共查询到20条相似文献，搜索用时 296 毫秒
1.
沈宗根 《常熟理工学院学报》2007,21(6):35-37
实施质量立校战略必须树立正确的现代高等教育的质量观，认真处理好品牌特色与全面发展、内涵建设和外延扩张以及教学与科研的关系；要重点抓好专业、师资队伍、课程与教材以及实践教学环节等方面的建设与改革。对实施质量立校战略的制度保证和途径进行了初步讨论。 相似文献
2.
Dr Peter Searle 《Research in Science Education》1993,23(1):266-275
This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics
students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving
force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition
to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies
for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment
and the use of a wide range of problem contexts.
Specializations: physics education, alternative conceptions, conceptual change. 相似文献
3.
Lillian T. Muofhe 《Equity & Excellence in Education》2013,46(4):417-432
This article is a study of a South African teacher educator's interpretations and approaches to implementing a constructivist approach to teaching. It examines his beliefs about teaching physical science to prospective teachers as it relates to his aligning his teaching with the new reform: outcomes-based education. The goals of the reform include emphasis on cooperative learning, a student-centered approach, and focus on teaching for conceptual understanding. Through observations, interviews, and documents (assignments for students, graded group assignments, and course outlines), I examined this teacher educator's interpretations and approaches to implementing constructivist curriculum and his understanding of the reform. The findings show that without confronting teachers' beliefs about teaching and learning, providing clear meaning of reforms, and facilitating in-depth professional development, the interpretation and implementation of reforms will be hindered. 相似文献
4.
Donald P. Ely Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):231-249
The claims made for educational technology have not always been realized. Many programmes in education based on media and technology have produced useful documentation and supportive research; others have failed. The current, comprehensive definition of educational technology is a helpful key to understanding how a problem-solving orientation is necessary to approach teaching/learning designs. The process of educational technology begins with an analysis of the problem, rather than with the medium as a solution. Examples of appropriate applications come from open universities and primary schools where distance, time, insufficient personnel, and inadequate facilities have led to a search for alternative means for teaching and learning. Less successful programmes tended to have confused goals and an emphasis on one medium. They also lacked: support services, staff training, quality software and a system focus. The threads which run through the more successful programmes are described. The lessons learned from fifty years of media and technology development in education and training are discussed with an eye toward the future. It is clear that educational technology as a problem-solving process will lead the field into the twenty-first century. 相似文献
5.
H.R. Thompson C.E. Deer J.A. Fitzgerald H.G. Kensell B.C. Low R.A. Porter 《高等教育研究与发展》1990,9(1):39-48
The introduction of academic staff appraisal in higher education institutions in Australia will require a considerable expansion in staff development facilities. An important issue will be the relative emphasis to be placed upon central staff development units as against structures at the faculty or departmental level. This case study, conducted at Macquarie University and aimed at improving teaching in higher education, explores the Self‐Appraisal Workshop as one such structure and suggests that it provides a very useful format at the faculty or departmental level because it brings together people teaching similar course units. As a result it is easier to integrate aspects such as curriculum design, assessment policies, academic content and teaching methods, than it is at the central level where staff development workshops usually have a cross‐faculty mix. An evaluation, based upon student ratings of teaching, interviews and staff reflection on the process, suggests that the Self‐Appraisal Workshop is a valuable technique for staff appraisal and development. 相似文献
6.
Donald T. Tosti N. Paul Harmon 《Educational technology research and development : ETR & D》1973,21(1):31-43
Summary This paper has described a new conceptual model of instructional management that has found utility in the analysis and design
of the instructional components in educational systems of varying complexity.
In the opinion of the authors, it is likely that a revolution in the quality of education will not come from the availability
of new media, the introduction of any specific devices like the computer or teaching machine, the introduction of improved
evaluation methods, the specification of behavior objectives, or the development of effective motivational subsystems, although
all of these will, in their way, contribute. Instead, a radical change in the quality of American education will come from
the increased application of the growing body of knowledge about the form, purpose, and processes involved in instructional
decision making. 相似文献
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认真剖析电大远程开放教育学生的素质状况,针对教学活动网络化、远程化、个别化的特点,把握成人在职学习的认知规律,采取符合客观实际的方法和措施,突出重点,全力推进素质教育,有利于保证学习质量,为社会培养和输送合格人才。 相似文献
9.
Sandra Jones Marina Harvey Geraldine Lefoe 《Journal of Higher Education Policy & Management》2014,36(4):418-429
Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration. 相似文献
10.
科学发展观与高等职业教育有效发展 总被引：3，自引：0，他引：3
目前，我国高等职业教育存在着重技术轻人文、重成器轻成人、重理论轻实践、重专识轻通识、重能力轻素质的“五重五羟”现象。高等职业教育有效发展，应当遵循科学发展观，实现定位观由“教育层次”转向“教育类型”，目标观由“技术工具”转向”技术人文”，教学观由”工学分离”转向“工学结合”，人才观由“能力本位”转向“素质本位”，生存观由“竞争发展”转向“文化发展”。 相似文献
11.
本文将着重就班级授课制的年龄层次差距、教材问题、教师理念的转变、后勤管理等问题，展开调查研究，并在四种现象分析与研究基础上，提出四种对策思考(即解决问题的办法，以我地音乐继续教育现象为契机，从而促进全国音乐继续教育研究向更深层次的发展，改变旧的教育模式，用新的理念方式进行音乐教学，跟上时代音乐教育教学改革步伐，以人的发展为主，努力提高人文素质，通过批判性思考来挑战和阐明文化价值。 相似文献
12.
程瑞存 《浙江工贸职业技术学院学报》2020,(1):74-79
中职教育是职业教育的重要组成部分,它具有许多其他教育类型不具备的特殊性。中职师资队伍建设事关人才培养的质量,只有遵循中职教育规律,建设好爱中职、懂中职、献身中职的教师队伍,中职教育的可持续发展才有保障。 相似文献
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近十多年来,我国水产类本科教育改革取得了显著成绩,主要体现在:教育思想和教育观念从长期形成的以行业设置专业,培养单一型、继承型人才为主逐步向以学科设置专业,培养复合型、创造型的人才的转变;从以教师为中心的教学向以学生为中心的教学相长的转变;从精英式的专业教育向大众化的素质教育转变;从侧重知识传授向重视学习能力培养的转变。课程体系与课程内容的改革朝着从量变到质变的方向发展。教学环境与教学方式方法得到了显著的改善。新时期水产类本科教育急需深化改革的重点主要是优质师资队伍的建设,应加大力度引进海内外优秀人才和现有教师的培养教育;加强精品课程建设;加大教育投入,提高实践环节的教学质量。 相似文献
15.
把握职业教育师资培训的重心 总被引：1，自引：1，他引：1
职业教育师资培训必须以科学思想为指导,明确培训定位,把握师资培训的重心.在培训目标上,应由重视学历教育转为重视学识水平提高;在培训内容上,应正确处理好知识、能力和素质的关系;在培训手段和方式上,应变单向灌输知识为双向互动交流. 相似文献
16.
Relations between teachers' approaches to teaching and students' approaches to learning 总被引：16，自引：0，他引：16
This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching. 相似文献
17.
《Journal of Further & Higher Education》2012,36(3):12-27
Summary This article reviews recent progress in the reform of initial teacher education in England and Wales. The first part outlines the development of government policy, with particular emphasis on changes announced in the speech of Kenneth Clarke, Secretary of State for Education, to the North of England Education Conference in January 1992. The second part presents an analysis of the policy, identifying its roots and some conceptual and practical difficulties. Part three surveys ways in which provision of initial teacher education in institutions of higher education has been responding to internal and external pressures for change, with emphasis on developments since 1989. The final part makes proposals about the future direction of policy, arguing that there remain key questions to be addressed about the nature of teacher education, the process of change, and the relationship of teacher education to higher education. 相似文献
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Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
20.
Ingrid Moses 《Higher Education》1985,14(1):75-100
A survey of those educational development practices which directors of educational (academic) development units in Australia found most effective in their institutions for the improvement of teaching was conducted in late 1983. The responses are presented and discussed.Academic staff are one of the targets of educational development. A series of interviews with 100 academic staff of the University of Queensland at about the same time confirmed that the approaches taken by units for improving teaching are approved of by staff. In particular staff recognised and valued the connection between evaluation and development.The staff development programme at the University of Queensland responded to the expressed needs of staff for specific developmental activities. It is described as one example of a systematic approach to staff development with emphasis on formal workshops/seminar sessions and evaluation of teaching. Practicalities and problems are discussed.This article is derived from an invited paper to the conference, Tertiary Teaching. Techniques for Improvement - The Australian Experience, University of Western Australia, 18 May 1984. 相似文献