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许玲 《广东职业技术师范学院学报》2002,(4):73-76
本文设计并实现了一个实时授课系统，在该系统中提出了一种新的实时远程授课模式，实现了将教师授课的实时视频传送到学生端，同时还将教师操作的“计算机桌面”也同步地传送到学生端，使授课过程更加直观；同时还提供了教师快速备课与师生在线交流的功能。 相似文献
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利用现代化的网络技术,将教师授课时的视频、音频、教案集于一体,并通过网络实时传送到分布在不同地点的学习者,同时将授课者和学习者的情况实时交互传送,打破了空间的界限,虽然他们可能相距千里,但授课教师和听课学生如同在同一间教室上课,实现了交互式实时教学的目的。文章对实时交互式教学系统的设计思想、系统结构和实现技术进行了详细的介绍和阐述。 相似文献
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利用现代化的网络技术,将教师授课时的视频、音频、教案集于一体,并通过网络实时传送到分布在不同地点的学习者,同时将授课者和学习者的情况实时交互传送,打破了空间的界限,虽然他们可能相距千里,但授课教师和听课学生如同在同一间教室上课,实现了交互式实时教学的目的。文章对实时交互式教学系统的设计思想、系统结构和实现技术进行了详细的介绍和阐述。 相似文献
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基于嵌入床垫的薄膜传感器结构，设计实现了对人体睡眠姿势实时检测并将信息传送到处理器进行处理分析，同时结合心率、血氧、体温等对人体健康进行多方面的健康监测。通过蓝牙传输技术实现床垫系统与手机移动端的通信，将睡眠与健康信息实时发送到手机应用端，并在手机端实现健康数据的分析和对健康状态的显示。 相似文献
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本文分析了远程实时授课系统的设计和实现。该远程实时授课系统运用流媒体技术, 结合服务器软件的配置使用、网络设计和ASP、JavaScript 语言编程实现“虚拟课室”, 供教师实现远程授课及学生远程实时听课。 相似文献
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<正>“实景课堂”是应用现代通信技术,将科研场所和工厂、企业的生产车间等场地的实际工作场景实时传输到课堂教学中,实现学生与授课教师、外景教师互动交流,授课教师与外景教师联合施教的课堂教学样态。“实景课堂”打破了传统课堂对教学场所的限制,拓展了学生学习的空间,延伸了教学的深度和广度,有利于深度学习真实发生。 相似文献
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流媒体技术在远程教育中的应用 总被引：2，自引：0，他引：2
在远程教学过程中,最基本的要求是将信息从教师端传递到远程的学生端,需要传送的信息可能是多元化的,如视频、文本、图片等。就目前来讲,能够在互联网上进行多媒体交互教学的技术多为流媒体,除去实时教学以外,使用流媒体中的VOD(视频点播)技术,更可以达到因材施教、交互式学习的目的 相似文献
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针对现有IP网络性能监控方案把逐段的网络管道作为监控对象而无法实现端到端性能监控的问题,文章提出了一种业务流识别以及把业务流作为监控对象的IP网络性能监控方案．该方案通过给业务报文增加尾部标签并在业务流中插入辅助监控的同步帧,在高性能识别业务流的基础上实现网络端到端传送时延以及丢包率的实时监控,同时通过网络拓扑感知机制实现网络故障的快速定位． 相似文献
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本文通过将移动通信技术和现代网络教育技术相结合,探讨了基于Internet的可移动远程实时授课系统的设计方法与实现技术,实践了在聊天室内利用图片和IP电话进行实时授课,并给出了系统的硬件支持和软件结构。本系统十分有效地解决了教师在教学计划课时内异地远程授课的问题,与现有的网络教育手段相比较,具有经济实用、方便快捷等优点。 相似文献
11.
Ulla Lindgren 《Educational studies》2005,31(3):251-263
Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden, examines seven novice teachers and the impact the mentoring process had upon them during their first‐year teaching. Based on interviews, it was found that these experienced both professional and personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship. 相似文献
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Nelofer Halai 《Educational Action Research》2013,21(2):201-214
The purpose of this study was to develop an understanding of how teachers become action researchers in the context of Pakistan in view of the attempts by the Ministry of Education to reconceptualize teachers as researchers. A metasynthesis of 20 action research theses by MEd students of a private university as part of their program requirements illustrates that teachers found action research to be both complex and messy. The dual role of the teacher and researcher was difficult to balance, and teachers carried the double burden of bringing about change and creating valid knowledge in schools where the prime concerns were syllabus completion and the passing of examinations. Supervision support to enhance skills of reflection and observation is required. The study shows that teachers can learn to undertake action research provided they are offered strong support. The way forward for these reform efforts is to educate the relatively small number of teacher educators in action research to enable them to offer support to pre‐service and in‐service teachers. An additional means to bring about this change is to encourage the Higher Education Commission of Pakistan to enforce the curriculum guidelines that include action research in the teacher education curriculum. 相似文献
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《International Journal of Educational Development》2004,24(2):201-211
The impact of Information and Communication Technology (ICT) on the management practices in the Malaysian Smart Schools was investigated. The analysis revealed that the impact has resulted in changes that include the enrichment of the ICT culture among students and teachers, more efficient student and teacher administration, better accessibility to information and a higher utilisation of school resources. This analysis also revealed that time constraints, higher administrative costs, negative acceptance/support from some untrained staff, abuse of the ICT facilities and problems related to the imposed rigid procedural requirements are among the challenges encountered by the schools. 相似文献
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校本研修与农村学校开展校本研修的现实意义 总被引：2，自引：0，他引：2
朱凯 《连云港师范高等专科学校学报》2007,(2):59-65
校本研修是以教师任职所在学校为基本场所,以促进本校教师、学生和学校的发展为本,以结合本校和教师本人的教育改革实践开展研究性学习为基本方式,以建立教师为主体、包括专业人士和学校领导在内的学习型组织为交流平台,以改善教师的教育行动为直接目标,以提高教师的专业修养水平和教育质量为根本目的,促进教师自主成长的一种教师教育形式.在农村学校开展校本研修活动,可以有效地变革传统教研文化的弊端,是实现农村教师专业发展的有效载体,是创造性实施新课程提高教育质量的制度保障,是实现农村学校有特色可持续发展的重要支撑. 相似文献
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Razia Suterwalla 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):18-21
This research looks at class management in senior high schools during tutor supervised teaching practice in and around the west Norwegian port city of Stavanger. The main focus is on the management of pupil behaviour, but some attention is also given to the management of pupil learning. It is recognised, of course, that the two overlap. The study provides tentative evidence ‐no grand claims are made ‐ that Norwegian pre‐certified teachers (this term is explained below) value a class management style which is consultative rather than authoritarian. The preferred model is ‘indulgent persuader’ rather than ‘sergeant major’. Campus, ministry and chalkface cultures seem to support non‐combative styles of class management, which suggests that the idealism of the tutor and civil servant is not pitted against the pragmatism of the pre‐certified teacher. When'I' is used in the article, it refers to Paul Stephens, who implemented and conducted the empirical research. Otherwise, the content reflects the joint thoughts of both writers. To avoid literary tedium, the terms ‘pre‐certified teacher’ and ‘teacher’ are sometimes used interchangeably. The context makes it clear whether ‘teacher’ refers to pre‐certified or qualified persons. Citations from Norwegian sources (except for one published in English) have been translated from Norwegian to English. So too have replies to a questionnaire which was used in the study. 相似文献
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农村留守儿童的学习适应是农村留守儿童教育问题的核心议题。基于文献梳理,设计了农村留守儿童教师支持与学习适应的评价指标并提出研究假设,将问卷调研区域聚焦在县域层面,选择河南省X县为样本采集区域,采集调研数据,并进行数据分析,探寻教师支持对农村留守儿童学习适应的影响机制。研究发现:情绪性支持对工具性支持具有直接的正向影响效应;工具性支持对学习态度、学习成效具有直接的正向影响效应;学习态度对学习成效具有直接的正向影响效应。研究发现,从留守儿童学习适应改善的角度提出相应的教师支持策略:以鼓励、关爱及尊重为教师情绪性支持要点,助推工具性支持改善;以倾听、沟通与指导为工具性支持策略,改善学习态度及成效;以学习认知、表现及体验为关注点,提升留守改善儿童的学习成效。 相似文献
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《Journal of educational and psychological consultation》2013,23(2):135-152
In this article, I discuss implications of empowerment theory, as developed by community psychologists, for consultants involved in the development of new programs in schools. I consider the nature of empowerment, including the distinction between psychological and political empowerment. Factors in the planning process and the organizational environment that influence empowerment are specified, including clear and meaningful roles, self-efficacy, self-determination, impact, political and socio-emotional support, access to strategic information and resources, inspiring and shared leadership, and a strengths-based work culture. I present data from a study of teachers showing how these factors contribute to greater openness to change, and I summarize two other studies that highlight dilemmas encountered in pursuing empowerment. I conclude with action guidelines for consultants who wish to increase teacher support for new programs. 相似文献
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进入21世纪,远程开放教育作为构筑知识经济时代人们终身学习体系的主要手段被确定下来,为一切有志终身学习的人敞开了大门,并为他们提供了各种学习的方便条件。在这个学习过程中,由于师生准永久性地分离,以往那些学生学有所成的必要条件,例如:学习个性化的建立、学习模式的适应、学业的完成等都需要由学习支持服务系统来提供保障。这就需要我们分析学习空间的服务需求,探讨支持服务的运行机制,绘制远程开放教育的学习支持服务系统的流程图,以适应不同地区、不同层次、不同内容的支持服务。 相似文献
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钦州港口物流中心整体功能提升的路径研究 总被引：1，自引：0，他引：1
随着北部湾经济区开放开发,港口作为对外贸易进出口货物的集散中心,已成为港口物流的重要节点和枢纽.钦州港的特殊位置决定了发展港口物流中心的重要性.从钦州港口的区位、港口和腹地经济等诸多因素出发选择港口物流发展模式是区港联动--保税港区物流模式.港口物流中心总体功能提升路径有发展开放型经济和培育港口物流簇群等. 相似文献