共查询到20条相似文献，搜索用时 15 毫秒
1.
Mike U. Smith 《Science & Education》2010,19(6-8):539-571
This is the second of two articles that address recent scholarship about teaching and learning about evolution. This second review seeks to summarize this state of affairs and address the implications of this work for the classroom by addressing four basic questions: (1) What is evolution?/What components of the theory are important at the introductory level? (2) Why do students and members of the public at large need to understand evolution? (3) What makes evolution difficult to teach and learn? and (4) What promising instructional approaches have been developed and tested? The paper will also focus on concerns about both the research designs and the measures used in this work. Based on this review, I will then propose a set of pedagogical implications and recommendations for the classroom instructor and call for studies to address specific gaps identified. 相似文献
2.
Mohanad Halaweh 《TechTrends》2017,61(3):218-222
Smartphones are developing rapidly and continually with new features that make them widely used in many contexts. This paper is to reflect on students’ behaviours of using smartphones spontaneously (unplanned use) in the classroom, in a university in Dubai city in UAE. This reflection shall address the following questions: How can the instructors integrate smartphones into the classroom? How will they know that the students are using their phones in a way that relates to and enhances their learning? What are the implications and restrictions? The answers to these questions will illustrate that smartphones should be utilised as teaching tools since they support students’ learning; and therefore, should be allowed in the classroom. 相似文献
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Pete Strauss 《Educational Action Research》2013,21(1):29-40
ABSTRACT Our aim in this article is to analyse the research process developed in the ANTEC project (The Application of New Technology in Science Teaching) both by the university research team that promoted the project and the groups of teachers that participated in it. We attempt to provide answers to the following questions. Can we characterise the research carried out as being action research? Or should the process rather be considered as being ‘classroom case‐studies'? And lastly, supposing that teachers really did manage to write something resembling classroom case‐studies, what relation was observed between the action research process and the process in which the classroom case‐studies were produced? In order to answer these and other questions we delve into the history of the events that probably occurred during the 3 years that the project lasted – at least, that is, from our own point of view (the authors were themselves involved in the research team in their respective capacities of project director and research collaborator). 相似文献
4.
In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register self-regulation over time. 相似文献
5.
Maureen Carroll Shelley Goldman Leticia Britos Jaime Koh Adam Royalty Michael Hornstein 《The International Journal of Art & Design Education》2010,29(1):37-53
The purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom? 相似文献
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ABSTRACTThe purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed. 相似文献
8.
潘晶晶 《浙江工贸职业技术学院学报》2016,(3):85-88
高校教育的教学质量是培养高素质技能型人才的关键,而教学质量又很大程度上取决于提升能力和掌握技能的课堂教学。高校教育中优质课堂教学有哪些特征,如何吸引学生积极参与到课堂教学中,如何构建优质高效的课堂教学,如何“办好人民满意的教育”,是教师在课堂教学实践中需思考和解决的问题。本文主要从高校教育中教育改革的理想走向、备受学生欢迎的优质课堂教学的特征、构建优质课堂教学的启发等方面来阐述。 相似文献
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Despite many positive developments in South Africa (SA), the education system and educational outcome face many challenges and require further improvement. This is reflected by elevated school dropout rates and suboptimal annual pass rates in various grades (Grades 7–12). Over the years, a plethora of studies has identified methods through which academic performance/educational outcome can be improved. However, from a practical point of view it might be difficult to implement these methods in for example a classroom or school, particularly because these methods are mainly discovered upon thorough online literature searches, and therefore published methods to improve educational outcomes are not always within reach of schools or teachers. Our aim is thus to provide a review paper that contains a collation and overview of the possible methods that can be used by various education stakeholders in order to contribute to better educational outcome. Essentially, we are attempting to answer the questions, “What does decades of research tell us about possible ways in which educational outcome can be improved in SA? Can we use these methods in the classroom or school?” This review therefore demonstrates (1) demonstrates various ways education stakeholders/influencers (teachers, learners, parents, government, non-governmental organisations and school governing bodies) can contribute to improved educational outcome, and (2) provides a useful overview of these methods that can be used within or without the classroom. 相似文献
10.
本文通过调查问卷以及访谈的形式对高职院校个案进行深入调研,对高职院校＂两课＂课堂教学现状进行了初步调查,分析了高职院校＂两课＂的教材内容体系、课堂教学内容、教学方法手段、教学效果、课堂实践等方面存在的问题,提出了两课教学改革的重难点及思考方向。 相似文献
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Recent reforms in mathematics education have encouraged teachers to engage their students in various forms of communication. Scholars have begun to consider questions such as: In what ways do teachers facilitate and guide classroom discourse? How does the quality of students' reflections impact the development of rich mathematical understanding? In order to address these and similar questions, the authors provide a framework of four constructs that can be used to analyze various forms of classroom communication: uni-directional communication, contributive communication, reflective communication, and instructive communication. Throughout the article,the authors both develop and use these constructs as they consider two preservice teachers concepts of communication and their corresponding classroom practices. 相似文献
12.
John Yandell 《Changing English: An International Journal of English Teaching》2005,12(2):219-226
What happens when London secondary school students read literary texts in the classroom? Is the model of literacy, and of development in literacy, that is offered in official policy documents adequate to encompass the ways in which students read? If not, what gets left out of such policy‐derived accounts? And what part is played in such readings by students' knowledge of other texts, and of the world beyond the classroom? This paper seeks to address these questions through a series of snapshots of reading within different classrooms across London. 相似文献
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The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge. 相似文献
14.
《Journal of Teaching in Social Work》2013,33(1-2):67-84
The reflecting team is a method developed by constructivist family therapist that has been used in clinical and clinical training settings as powerful and effective form of providing feedback. This paper attempts to examine the potential value of using a reflecting team in an academic context as a way of enhancing clinical skills training for social work students. Experiences with using a reflecting team as part of social work skills training course are described. The reactions of the students to the method, based on their responses to a subjective quesionnaire, were largely favourable suggesting that the reflecting team could be used successfully as one appraoch to teaching clinical skills. The perceived strengths and weakness of the approach and suggestions by the students for improving the application of the reflecting team in the classroom setting are reported. 相似文献
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本科教育的质量是本科院校生存和发展的基础,是新建地方本科院校的生命。随着1999年以来高校不断扩招,提高教育教学质量是本科院校急需解决的问题。教师团队的教科研水平直接关系到人才培养的质量,如何加强师资队伍建设,促进新建地方本科院校的教学改革,使本科教育的质量和人才培养质量再上一个台阶成了新建地方本科院校直面问题。文章沿着"什么是新建地方本科院校教学团队-教学团队有哪些类型-为什么要建设教学团队-如何建设教学团队-在建设过程中存在哪些问题"的研究思路,探讨新建地方本科院校在教育教学改革过程中所面临的一些现实问题。 相似文献
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Arthur L. Korotkin 《Performance Improvement Quarterly》1992,5(3):26-34
This article poses the following two questions relating to training effectiveness evaluation: (1) Are the appropriate and needed knowledge, skills, abilities, and other characteristics being trained? and (2) Do the skill levels obtained meet the minimum requirements of the job? This article presents these questions, and seeks to address processes that need to be developed in order to collect appropriate data and supporting algorithms for analyses. 相似文献
18.
创新师范生教学技能训练模式,提升教学实践能力,造就党和人民满意的高素质创新型教师队伍是时代的新要求。以宁夏师范学院92名学生为研究对象,通过小组合作形式,模拟真实课堂教学情境,对教学技能的训练结果表明,学生在教学设计与课堂教学技能各维度的能力均有显著的提升,这一研究结果也为师范院校提升师范生教学技能提供了实践参考。 相似文献
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Karen Medsker 《Performance Improvement Quarterly》2006,19(1):3-5
Asan external consultant, I often evaluate performance improvement (usually training) programs. As a professor, I have helped hundreds of graduate students perform similar tasks for their organizations. In my experience, evaluation projects are often ad hoc affairs—stand‐alone efforts that are relatively unconnected to other evaluation activities in the organization, or perhaps the only evaluation activity ever conducted in the organization. The evaluation team must start from scratch to design and conduct the evaluation, and the resulting project can be long and frustrating. You are familiar with the phases, outlined below (using training as the intervention). The sample questions in each phase hint at the complexity of the effort, although these questions are by no means exhaustive. 相似文献
20.
This paper charts our thinking about engagement in reading. It begins where we began, which is inside a single classroom. The paper ends where we have arrived now, with a model of context for engaged reading. During this pursuit, we asked three major questions. Those questions serve as a framework for this paper, and are the following: (1) How can we increase long-term reading engagement in the classroom? (2) Is our approach for increasing reading engagement and motivation more effective than traditional reading instruction? (3) What are the critically important features of a classroom context that fosters long-term reading engagement? 相似文献