共查询到20条相似文献，搜索用时 578 毫秒
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微课程教学法作为新的教学策略,是指学生利用个人的信息终端,将数字化的微内容,作为替代教师在课堂上的面对面讲授,进行自主学习的一种教学模式,是将国外的“翻转课堂”与中国国情相结合,根据中国基础教育的实际将翻转课堂的教学流程放在学生上学的时间内完成.文章以高中信息技术《信息及其特征》为例,阐述了微课程教学法的教学实践流程,并对实践过程中遇到的问题进行思考,为中小学教师开展微课程教学实践提供参考. 相似文献
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物理课程具有概念抽象、思维量大、学生实验活动多的特点．要完成教师教学方式和学习方式的转变．打造物理高效课堂．能否将课堂时间归还学生是关键。我们从当地农村学校多,教师素质参次不齐的的现状出发．提出了从减少讲授时间人手．调整教学关系,推进物理新课程实施的策略。要求各学校将课堂讲授时间列为教学常规．一节课教师讲授时间原则上不得超过15分钟．而把剩余时间全给学生。 相似文献
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《财务报表分析》课程具有综合性、边缘性、实践性、操作性、知识系统性等特征,针对该课程特征,作者以"研究性"教学理念改造传统课堂,提出了课堂知识点讲授+贯穿整个课程的课堂案例+小组案例+课外阅读的教学模式,达到了教师研究性教与学生研究性学相结合、课内讲授与课外实践相结合、依靠教材与广泛阅读相结合、教师引导与学生自学相结合的完整、和谐、统一的教学效果。 相似文献
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教师在“公共部门人力资源管理”课程教学中采用对分课堂教学模式,在重新设计课程讲授内容的同时,增加了内化吸收、讨论环节,有效实现了学生的合理“增负”。基于对分课堂模式开展课程教学,不仅有利于学生在内化吸收环节增加课外学习的时间投入,促进团队间的交流,而且有利于在课堂讨论环节提高课堂参与度,提升学习效果和学习质量。同时,教师评价与生生互评相结合的评价体系激发了学生的学习热情,提升了课程挑战度。 相似文献
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《宁波教育学院学报》2017,(4):92-94
理论力学知识点繁多,导致多数学生对课程的学习积极性不高。针对目前教学过程中存在的问题,我们在课堂教学中采用传统讲授、多媒体教学、微型课程和翻转课堂相结合的方式,引导学生开展主动学习、探索学习、延伸学习,促进学生对知识点的理解和掌握、培养学生综合素质和探究知识的能力。 相似文献
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"毛泽东思想、邓小平理论和‘三个代表’重要思想概论"的六步教学法是一种个人自主学习和小组集体学习相结合,课前学习和课堂讲评相结合,教师讲授和学生讲授相结合,以提出问题、思考问题、解决问题、讲授问题为中心的教学方法。其具体步骤为:第一步,将全班学生编成学习小组;第二步,分配任务、合作学习,共同提问;第三步,小组成员集体探寻答案;第四步,课堂讲解问题;第五步,学生评价;第六步,教师评价和总结。六步教学法是对以教师讲授为主的传统教学方法的扬弃,提高了教学的实效性。 相似文献
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论大学生心理健康教育课程教学基本要求 总被引：5，自引：0，他引：5
大学生心理健康教育课程教学的目的是培养学生健康的心理和良好的心理素质,使其在思想认识、知识和技能三个层面学有所获。心理健康教育课程应分为主干课程和延伸课程两类;课程教学应遵循理论与实践相结合、教师讲授与学生体验相结合、他助与自助相结合三个原则;通过课堂讲授、小组讨论与典型案例分析、心理素质训练与拓展等方式进行教学;采用理论效果评估与实际操作效果评估相结合的方式对课程效果进行评估。 相似文献
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王洪臣 《湖南科技学院学报》2010,31(7):5-6
古代文学是综合性本科院校的一门重要课程。古代文学教学水平的提升是新建本科院校提高教学质量的一个重要方面。在实践中,要发挥院校原有基础比较扎实以及地域文化特色突出等多方面的优势。对教学设计、课前辅导、课堂讲授、课后指导等各个教学环节扎实推进。在教学方法上,要建立新型的教学模式,充分发挥学生的学习主动性。教师在课堂讲授中应切实贯彻启发与探讨相结合的原则,激发学生的创新思维能力。 相似文献
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朱孔山 《临沂师范学院学报》2009,31(5):59-61
在《旅游经济学》创新课程建设过程中,以现代教学观念为指导,对教材的选用,尝试实施了＂一纲多本＂的模式;对课程教学内容和教学过程,按照课堂讲授、讲练结合、课外训练三个＂三分之一＂比例的原则进行策划、安排;在教学方法和手段的设计与运用上,知识讲授与案例教学相结合、课堂教学与实地教学相结合、教师指导与学生研讨相结合、学术讲座与文献阅读相结合、传统交流方式与电子交流方式相结合、期末考试与过程性考核相结合,并恰当运用多媒体技术,加强对学生学习方法的指导。 相似文献
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A Model of Teaching and Learning Online in Asian Context 总被引：1，自引：1，他引：0
Md Kabirul Islam 《开放教育研究》2005,11(6):63-67
Online teaching and learning practices in Asian universities are different from that in western universities. Western universities give emphasis on student-student interaction for learning. Online courses offered by most Asian universities are a kind of mixed mode that comprised simultaneous face-to-face tutorials and online interaction facility. In this situation most students use the online facility to collect resources and to contact their teachers. The quantity of student-student interaction was sporadic in many courses. So research is needed to improve the situation and create an environment for students where they can learn what peer group interaction is and practice it. This paper has presented for Asian universities. Possible barriers in teaching and learning have been considered to develop the model. a model of teaching and learning online situations in Asia and students＇abilities 相似文献
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Podcasting in higher education: What are the implications for teaching and learning? 总被引：1，自引：0，他引：1
A podcast is any digital media file, or series of files, distributed over the Internet for playback on portable media players and personal computers. This study explored the attitudes, perceptions, and use of podcasting as reported by instructors and students at a large American Midwestern university. The results of two online surveys were examined, focusing specifically on items related to teaching and learning. Findings suggest that students use podcast materials largely for reviewing concepts and issues raised in lectures that they have previously attended. While instructors and students agree that podcasts help students learn, students are less sure about whether podcasts improve instructors' teaching. The authors argue that podcasts can help instructors change face-to-face instruction from traditional didactic lectures to more constructivist learning practices. 相似文献
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Matthew R.E. Symonds 《高等教育研究与发展》2014,33(6):1221-1231
Institutes of higher learning are tending to reduce the amount of face-to-face teaching that they offer, and particularly through the traditional pedagogical method of lecturing. There is ongoing debate about the educational value of lectures as a teaching approach, in terms of both whether they facilitate understanding of subject material and whether they augment the student educational experience. In this study, student evaluation of teaching scores plus academic outcome (percentage of students who fail) was assessed for 236 course units offered by a science faculty at an Australian university over the course of one year. These measures were related to the degree to which lectures and other face-to-face teaching were used in these units, controlling for factors such as class size, school and year level. An information-theoretic model selection approach was employed to identify the best models and predictors of student assessments and fail rates. All the top models of student feedback included a measure reflecting amount of face-to-face teaching, with the evaluation of quality of teaching being higher in units with higher proportions of lectures. However, these models explained only 12–20% of the variation in student evaluation scores, suggesting that many other factors come into play. By contrast, units with fewer lectures have lower failure rates. These results suggest that moving away from lectures and face-to-face teaching may not harm, and indeed may improve the number of students who pass the subject, but that this may be incurred at the expense of greater dissatisfaction in students' learning experience. 相似文献
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A large number of studies have compared learning outcomes in fully online courses to those in face-to-face courses. Fewer studies have examined why students choose to enrol in fully online courses to begin with, and no study has yet addressed the question of why some students choose not to register in online courses. This study contributes to scholarly understanding of online education by examining for the first time why students may choose to take a large lecture course face-to-face, when they know that the same course is offered by their institution online in the same semester, for the same credit and at the same tuition cost. Through a survey, 48 students in a face-to-face offering of an introductory Educational Psychology course reported why they chose to attend lectures and tutorials in person when they could have earned the same credit without doing so. A majority of respondents suggested that they believed they would learn better face-to-face, and expressed informal theories about why this would be the case. We examine these informal theories, and the possible implications they may have for future research and institutional planning with regard to online course offerings. 相似文献
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在新冠疫情期间“停课不停教、停课不停学”的背景下,基于MOOC的教学模式得到大范围推广,这一全新教学模式,有别于传统以教师与学生面对面课堂讲授教学为主的传统教学方式。因此,在发挥大规模开放课程优势的同时,教学过程中也存在一些问题。通过对学生学情调查中反映出的问题进行分析,对线上线下相结合的MOOC教学理念及方法进行探析,并针对性地提出一些具体教学方法。 相似文献
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While there has been extensive research on online communities of enquiry, little work has been done on the extent to which cultural factors can inhibit student participation. In this study of a ‘blended’ model of learning in which students attended face-to-face lectures but were required to take part in online seminars, we found that although most students felt that they belonged to a community of enquiry, there were considerable obstacles to their readiness to respond fully to the views of others. We ascribe these difficulties to the particular cultural context in which the learning occurred in Northern Ireland and contend that course designers should take account of such ‘cultural inhibitors’ in designing online or blended courses. 相似文献
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疫情当前,全国高校积极响应教育部“停课不停教”的倡议,纷纷从传统教学模式转为线上教学模式。中国大学MOOC、超星学习通和雨课堂等平台也积极投入大量软硬件服务为在线教学保驾护航,并取得了良好的效果。然而,计算机网络和程序设计等实训类课程由于其内容的特殊性,对保教促学是一大挑战。以计算机网络实训课程为例,构建虚实结合的多平台混合在线教学模式,从课程在线教学组织、过程跟踪、教学评价等方面解决疫情期间实训课程不能面对面教学及现场设备操作等问题。通过近两个月的具体实施,课程教学进展顺利,有效增强了师生互动,提升了师生满意度,保证了在线教学质量。 相似文献
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翻转课堂通过颠倒传统课堂的方式让学生参与学习,在信息化的环境中,课堂教学被转移到课堂之外,学生可在线自由地安排学习时间,并进行学习交流和合作.为使翻转课堂能有效的实施,老师必须具备一系列的技术技能、理论知识和教学方法、策略的指导,通过此研究,一个基于网络环境下的教学模式为有兴趣实施翻转课堂的老师提供了信息,结果表明此种教学模式对于绝大多数的参与教师来说是愿意接受和使用的,并能在实际运用过程中提升其知识水平和自信度,于此同时在线学习社区的建立,对初用教师的教学指导,以及广泛地分享实际教学经验也是推动其发展的重要支撑因素. 相似文献
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混合式教学,既是把面对面教学和在线学习两种学习模式进行整合,又是把传统学习方式的优势和网络学习方式的优势相互结合起来;既要发挥教师的引导、启发、监控的主导作用,又要体现学生的主动性、积极性、创造性的主体作用。 相似文献