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以学生的"在场因素"作为教学出发点,全员参与,容易引发学生的共鸣,引领学生在开放、自主的情境中体验和认知,将学生课内外、校内外的生活结合起来,让教学指向学生精神世界的成长,促进不同层次的学生有不同的提高. 相似文献
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苏霍姆林斯基说:"道德,只有当它被学生自己去追求,获得亲身体验的时候,才能真正成为学生的精神财富."因此,实施体验教学是落实思想品德教育的有效途径.教师应充分调动校内外一切可用资源,精心计划,周密组织,开展丰富多彩的体验活动,让体验充盈学生的学习生活. 相似文献
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地理课程标准要求我们着眼于学生创新意识和实践能力的培养,充分重视校内外课程资源的开发和利用,着力拓宽学习空间,倡导多样的地理学习方式,鼓励学生自主学习、合作交流、积极探究.研究性学习是以学生为主采用研究性学习方式开展教学的基本教学形式,是让学生主动地探索、发现和体验. 相似文献
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高职会计专业校内外实践教学基地是高职会计专业学生进行实训、实习活动的重要场所,加强校内外实践教学基地建设对培养学生实践能力具有重要作用.该文分析实践基地类型和各自的教学侧重点,介绍了浙江经济职业技术学院会计专业校内外实践教学基地的建设情况,并对存在的问题进行了探讨. 相似文献
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<正>树立人文意识,结合学生认知体验,充分挖掘校内外人文资源,形成以人为本的教学过程,并注重人文评价的运用,是美术教学中人文精神重构的有效途径。美术教育的主要目标是发展人性、完善人格、提高人的文化素质和文化品格。教学中,教师要注重全体学生的共同参与。不管是尖子生还是困难生,不管是对美术有无兴趣者,都应该提供给学生相同的参与 相似文献
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我国传统的教学观念就是重知识、重传授、重结果,而新课程背景下探究性学习则重过程、重应用、重体验,它能更好的发挥学生的主体作用,培养学生的问题意识和创新精神。语文学科涉及到学生的书内外、校内外、家内外的多方面内容,涉及到学生的道德水准、思想认识、审美教养、语言文字表达等诸方面,所以探究性学习在语文教学中尤为重要。下面就从三个方面谈一谈探究性学习在语文教学中的应用。 相似文献
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劳动教育是教育体系中不可或缺的一部分,对促进学生的全面发展至关重要.当前小学学生普遍缺少劳动自觉性和主动性;劳动教育实践场所相对较少;学生劳动教育形式比较单一,缺乏劳动体验;用劳动技术教学代替劳动教育等问题.针对这些现状,永康街小学积极探索劳动教育新方案,通过构建康乐课程图谱,开展校内外多种劳动实践活动,让学生在劳动中收获成长,在劳动中体验快乐,在劳动中学会感恩. 相似文献
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何爱蓉 《中国校外教育(理论)》2010,(1):48-48
本文首先在分析传统初中思想政治教育存在问题的基础上,指出走向生活世界的初中思想政治教育的实质,同时提出了相关对策：教师要转变教育观念,更新教育目标,重视学生的校内外生活经验,实施体验教学,改革教育评价,从而提升学生对生命价值的认同。 相似文献
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重视学生体验是贯彻"以学生为中心"这一教学理念的关键。基于目前在校大学生的基本个性特点和学习特征,分析本科教学中重视学生学习体验的重要性,从五个方面提出了增强学生学习体验和调动其学习积极性的途径。 相似文献
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This study seeks to explore whether a combination of traditional teaching methods with project-based learning (PBL) activities can improve the student learning experience in an engineering course of soil mechanics. As an alternative to the traditional type of assignment that consisted of several textbook problems, a project-based assignment was introduced in 2015 so that students could work on real-world geotechnical problems throughout the whole semester. Students were permitted to choose whether they would undertake the project-based assignment or the traditional one, thus forming the ‘project’ and ‘non-project’ groups, respectively. The academic performance of these two groups was compared on the basis of student marks while the student experience was evaluated through a series of interviews. The data collected over 3 years indicated that students from both groups had very similar academic performances; however, the students who completed the project-based assignment reported better engagement in the learning process as they enjoyed the opportunity to experience the practical aspects of soil mechanics. The obtained results also revealed low motivation among students to embrace new learning approaches such as PBL, as the majority of them preferred more traditional methods of teaching. 相似文献
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Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. 相似文献
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吴狄 《佳木斯教育学院学报》2012,(3):247+249
心理学在大学里是一门应用性很强的公共课,为提高当代大学生的心理健康水平,强化自身的心理素质,实现大学生心理素质结构的优化。心理学教学方法有必要进行一场彻底地改革,改变静态模式教学效果欠佳的局面,创建有利于学生动态参与的教学环境,激发学生的学习积极性,培养其学习兴趣。在此笔者谈一些多年的教学感受。 相似文献
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论诉讼体验式教学模式在诉讼法教学中的运用 总被引：1，自引：0，他引：1
龚家林 《江西教育学院学报》2009,30(2):49-51
诉讼体验式教学模式,是指在诉讼法教学过程中,由教师精心选择典型案例,创造诉讼情境,组织学生作为诉讼主体亲自体验一个模拟诉讼案件从立案、审理、判决、执行直至结案的全部诉讼程序,实现在诉讼中学习的目标,使学生掌握诉讼程序性知识。这种教学模式,最重要的是使学生实现角色心理的转换,使自己从一个学生变为一个诉讼主体,然后站在诉讼主体的角度去理解、去思考诉讼法行为规范,要求学生通过掌握学习策略来提高诉讼法的学习效率．从而大大提高诉讼法教学效果。 相似文献
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Zühal Okan Rana Y&#x;ld&#x;r&#x;m 《International Journal of Educational Development》2004,24(6):603-616
This paper is a report of a study on early school experience as part of a Teacher Education programme in Turkey. The programme requires second-year students to act as students only, observing their mentors in classrooms rather than practising teaching so that they can gain a wider view of the teaching profession. The study analyses the experiences of these students, therefore, particularly focusing on the extent to which this scheme is conducive to making students learn from their experience. The findings from the qualitative data suggest that careful attention must be paid to major factors shaping this process, such as the school atmosphere as a whole, the nature of tasks for observation, the quality of interaction between student-mentor, and, more importantly, the opportunities for students to develop an inquiry-based approach to teaching. 相似文献
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苏文娟 《株洲师范高等专科学校学报》2006,11(2):84-86
数学研究性学习是正在推广实施新课程计划中的一个闪光点,强调学生的“亲历性”学习是其区别于传统数学教学和学习的一个显著特征,旨在让学生得到有益的体验,与此同时,教师的有效指导应贯穿始终, 帮助学生亲历研究性学习的整个过程。 相似文献
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Chin-Wen Chien 《Teachers and Teaching》2013,19(3):328-345
Though it is well known that pre-service teachers’ field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take ‘Teaching Methods and Materials’ in elementary school’s seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching demonstrations among real elementary school students. This case study discusses 35 pre-service English teachers’ professional learning and the field experience they acquired from expert teachers in the Teaching Methods and Materials of English in the Elementary School course in Taiwan. Data in this study include: (1) observation notes, (2) lesson plans, worksheets, and teaching materials, (3) videos on teaching demonstrations, (4) conversation notes on lesson planning, (5) the class syllabus, (6) semi-structured interviews with expert teachers, and (7) participants’ reflections on their mentoring experience. Participants held positive attitudes toward the mentoring experience and their expert teachers. Because it helped them combine their knowledge of the classroom context, lesson plan content, instructional pedagogy, and their students, these 35 participants regarded teaching practice as more beneficial than observing expert teachers’ instructions and having conversation with expert teachers after teaching practice. In addition to mentored field experience, online discussions and seminars on topics are suggested for inclusion in mentoring activities. 相似文献