共查询到20条相似文献，搜索用时 140 毫秒
1.
辛静 《辽宁教育行政学院学报》2002,(9):61-62
培养创新能力作为课程改革的目标之一 ,已经成为教师教学中的重要内容 ,能力培养的含义及内容是什么 ?教师教学中怎样培养学生的创新能力 ?本文就此进行了探讨 相似文献
2.
陈晓红 《新课程学习(社会综合)》2010,(2)
数学新课程实施中对学生创新能力的培养,已引起广大数学教师的高度重视,如何培养学生创新能力,找到培养和发展学生创新能力的有效途径?我谈谈自己的做法. 相似文献
3.
江泽民同志曾指出:“创新是一个民族进步的灵魂,是国家兴旺发达的不竭动力。”那么,小学教学如何培养创新能力?培养怎样的创新能力呢? 相似文献
4.
胡意得 《中国科教创新导刊》2008,(27)
创新能力的培养是素质教育的核心。如何在生物教学中培养学生的创新能力呢?文章阐述了作者多年来在生物教学中从不同角度培养学生创新能力的一些有效途径。 相似文献
5.
刘云培 《华夏少年(简快作文 )》2007,(10)
创新教育已成为数学教学的一个重点。在实际教学过程中对学生创新能力的培养,已引起广大数学教师的高度重视,如何培养学生创新能力,找到培养和发展学生创新能力的有效途径呢? 相似文献
6.
《华夏少年(简快作文 )》2020,(45)
在初中教育阶段,创新能力是促进学生发展的重要因素。因此,教师必须要高度重视创新能力的重要性,在教学中采取措施加强学生的培养创新能力。在初中数学教学中,怎样才能够培养学生创新能力?这是相关教师探讨的重要课题。阐述培养创新能力的重要性,对怎样培养学生创新能力进行探讨,希望能为相关研究者提供一定启示。 相似文献
7.
《华夏少年(简快作文 )》2016,(5)
国家对于学校各学科的教育改革提出了多项要求,其中培养学生的创新能力是近几年提出的教育改革重点。那么,在美术教学中如何培养学生的创新能力?如何让学生创新的智慧之花蓬勃绽放? 相似文献
8.
辛静 《辽宁教育学院学报》2002,19(9):61-62
培养创新能力作为课程改革的目标之一，已经成为教师教学中的重要内容，能力培养的含义及内容是什么?教师教学中怎样培养学生的创新能力?本文就此进行了探讨。 相似文献
9.
贺利军 《试题与研究：高中理科综合》2020,(10):0034-0034
高中语文教学中必 须重视培养学生的创新能力。那么,学生创新能力的培养如何 在平时的高中语文教学中得以实现呢?本文对此作一些浅显 的探讨,以期对高中语文教学中学生创新能力的培养有所帮助。 相似文献
10.
创新能力的培养是时代赋予我们的责任,怎样在语文课堂之上培养学生的创新能力呢?我们可以从创设轻松课堂,培养质疑习惯,设置开放情境等方面入手. 相似文献
11.
What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
12.
《Teaching Artist Journal》2013,11(3):135-143
Is this a professional field? How does one train for it? What are its current challenges? How can it grow? Gathering the views of 11 colleagues, a TA reports current answers. 相似文献
13.
Richard P. Phelps 《Educational Measurement》1996,15(3):19-27
How should amount of testing be defined? On average, how many hours does a U.S. student spend on testing? How does this compare with testing time in other countries? How do the type and purpose of testing vary from U.S. to other countries? 相似文献
14.
Niklas Forsberg 《Educational Philosophy and Theory》2019,51(5):498-507
AbstractHow is one to navigate between a thinking grounded in the individual and a claim for communality? In Emerson, this kind of difficulty comes into view in familiar sentences such as Speak your latent conviction, and it shall be the universal sense.’ How does the relationship between the personal and the universal look and function? In this paper, it is argued that Emerson may bring us clarity regarding the difficulties we are facing when it comes to questions about how we are to frame human personality, morality, and knowledge in the field of tension created by distinctions such as private/public, original/conventional, and particular/universal. A crucial thought in this line of reasoning is that that the critical philosophy Emerson pursues is also self-critical. The idea that true critique is self-criticism is then used as a tool to make clear that there’s no fundamental gap to be bridged here. The self-critical dimension makes clear the ways in which coming to share a world—learning from one’s teachers for example—is a matter of earning (shared) words. Therefore, Emersonian self-cultivation does not stand apart from the cultivation of something shared, but should be seen as a form of path towards a shared world. 相似文献
15.
E. Suzanne Nederlof PhD researcher Ezekiehl N. Odonkor 《The Journal of Agricultural Education and Extension》2013,19(4):249-271
Abstract The Farmer Field School (FFS) is a form of adult education using experiential learning methods, aimed at building farmers’ decision-making capacity and expertise. The National Research Institute in West Africa conducted FFS in cowpea cultivation and we use this experience to analyse the implementation of the FFS approach. How does it work in practice? The curriculum deployed is compared to the ‘principles’ for FFS curricula. We assessed the impact of the FFS on the implementation process of Integrated Pest Management (IPM) practices in farmers’ crop management. The appreciation of different stakeholders is also recorded. The analysis shows that the FFS was used as a tool to transfer messages, rather than to foster experiential learning among farmers. The article seeks to analyse the reasons for this shift in objectives and concludes that the way in which the FFS approach was applied in the case of the cowpea project did not allow optimal benefits to be derived from IPM practices. 相似文献
16.
How does the human body defend itself, and why does it choose the paths it does choose? 相似文献
17.
How Is Reliability Related to the Quality of Test Scores? What Is the Effect of Local Dependence on Reliability? 总被引：1，自引：0，他引：1
What are the practical implications of small decreases in reliability coefficients? How does increased item local dependence decrease reliability? How does the new format of more “authentic” reading tests affect reliability? 相似文献
18.
Henry A. Giroux 《The Educational forum》2013,77(3):184-196
A new form of bare pedagogy is emerging in higher education focused on market-driven competitiveness and even militaristic goal-setting, while critical pedagogy, with its emphasis on the hard work of critical analysis, moral judgments, and social responsibility (critical pedagogy that goes to the very heart of what it means to address real inequalities of power among faculty and administrators) withers. This occurs while at the same time critical pedagogy poses a series of important and often-ignored questions such as: What is the role of teachers and academics as public intellectuals? Whose interest does public and higher education serve? How might it be possible to understand and engage the diverse contexts in which education takes place? What is the role of education as a public good? How do we make knowledge meaningful in order to make it critical and transformative? How do we democratize governance? 相似文献
19.
中小学英语教育发展进程中的问题和建议 总被引：2，自引：0，他引：2
刘道义 《课程.教材.教法》2009,(2)
我国中小学英语教育已经走过30年的发展历程,取得了辉煌的成就。然而还有不少问题尚待解决,比如:中小学英语教育如何应对发展不平衡的国情?评价如何确保教学目标的实现?如何提高中小学英语教育科研水平?课程研制如何进一步加强科学性与民主性?如何进一步搞好课程资源的开发和利用?认识和妥善解决这些问题,有利于我们明确今后努力的方向,以保证基础教育英语课程改革进一步持续和健康地发展。 相似文献
20.
顾基平 《湖南师范大学教育科学学报》2005,4(5):9-13
何谓体罚？体罚何以会产生？它有哪些危害？又为何屡禁不止？只有从不同维度进行深入探讨才有可熊准确地把握。而要有效地预防和矫治体罚，则务须倚重法律，但惟有多方配合，方能奏效。 相似文献