共查询到20条相似文献，搜索用时 109 毫秒
1.
臧燕 《山东商业职业技术学院学报》2008,8(4):57-59
阐述在中国现代设计教育中存在的现实问题，并提出更加适应现代社会需求的教学方法和教学模式。工作室制是一种开放式的教学模式，在教学上注重素质与能力的提升，同时关注视觉文化与社会与商业之间的联系。着重论述在平面设计工作室的教学与实践中应具有创新性，合理性和学科的交叉性。平面设计工作室教学与实践必须设定好教学目标，采取适合各院校实际情况的教学模式，对自身教学体系进行调整和改革，从适应自己的就业市场入手与本地的企业建立合作关系，将教学与实践真正落实到实处。 相似文献
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《华夏少年(简快作文 )》2017,(6)
学生在学习活动中出现错误是学科教学过程中常见的现象,教师采取的不同应对方式会使教和学双边活动都产生不同的走向和效果。老子思想作为中国古代思想和文化的精髓,对于教师能够更加积极地认识和利用学生的学习错误并切实提升教学效果具有诸多借鉴作用。 相似文献
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正新课标倡导的互动教学模式,集中体现在以教师作为教学的主导,积极创设更加优质的互动教学情境,促使学生更好地参与到课堂教学当中来,并促使他们的积极性、主动性、自觉性得以有效激发.高中数学是高中学科教学中的一门基础性学科,同时也是一门具有较高抽象性的学科.在高中数学教学中实施互动教学模式,是摆脱"大容量、高密度、强训练"解题教学模式的有效途径,有利于让学生成为学习的主人,也有助于发挥学生的主体作用,推进素质教育的深入开展. 相似文献
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中国山水画气势恢宏,意境幽远,是中华民族灿烂文化的组成部分,在世界绘画史上特立独秀,风采出众。中学生学习中国山水画,可以陶冶情操,提高艺术修养。提升初中美术教学中的中国山水画质量,弘扬中华国粹,深化素质教育改革,以此为契机激发初中生的爱国热情具有非常积极的意义。 相似文献
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潘望森 《合肥师范学院学报》2013,31(1):111-114
山水画是中国传统绘画形式之一,高校山水画课程是美术学科的必修课程,山水画教学中,临摹与写生是山水画教学的主要内容,也是山水画教学中的重点和难点,学好山水画树立正确的审美观,是学生应该具备的修养和责任.通过对传统艺术的深入研究和教学方法上的正确实施,教育学生审视传统、继承精髓,把握山水画创作技法,研究山水画理论,培育学生独立创作的能力. 相似文献
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《黄河之声(科教创新)》2015,(16)
高师钢琴教学属于艺术类教学学科,其教授的内容包括了理论知识、专业技能、艺术分析等等,与一般的文化教学学科存在较大的差异。本文所要探讨的高师钢琴教学多元化教学模式是一种集多种现代化教学模式之所长为一体的教学模式,具有多样性、丰富性和新颖性特点,它于提升现代高师钢琴教学效果具有不可替代的积极作用。 相似文献
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《黄河之声(科教创新)》2018,(21)
随着我国教育改革的不断深入开展,推动了传统教学理念和教学方式的转变,使教学方法更加的具有多元化,改变了传统教学模式中枯燥、单一的教学模式,突出了学生的主体地位,加强了对学生核心素养的培养。在高校声乐教学中也同样如此,高校声乐教学要顺应教育改革发展的潮流,积极的对教学进行改革和创新,进而促进高校声乐教学的进一步发展。但在实际的改革过程中,高校声乐教学中仍存在的一些亟待解决的问题。笔者就当前高校声乐教学中存在的问题进行分析,并提出一些改革创新策略,希望能为广大教师提供一些参考。 相似文献
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《黑龙江教育学院学报》2017,(1):142-144
基本项目的学习模式是一种新兴的互动形式的教学模式,这种教学模式在教学实践中逐步被广泛借鉴和应用。英语口语教学与英语阅读教学及其他学科的教学存在着较大的差别,口语教学更加注重学习环境的营造和学习气氛的渲染,因此口语教学中更加适用PBL教学模式,且往往会取得较好的效果。主要探讨基于项目的学习模式的定义及理论基础,讨论PBL这种教学模式在英语口语教学中的具体应用。 相似文献
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In this paper we explore an approach to academic development that focuses on developing and using research as a means of understanding the complexity of teaching and learning within specific discipline environments. This approach shifts the attention of the academic developer from the enhancement of teaching using traditional methods such as workshops, formal courses, or in‐faculty curriculum and assessment advice, to encouraging and supporting participant research on learning and teaching, and disciplinary‐based research. Focusing on research development gives academics the opportunity to develop their teaching scholarship, prepare publishable work, and cultivate teaching and learning practices that are aligned with their specific discipline environments. We discuss the philosophy of this approach to the enhancement of academic work through the synergy between teaching and research. We illustrate our discussion with some recent examples in which we have used this approach successfully. 相似文献
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奚日宁 《扬州职业大学学报》2000,4(2):51-55
我校机械专业于1997年开始进行高职教育改革试点工作,在培养目标,课程体系,课程内容,数学方法,师资建设,能力培养等方面进行了深入探讨,采取了一套适应高职教育要求的,与学科型高校传统教育完全不同的教学模式,经近3年的试运行,基本上达到了预期效果。 相似文献
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从组织教师充分讨论学科布局和空间调整、确定实验室公用房调整原则、完善公用房有偿使用管理制度、促进实验室资源的合理使用等几个方面,对高校实验室公用房的合理调整与管理进行了分析并提出改革建议. 相似文献
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2003年山东农业大学园艺科学与工程学院实行"教学科研基地三位一体"实验室管理模式,依托国家重点学科、国家优秀博士后科研流动站等学科建设平台,实现了科研资源支持专业教学,提高了本科教育教学质量和实验室投资效益。 相似文献
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Ben K. Daniel 《International Journal of Research & Method in Education》2018,41(5):548-561
A professional academic identity is important because it supports a sense of belonging and contributes to the scholarly advancement of a discipline. However, a professional academic identity for those involved in teaching research methodology is particularly complex and diverse. This research surveyed 144 academics from 139 universities in 9 countries, who are involved in teaching research methodology, and examined the extent to which participants construct their professional academic identity around research methodology. The study also sought to examine whether participants view research methodology as a distinct discipline. Findings show that academics teaching research methods inhabit multiple identities. Some identified as expert researchers, while others associated with particular research methods, along with a clear epistemic attachment, within a particular area of scholarly inquiry. Furthermore, few participants described themselves as research methodologists, and stressed the significance of teaching research methodology as a distinct discipline. Findings also revealed that the majority of the institutions involved in the study approach research methodology as ‘a service course’ and predominantly taught by volunteer academics. This study contributes to our understanding of how research methodology courses are organized, and the broader implications of the different approaches to the scholarly advancement of research methodology as a distinct subject. 相似文献
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Ivana Miočić Marija Brajdić Vuković Jasminka Ledić 《European Journal of Education》2020,55(4):560-572
This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four-dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well-constructed and acceptable with minimal extensions. 相似文献
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Lewis Elton 《Teaching in Higher Education》2013,18(1):43-56
It has become increasingly clear over the past decade that the question of a positive link between research and teaching has no simple or general answer. At the same time, there may well be a positive link under particular conditions. This paper argues that a positive link can be due primarily to the processes, rather than the outcomes, inherent in research and teaching, and that, in particular, student-centred teaching and learning processes are intrinsically favourable towards a positive link, while more traditional teaching methods may at best lead to a positive link for the most able students, who in the perception of traditional academics are, of course, the future university teachers. This finding, in turn, leads to a rational explanation of the persistent myth of a general positive link. Finally, it is argued that pedagogic research and its outcomes could play an important role in strengthening the link. 相似文献
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蔡春华 《福建师范大学学报(哲学社会科学版)》2007,(5):168-172
本论文总结了我国东方文学学科发展的三个突出特点,概括了当前学界有关东方文学研究的四种主要内容,反思了当前的研究与教学现状.指出在研究上应加强东方文学自身本体的深度研究,拓宽比较视野、思路与方法,重视翻译、拓展翻译的广度和深度.在教学上,应克服"欧洲中心主义"、学科设置与课程安排等方面的困扰,重视并加强本学科的基础教育,提高学科队伍建设与人才培养的质量,提升高等院校的本学科从业者的研究与教学水平. 相似文献
19.
创新大学师资管理模式 促进教学与科研相结合 总被引：1，自引：0，他引：1
构建基于教学和科研相结合的大学师资管理模式是创新大学管理制度、促进大学现代化的重要支撑。本文在分析目前我国大学传统的师资管理模式面临大学职能变化、人才培养模式变革和学科发展三大挑战的基础上,阐述了大师+团队师资管理模式的内涵和本质特征,并以华南理工大学为案例总结了近年来我国大学师资管理模式创新的成功经验,提出了今后我国大学师资管理模式改革的若干政策建议。 相似文献
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李治国 《商丘师范学院学报》2012,(6):128-131
全球变化是一门新兴学科,其内容的综合性和交叉性决定了这门学科需要多媒体教学形式.本文结合教学实践,探讨了多媒体辅助《全球变化》教学的优势和因课程本身及课程外的因素而出现的一些常见问题,并提出了确立教师的主导和学生的主体地位、重视师生的情感交流、精心加工和优化幻灯片和多媒体辅助教学手段应与传统教学手段相结合的对策,对有效地实现多媒体教学与传统课堂教学的整合有一定的借鉴意义. 相似文献