特点、活动效果评价三方面阐述北京师范大学图书馆"二十四节气"传统文化阅读推广工作。[结果/结论] 提出高校图书馆以立体阅读模式开展中华传统文化阅读推广的策略。  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   

中国式摔跤“竞技运动教材化”在大学教学中的思考研究     

李凯韬 《当代体育科技》2020,(12):130-131

本文主要通过文献资料法、逻辑分析法等方法对我国中国式摔跤"竞技运动教材化"的发展现状及该运动发展中存在的问题进行研究分析。研究表明:中国式摔跤"竞技运动教材化"具有无限可能,可以通过提炼专项运动的核心元素,并着重排除过度专业化的素材,使课程保留中国式摔跤运动的半专业性,使大众了解这项运动的价值,并鼓励更多的人参加这项运动。  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   

【新水令】曲牌风格流变探析     

王方好  阎方正 《保定学院学报》2020,(1):85-91

曲牌【新水令】由同名词牌演化而来,最初被运用在南戏《张协状元》之中,用于表达慷慨激越的感情风格。该曲牌具有较强的灵活性,从元代到清代,其题材不断被拓宽,感情色彩也不断发生变化,不再局限于慷慨激越的声情风格,表达的情感也更为丰富。分析梳理【新水令】这一曲牌在元明清三代的风格变化,可以对其有更为深入的了解,亦有助于对于曲史样式的研究。  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   

审美视域下中国艺术人格的精神建构     

张嫣格 《美育学刊》2020,11(1):107-111

在新的文化语境下,作家、艺术家以中国艺术精神为参照系,在文艺创作中探索中国艺术人格的精神建构。在中西文化的对峙中,中国艺术人格立足于传统文人精神,着眼于和谐社会,强调主体审美自觉,追求人格的价值尺度,使中国人格美学思想既具有现实关怀又充满人文精神。  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