共查询到20条相似文献，搜索用时 421 毫秒
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以培养应用型人才为目标,对机械原理课程体系在教学内容、教学手段、双语教学、实践教学、课程设计等方面的教学进行了课程改革。教学实践表明,这种教学模式有利于提高学生的创新能力和工程应用能力。 相似文献
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毒品检验实践教学以培养学生创新能力及实践动手能力为目标,我们就实践教学内容、教学方法与手段等方面进行了探索与实践。建立了"教学、科研、办案一体化"的毒品检验课程教学模式,实施了"三助"创新工程,加大了开放性实验教学的力度。激励、调动、启发了学生的学习积极性,培养了学生的创新能力及实践动手能力,提高了学生的综合素质。 相似文献
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陈文凯 《南阳师范学院学报》2010,9(4):113-115
毕业论文写作是英语专业的一个重要实践环节,是对学生综合能力的考察,也是展示学生创新能力的一个重要窗口。毕业论文写作问卷调查表明,英语专业本科生创新能力培养现状不容乐观,诸如对＂创新＂的认知存在误区、对创新能力的培养重视不够、学生创新能力不足、教学模式满足不了创新能力培养的要求等问题。作者认为应从更新英语专业教育理念、改革传统教学模式、调整课程设置、优化学生考核评价体系、丰富第二课堂活动等方面着手加强英语专业学生创新能力的培养。 相似文献
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在推进教育改革的今天,经过一年的《基础护理应用技术》课程开放性教学模式的实践与研究,通过学生的问卷调查和课程考核,从而得出这种教学模式有助于学生的自主学习、合作学习、探究学习;可以提高学生的综合能力.在探索这种教学模式中,还要注意教师教育观念的开放、学生的创新意识和创新能力的培养以及学生正确的世界观、人生观和价值观的树立. 相似文献
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作为本科院校英语专业的主要课程之一,基础英语教学的目的在于培养和提高学生综合运用英语的能力。但目前基础英语的教学却忽略了学生研究能力与创新能力的培养。基础英语研究性教学具有将课内讲授与课外实践、教师引导与学生自学、教材与阅读有机结合等特点,将这种教学模式应用于基础英语教学,能有效地培养学生的研究意识、研究能力和创新能力。 相似文献
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Wilfrid Bilodeau 《Interchange》1993,24(3):241-270
Résumé Cet essai évoque les contextes pédagogiques de l'écriture au-delà des formes d'écriture convenues en recherche, et questionne les usages scolaires de l'écriture. J'y suggère d'autres usages inspirés d'une approche qui inverse les rapports usuels entre communication et représentation, entre kinésis et mimésis. Cette approche vise une démystification du pouvoir de l'écriture à représenter le réel, à dominer la communication, et une promotion d'une écriture expressive et métaphorique, favorisant l'appropriation de cette technologie virtuellement libérante.Université Laval 相似文献
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Jane E. Kelley 《Children‘s Literature in Education》2008,39(1):31-41
Reconstructed fairy tales provide a different point of view and challenge the assumptions of a common set of values; for that
reason, these stories provide a medium in which to examine power relationships in texts by applying a critical multicultural
analysis (Botelho & Rudman, forthcoming, 2008, A critical multicultural analysis of children’s literature: Mirrors, windows and doors. New York: Lawrence Erlbaum) to identify and analyze power relations of Rumpelstiltskin (Grimm & Grimm, 1812/1987, New York: Bantam) and Rumpelstiltskin’s Daughter (Stanley, 1997, New York: Morrow Junior Books). Specifically, this study examines how power is exercised on a continuum: domination, collusion,
resistance, and agency. Findings indicate that by identifying and questioning text ideologies, critical readers can consider
how texts maintain, counteract, or promote alternative systemic power structures.
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| Jane E. KelleyEmail: |
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This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
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| Pattie Yuk Yee Luk-FongEmail: |
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We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
相似文献
| Luc TroucheEmail: |
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Christopher T. H. Liang Gabrielle H. Rocchino Malaïka H. C. Gutekunst Annalisa Smithson 《Psychology in the schools》2019,56(10):1583-1595
Masculinity ideology is argued to be associated with academic outcomes. However, relatively few studies have examined these associations. This study examines the associations between masculinity ideology and academic skepticism, self‐presentation of low achievement, academic engagement, academic initiative, and self‐regulation, above and beyond academic self‐efficacy, among a diverse sample of urban youth. With a sample of 135 eighth‐grade students from a Northeastern middle school, 5 separate multiple hierarchical regression analyses were used to examine whether students’ endorsement of masculinity ideology predicted the criterion variables above and beyond academic self‐efficacy. The sample was comprised of 54 girls and 74 boys ages 12–14 years (M = 13.14; SD = .37). Results showed academic self‐efficacy significantly predicted academic engagement (B = 1.26; β = .53, p < .001; f2 = .39), academic initiative (B = .98; β = .37; p < .001, f2 = .16), and behavioral regulation (B = .61; β = .24; p < .05; f2 = .09) and explained an additional 8 and 10% of the variance in self‐presentation of low achievement (B = .54; β = .33; p = .001; f2 = .14) and academic skepticism (B = .56; β = .35; p < .001; f2 = .15), respectively, over and above academic self‐efficacy. Gender, which was dummy coded and entered as a covariate, only predicted self‐presentation of low achievement. Findings from this study point to the need to foster positive academic outcomes through bolstering academic self‐efficacy and, perhaps more important, addressing masculinity ideology. 相似文献
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Eiman M. Abdel Meguid Claire F. Smith Amanda J. Meyer 《Anatomical sciences education》2020,13(3):343-352
Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18–10.8, P < 0.001) and (β = 6.25, CI: 3.40–9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19–6.86, P = 0.006) and (β = 5.38, CI: 2.32–8.44, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18–7.25, P = 0.04) and (β = 3.07, CI: 0.03–6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance. 相似文献
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Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
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| Louie F. RodríguezEmail: |
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Xu Di 《Educational Philosophy and Theory》2020,52(14):1503-1513
AbstractConsciousness is a natural and integral part of human beings that is at the core of our physical, emotional, mental, and spiritual functions throughout our lives. However, we tend to be too occupied with or distracted by the details of our daily existence to be fully aware of our own consciousness. More often than not, we are engaged in the surface consciousness in the materialistic world or emotional realm, which interferes us to get connected with our deeper consciousness and capacity. This paper will unpack the layers of human consciousness (or lack of consciousness) from philosophical perspective to examine the relations between our understanding of consciousness and its impact on our holistic wellbeing and growth (Singh, 2016; Suzuki, 1999; Thompson, 2015). What is consciousness? How do human beings choose our consciousness? What is the relation between micro and macro consciousness? How do we expand, develop, and apply our consciousness for the maximum wellbeing and growth through education? The paper intends to go beyond the compartmentalized analysis of consciousness (e.g. biological, psychological, neurological etc.) by engaging a holistic metaphysical viewpoint as well as relational and dialectic approaches (Ames & Hall, 2003) Hegel, 1807, 1977; Laozi, 1999). It aims to connect theory, learning, and living together with nature and universe beyond the limitation of time and space. 相似文献
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The purposes of this study were to: (1) Assess child abuse professionals’ and nonprofessionals’ knowledge of scientific research findings that are relevant to forensic child sexual abuse (CSA) evaluations and (2) describe associations between child abuse professionals’ levels of research knowledge and their education and experience. An 18-item multiple-choice test was administered to 188 child abuse professionals and 457 nonprofessionals (undergraduate college students) in Brazil and the United States. The nonprofessionals’ average percent correct, M = 44%, was not significantly different than what would be expected for random guessing (45%). The professionals’ average percent correct, M = 55%, was higher than that of nonprofessionals and random guessing (both ps < .001). The average percent correct score for the US-sample psychologists, M = 76%, was higher than the average score of the other professionals, M = 51%, p < .001. Professionals’ educational level, as measured by the highest academic degree obtained, was positively associated with percent correct scores, Spearman's ρ = .46, p < .001. Controlling for educational attainment, professional experience, as measured by the total number of CSA evaluations performed, was weakly associated with percent correct scores, partial r = .15, p = .04. Percent correct scores were low for both nonprofessionals and professionals. Most of the participants in this study were uninformed or misinformed about scientific research findings that are important for conducting optimal forensic CSA evaluations and for making accurate judgments about the validity of sexual abuse allegations. 相似文献
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Katy Campbell Richard A. Schwier Richard F. Kenny 《Educational technology research and development : ETR & D》2009,57(5):645-663
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the
transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities
revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change
at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect
the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher
learning.
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
| Richard F. KennyEmail: |
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献