排序方式： 共有21条查询结果，搜索用时 15 毫秒
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对师专英语专业开设"英美文学课"的重要性和该课程教学方法改革的必要性,以及它们与素质教育的关系进行探讨. 相似文献
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张小曼 《昆明师范高等专科学校学报》1998,(Z1)
对预科基础化学教学方法进行探讨和研究,并根据在教学实践中的体会,对基础化学教学提出一些意见和看法,建立了“以补带预”的教学模式. 相似文献
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大学生是有着较强主体意识的群体,教师在教学过程中如何实施主体性教学,是一个需要深化研究和迫切解决的问题。目前,高校思想政治理论课教学主体性发挥的并不充分,尤其是学生的主体性没有得到有效的发挥,致使教学实效性较差。本文在分析高校思想政治理论课教学主体性发挥欠佳的原因和实施主体性教学价值意义的基础上,提出应从树立主体教学理念、和谐主体教学关系、明确主体教学目标、改进主体教学方法等方面积极实践主体性教学。 相似文献
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杨卫民 《黔南民族师范学院学报》2005,25(2):94-96
基础美术课作为基础教育之基础，一直备受人们的关注。新的课改之后，作为未来直接的实施者——高师美术专业的学生是如何面对或将作出怎样的学习对策，才能适应今后的教学是值得老师和同学共同研究和探讨的问题。 相似文献
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Paul Kawachi 《开放教育研究》2004,(6)
This Paper presents a series of empirical studies involving approx. 850 students to show how flexibility in course design should be informed by the students culture and native language (L1), gender, and age, and explains how to decide on the most appropriate learning technology in course design by applying the Theory of Transactional Distance. Curves are presented to show how academic English reading rates online and offline are affected by the L1, gender, and age (over a wide age range 18-81 years old). To prevent inequitable culturally-distinct overload, course design should be modified using hypertext. Choice ofmedia--in particular synchronous versus asynchronous media--is decided according to the Theory ofTransactional Distance. This theory is here extended from tutor-to-one-student to multiple students in a group, and the masculinity can be modified. Briefly, at initial maximal distance (D -S-) early on, the community is fostered with synchronous media for cooperative group learning, followed by (D- 相似文献
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邹从容 《黄石理工学院学报(人文社科版)》2003,20(3):5-9
本文对于当今语文课堂教学中一些老师教学方式方法深刻的反思，对于语文课堂教学改革中有存在的问题作了详实的分析。 相似文献
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新课程所倡导的教学原则从我国教学改革的目的出发,反映新课程的基本要求,指导新课程研究和实施工作,保证新课程目标的实现和达成。因此,在新课程的实施过程中,能否坚持新课程所倡导的教学原则,是提高教育教学质量的关键。 相似文献
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Paul Kawachi 《开放教育研究》2004,10(6)
This Paper presents a series of empirical studies involving approx.850 students to show how flexibility in course design should be informed by the student's culture and native language (L1), gender, and age, and explains how to decide on the most appropriate learning technology in course design by applying the Theory of Transactional Distance. Curves are presented to show how academic English reading rates online and offline are affected by the L1, gender, and age (over a wide age range 18 81 years old). To prevent inequitable culturally distinct overload, course design should be modified using hypertext. Choice of media--in particular synchronous versus asynchronous media--is decided according to the Theory of Transactional Distance. This theory is here extended from tutor to one student to multiple students in a group, and the masculinity can be modified. Briefly, at initial maximal distance (D-S-) early on, the community is fostered with synchronous media for cooperative group learning, followed by (D-S+) collaborative learning using one of two frameworks presented to ensure constructivism in asynchronous mode, then (D-S+) collaborative for Guided Didactic Conversation in asynchronous mode, and finally (D+ S-) cooperatively in synchronous mode for reflective sharing of course learning experiences. At each transactional distance, or in each mode, hypertext is purposively designed to complement the cooperative or collaborative style to provide self access support (additional analysis and reasoning to cooperative, and examples to collaborative) to provide equitable content and quality of learning across wide cultural and L1 ranges, to remove gender bias, and to accommodate variations due to student age. Thus, to promote student autonomy and lifelong learning. 相似文献