“计算法”教学在田径课中的应用研究     

苏平  杨亚红 《军事体育进修学院学报》2003,22(2):118-119

为探讨如何在体育技术课教学中培养学生的初步科研能力，设计了计算法教学试验。在教学中启发学生分析问题和解决问题的能力，使他们变被动学习为主动学习，在培养学生初步科研能力上，起到了有效的作用。  相似文献   

高职《Delphi程序设计》教学模式初探     

王新 《常州轻工职业技术学院学报》2006,(3)

本文旨在探讨《Delphi程序设计》课程如何改变传统以程序语言自身的体系为脉络展开的教学模式,借鉴企业工程开发流程展开教学,再结合项目式教学法,四阶段教学法、启发式教学法与分层次教学等多种教学策略的综合运用,将理论知识点与专业技能综合在一起,提升学生的综合职业能力,从而缩小人才培养与社会需求的差距。  相似文献   

竞技健美操表现力的培养   总被引：15，自引：0，他引：15  

冯强  夏昌华 《武汉体育学院学报》2002,36(3):103-104

对培养竞技健美操的表现力进行多方面探讨的基础上，调查分析认为，成套动作的编排是表现力的载体，音乐是整套操表现力的灵魂；心理素质训练是表现力的总体体现。  相似文献   

论高师院校公共教育学前言课的教学     

闫祯  郭建耀 《天水师范学院学报》2002,22(3):88-91

公共教育学的教学质量问题多年来一直是高师教学改革中的一个难点。实践证明,在教育学的教学工作中,一定要注重教学前言课的教学;只有在教学活动展开之前向学生讲清楚了“为什么学?”、“学什么?”、“如何学?”和“课程目标是什么?”这四方面的问题,才有利于激发学生学习的积极性,从而提高教学效果。  相似文献   

“启航吧！圣玛利亚号”课程教案          下载免费PDF全文

王程程 《自然科学博物馆研究》2022,(5):72-81

本课程依托中国航海博物馆“世界航海五百年”特展,重点诠释高中历史课程中“全球航路的开辟”这一课的相关内容。在教学理念与方法上,本课程将团体心理游戏和情境教学法相结合,通过博物馆展品这类独特的实物史料,带领学生主动探索和发现知识,培养高中学生的历史学科核心素养,使学生了解新航路开辟所引发的全球性流动,并学会使用联系的观点看待新航路开辟对中国的影响。  相似文献   

"文检课"教学方法探讨   总被引：3，自引：0，他引：3  

邓慧智 《四川图书馆学报》2006,(3):70-73

就笔者多年的教学实践,探讨在“文检课”教学中如何采用不同的教学方法,以提高教学质量。  相似文献   

Teaching Appraisal in an American (U.S.) Archives Program     

Jeannette Allis Bastian 《Archival Science》2005,5(2-4):371-378

The author, a professor at Simmons College in Boston, Massachusetts, discusses the use of selected archival literature to nurture an appraisal mindset, particularly within the American context. She then addresses in some detail types of appraisal case studies and the variety of ways that they may be used as teaching tools.  相似文献   

The Librarian BFF: A Case Study of a Cohort-Based Personal Librarian Program     

Erica England  Leo S. Lo  Arleene P. Breaux 《Journal of Library & Information Services in Distance Learning》2018,12(1-2):3-12

This case study presents the development and implementation of a personal librarian program for a cohort-based, executive-style higher education administration doctoral program. Librarians and the program director collaborated to create a student-centered program based on individual research needs. The personal librarian program was designed to build a close relationship between the librarian and individual students; to help identify their research knowledge gaps; and to identify resources to meet each individual students' research needs.  相似文献   

Juggling competing activities: academic staff as doctoral candidates     

Jan Smith  Jennie Billot  Lynn Clouder  Virginia King 《高等教育研究与发展》2020,39(3):591-605

ABSTRACT

This article explores the experiences of a group of established academic staff in New Zealand and the UK, as they undertake a doctorate in their home institutions. Our interest is in how individuals negotiate this dual status from a cultural-historical activity theory (CHAT) stance that explores how rules, tools, community and divisions of labour, and interacting activity systems, shape doctoral experiences. The focus in this article, having analysed their detailed narrative accounts, is on how academics experience three interdependent activity systems: those surrounding the thesis, the institutional context, and the home-life spheres. Issues related to time, workload and supervision issues, variability in collegial support and impact on personal priorities and time emerged. There is a range of particularities – from easy access to resources/supervisors to inflexible institutional regulations – applicable to this group of doctoral candidates. Negotiating life as an academic with concurrent doctoral candidature provides positive outcomes in terms of teaching, research confidence and general personal and professional development. However, a range of difficulties can also be encountered, particularly in relation to personal and professional relationships, and workload management.  相似文献   

Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach     

Amy Smail 《Compare》2014,44(4):613-633

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted.  相似文献