共查询到20条相似文献，搜索用时 31 毫秒
1.
Huisheng Tian 《Frontiers of Education in China》2007,2(1):119-132
Currently, there is lack of educational wisdom in classroom teaching. Educational wisdom is a kind of quality of good education,
representing a free, harmonious, open and creative status of education. The educational wisdom of intellectual teachers is
the outcome of the close integration of educational science and art. It is also the result of teachers’ long-term practice,
reflections and the comprehensive expression of teachers’ capacities. The shackles of traditional teaching systems, the utilitarianism
orientation of teaching reforms and educational research and the habitual mode of teachers’ practice have affected the formation
of teachers’ educational wisdom. To get rid of the dilemma, it is necessary to reconsider the significance and the value of
teaching, to show due concern with teachers’ practice, to weaken the utilitarianism orientation of teaching reforms and educational
research and to arouse teachers’ professional feelings and enthusiasm for learning.
Translated from Jiaoyu Yanjiu 教育研究 (Educational Research), 2005, (2): 50–57 相似文献
2.
英语教法既是英语教育专业的一门实用性、实践性、技能性很强的课程,也是连接师范英语教育与中学英语教育的桥梁。基于此,通过对学习风格理论的分析梳理,立足于教法课实践性强的优势,结合当今中学英语教学的现状和发展趋势,对新课改背景下的英语教法课提供多样化的教学模式,以适应不同的学习风格和认知特点进行探索分析。教师的教学不仅要涉及所教内容,更重要的是应当个性化,掌握学生的学习风格,发挥学生的长处,有针对性地加强他们的薄弱环节。 相似文献
3.
在大学英语教学改革的持续带动下,大学英语听力教学虽然取得了一定成就,但是从整体上说学生的听力水平并没有根本地提高,造成这一困境的因素固然众多,但是对先进理论引入的不足是一个不争的事实。本文主要立足信息加工理论视角,结合当下网络信息技术日益发展的实际,通过对听力理解过程的分析,对大学英语听力教学进行简要探讨。 相似文献
4.
5.
This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants’ dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. 相似文献
6.
农业转移人口是一个庞大、复杂的群体,时代的发展给农业转移人口带来了机遇与挑战。农业转移人口在学习过程中会面对诸多学习困境:学习动机困境、学习能力困境、学习时间困境、学习资金困境。为解决农业转移人口学习困境,帮助其更好地融入城市生活,通过分析其面临的机遇和挑战,从个人、媒体、政府三方面入手,找到其学习困境的突破口,提出破解策略。 相似文献
7.
Hua Zhang 《Frontiers of Education in China》2006,1(2):226-257
To probe into the knowing of teaching/learning, we have to surmount the subject/object dualism based on the level of enlightenment
rationality and trend towards epistemology of the relationship, which means that knowing of teaching/learning should be combined
with its value and be wholly considered. The unique value of students and teachers is made up of their unique knowing. In
knowing of teaching/learning, students and teachers are intersubjective. The so called “epistemology of teaching/learning”
in China is an odd combination of enlightenment rationality and centralized system, which might be good for the mastery and
training of knowledge and skills, but has nothing to do with the formation and development of creative personality.
Translated form Global Education, 2005:6. 相似文献
8.
卫生类高职院校西药药剂专业的中药学课程在其专业人才培养方案中被列为辅模课,由于学生专业不对口,开课较晚,其思维定势西医化,且教学计划内中医药学科比例及学时数太少,导致教师授课难度较大,教学效果不佳。对此,采取了一系列新尝试:讲好导言;明确学习方法,调动学习兴趣;突出主课重点,讲深讲透,精讲多练;结合实例进行教学;联系西医药知识,使之与中医药互补对接等讲授方法,并配合实操训练。这些尝试取得了很好的效果。 相似文献
9.
教学反思是提高教学质量,促进教师专业发展的有效途径;是一种用来提高教师自身的专业素养,改进教学实践的学习方式;是积极探究心态的表现,能够激活教师的实践智慧。在具体的实践路径上,要把不同阶段的教学反思、不同水平的教学反思、感性与理性的教学反思、反思与行动、个人反思与共同体反思结合起来,以纠正对教师的教学反思在理论认识上的偏差和实践中的不足。 相似文献
10.
文言文教学存在两难,一是教授难,一是学习难。面对这样的困境,教师多是采取课上满堂灌、课下使劲背的教学方式,虽有一定成效,但无疑破坏了文言文教学原本的韵味。采取小组合作学习可以取得良好的教学效果,提升学生语文核心素养。文章结合教学实践,对小组合作学习在文言文教学中的运用进行探究。 相似文献
11.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
12.
Graham McDonough 《Religious education (Chicago, Ill.)》2013,108(1):48-61
Catholic schoolteachers face the pedagogical dilemma between remaining faithful to the doctrinal requirements of Catholic Church teaching while also respecting their professional responsibility to promote autonomous, critical thinking and consider the pastoral needs of their students. Although in practice many Catholic educators achieve a sensitive rapprochement, this article proposes that in addition to the current prevailing theoretical terms of their teaching and learning climate Catholic educators would benefit from the articulation of a conceptually clarified pedagogical context that appropriately enables them to justify theological dissent as a means of satisfying students' moral, political, and intellectual needs. 相似文献
13.
Aviva Klieger Nurit Bar-Yossef 《International Journal of Science and Mathematics Education》2011,9(4):771-791
Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching–learning
processes and student achievements occupy educators who construct teachers’ in-service training programs. Student achievements
serve as a measure for testing improvements in learning. Many investigators view teachers’ content–didactic knowledge as influencing
the quality of teaching and student achievements. Large-scale assessments (national and international evaluation frameworks)
in the Israeli educational system offer teachers opportunities for improving their teaching–learning processes and student
achievements. We developed a program for the PD of science teachers based on the curriculum and large-scale assessments. The
model is long term and integrates theoretical and practical knowledge. The activities should be effective and cooperative
and should use diverse teaching methods and integrate advanced technologies. This article presents considerations for the
construction of the program, its goals, its performance, teachers’ reports on the components, and the contribution of the
program’s components to their PD. 相似文献
14.
案例研究提供真实情境让管理者处理两难或不确定问题,案例也是让学生从学习生涯去描述案例或问题的学习方式,能促使学生面对案例问题中学习如何做决定。本研究具体目的：一、在教育法规课程中,探讨案例教学法的功能。二、分析在教育法规课程中,使用案例教学法的限制。三、在教育法规课程实施案例教学後,教师封案例教学法的反思与成长。本研究运用访谈、省思札记等方式来蒐集资料。研究发现案例教学能协助学生批判思考、解决问题、反省与应用知识等。 相似文献
15.
传统的以教师为中心的、以课堂教学为主的语法教学模式使语法教学陷于困境。基于自主学习策略的成功实践基础之上,本文提出英语语法教学应从学习者的角度出发,“以学生为中心”,应注重培养大学生英语语法自主学习的能力,并举出三种具体方法来指导学生自主学习英语语法,以期借此能够帮助大学生摆脱被动、枯燥的语法学习状态,提高其语法学习的积极性和主动性,最终成为英语语法学习的主宰者。 相似文献
16.
新课程教育体系改革下,动手操作教学模式在激发学生学习兴趣、培养学生抽象思维等方面有着不可替代的价值,因此近年来被广大教育工作者应用于教学过程中。但由于受到多方不可控因素的影响,其应用质量与应用效益之间始终存在一定的差距。鉴于此,本文主要基于小学数学课程,针对动手操作实践应用困境提出了相应的优化策略,以此在实现预期教学目标的基础上,为学生的全面发展创造良好条件。 相似文献
17.
计量经济学作为本科经济学教育重要的核心课程,在教学实践中面临颇多问题。鉴于此,基于计量经济学课程和研究性学习的特点,提出将研究性学习融入本科计量经济学课堂,以突破教学中存在的困境,提高教学质量,实现本科教育应用型人才培养目标。 相似文献
18.
One could focus on many different aspects of improving the quality of mathematics teaching. For a better understanding of
children’s mathematical learning processes or teaching and learning in general, reflection on and analysis of concrete classroom
situations are of major importance. On the basis of experiences gained in a collaborative research project with elementary
school teachers, several ideas about a professional reflection on one’s own instruction activities are explained. The paper
focuses on joint reflection between teachers and researchers on the participating teacher’s own classroom interaction by means
of concrete examples. It becomes clear that changes of one’s own interaction behavior will take place only in the long-term.
Nevertheless such a joint professional reflection should be an essential component of teachers’ professional knowledge in
a natural way.
An erratum to this article can be found at 相似文献
19.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
20.
Mr Ken Appleton 《Research in Science Education》1990,20(1):1-10
A learning model for science education was proposed by Appleton (1989), based on Osborne and Wittrock’s generative learning
theory (1983) and the Piagetian notions of disequilibrium, assimilation, and accommodation. The model incorporated many aspects
of difficulties in learning science experienced by students, as revealed in the LISP projects and similar research. This paper
examines how the model may be used to derive teaching strategies: components of the model are analysed in terms of specific
types of teacher interventions which could facilitate students’ progress to accommodation. Some established teaching strategies
are analysed in terms of these interventions.
Specializations: primary teacher education, teaching strategies in science. 相似文献