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建筑环境学是建筑环境与设备工程专业非常重要的专业基础课,是一门跨学科的边缘科学。学生通过学习建筑环境学课程对建筑环境与设备工程专业会有更深层次的理解和体会,了解学习该专业所必须的专业素质,明确自身学习任务。本文根据笔者近几年的教学经验,对建筑环境学的教学方法进行了研究,总结了在建筑环境学教学过程中遇到的主要问题,提出了教学模式改进方法,以便更好的培养学生学习该课程的兴趣。 相似文献
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《佳木斯教育学院学报》2016,(11)
本文通过问卷调查法,对建筑环境学课讨论式教学法的实践效果进行了调查研究,根据调查问卷,指出目前建筑环境学讨论式教学法实施过程中存在讨论主题设计不当、分组不合理、老师对讨论过程的指导缺乏等问题,并针对问题进行了原因分析。本文的研究,对于进一步加强素质教育具有重要意义。 相似文献
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杨晓意 《四川教育学院学报》2006,22(Z1):169-170
师生互动是师生之间相互影响、相互作用的过程,通过加强师生在课堂内外的互动,对于促进教学相长,实现思想政治课的教学目的,达到好的教学效果有着重要的意义. 相似文献
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高校思想政治理论课教学中的师生互动存在互动主体合作形式单一、互动过程教师主导薄弱、互动问题封闭设计简单、互动内容粗浅层面初级等问题。通过分析问题找出影响师生互动有效性的因素,提出拓展合作的广度深度、促进主体的民主平等、营造持续的互动氛围、加强过程的管理评析、利用多媒介互动平台等对策,进一步增强师生互动的有效性。 相似文献
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教学过程是师生交往、共同发展的互动过程。教师在教学过程中应与学生积极互动,共同发展。因此在课堂教学中加强师生互动,已成为新课程改革的取向,是保证教学质量,提高课堂教学效率的重要途径。 相似文献
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Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
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Glenda A. Hudson 《Children‘s Literature in Education》2006,37(4):313-324
This article considers J.M. Barrie’s satirical treatment of the Platonic doctrine of reminiscence in Peter Pan, and how Barrie’s work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood” (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in Peter Pan. The essay will also explore the portrayal of the Eden of childhood in Wordsworth’s poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth’s poetry, it is a far more ambivalent state in Peter Pan.
相似文献
| Glenda A. HudsonEmail: |
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Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations. 相似文献
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Inés Aguerrondo 《Prospects》2008,38(1):47-63
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
| Inés AguerrondoEmail: |
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
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秦良玉 《山西师大学报(社会科学版)》2003,30(4):126-129
万众一心、众志成城的齐心协作精神，团结互助、和衷共济的团结友爱精神，迎难而上、敢于胜利的敬业奉献精神，依靠科学、扎实工作的求真务实精神，以人为本、扶弱济困的人文关怀精神，是在抗击“非典”的斗争中形成的伟大精神。这种精神进一步丰富了民族精神的基本内涵，因其可亲、可敬、可信、可学，成为对大学生进行思想教育最有感召效应的德育资源。 相似文献
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ABSTRACTEducation in the Polish-Lithuanian Commonwealth was primarily held in colleges led by Jesuits and Piarists. There were disputes between them – regarding both the content and methods of teaching, as well as the prestige of the institutions and teachers employed in them. The competition at the symbolic level of two orders was also unitary – in the middle of the eighteenth century a dispute arose between two representatives of these orders: the Piarist Ubaldo Mignoni and the Jesuit Franciszek Bohomolec. Mignoni in his essay Noctium Sarmaticarum vigiliae used the concept of geographical determinism and climate theory to prove that not all peoples, including the peoples of the North (also the Polish-Lithuanian Commonwealth), were capable of developing science and art at the highest level. The next year Jesuit Franciszek Bohomolec in his work Pro ingeniis Polonorum oratio opposed the theory of climate as the decisive factor of intellectual and artistic development of individual societies. The main part of the article is the analysis of the arguments used by those writers. The paper ends with a similar education dispute with the theory of climate in the Apennine Peninsula between Jérôme Lalande and Michele Torcia. 相似文献
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Even though there is no common conceptual basis guiding teacher education in Canada, over the past two decades teacher educators both in Canada and around the world have called for teacher candidates to become agents of change. While researchers across Canada strive to demonstrate how to prepare pre- and in-service teachers to be agents of change, few scholars have examined in detail what teacher agency might mean in the Canadian context. This paper reviews the conceptualisation of agency from five theoretical perspectives (psychology, sociology, critical theory, historical studies, and post-structuralism) and examines how empirical studies in the Canadian contexts align with these perspectives. This paper makes explicit the connections between the how and the what of agency, and as such informs current approaches to preparing pre- and in-service teachers and their potential role as agents of change, and maps out how the notion of agency is taken up in a particular jurisdiction. 相似文献
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António Nóvoa 《比较教育学》2018,54(4):548-561
ABSTRACTAfter criticising the solutionist drift, this article argues for the need for three gestures, in order to build a more problematised Comparative Education: estrangement, that is, the ability to see the unknown and therefore to distance ourselves from what is already known; intercession, that is, the ability to perceive the importance of mediators; communication, that is, the ability to work in common with others, from different positions and perspectives. Based on these three gestures, the article argues for a Comparative Education that seeks to develop three lines of work: to build a science of difference, rather than a ‘solution’ that tends to homogenise educational directions throughout the world; to strengthen the public space, instead of contributing to the authority of experts; to revitalise the common, instead of yielding to the current fragmentation, in which we interact only with what is similar to us. The arguments are not limited to Southern Europe, as they intend to open up a set of general questions about the meaning of comparative work in education. 相似文献