共查询到20条相似文献，搜索用时 265 毫秒
1.
左菊 《涪陵师范学院学报》2012,(12):75-80
师范生的教学技能培养研究项目从理论和实践两个方面对教学技能培养进行了探索。理论上,对新课标下的小学英语教学技能进行了界定、分类,构建了立体化的培养模式;在教学实践中,对英语专业课程教学中渗透、融汇教学技能培养的可行性、模式的操作性及实效性进行了验证。该研究所形成的系列研究成果具有一定的创新性和运用价值。 相似文献
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核心技能--英国职业教育的新热点 总被引：31，自引：0，他引：31
核心技能正成为英国职业教育中的一大热点,政府、企业和个体是促使在英国职业教育中核心技能形成与发展的主要因素.目前,英国在核心技能的开发与实施方面进行了一些尝试性的探索,其中的不少经验值得我国参考与借鉴. 相似文献
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在梳理国内外相关研究成果及课题组核心成员前期实证研究成果的基础上,确立核心技能的理论构想维度及评估指标体系,采用标准化量表编制方法,形成64个项目的评估量表--<我国劳动者核心技能评估量表>.通过对全国835位劳动者的试测,对评估量表进行项目分析和信度、效度检验,证明该评估量表表述清晰,具有较好的信度、效度,是一个较高质量的测评工具. 相似文献
4.
姜鹏飞 《首都师范大学学报(社会科学版)》2009,(4)
18世纪是英国慈善史研究中一个重要阶段,为深入研究这一时期的英国慈善事业,有必要对过往有关研究成果进行梳理总结.尽管相对来说,有关18世纪英国慈善事业的研究成果并不是很多,但仍可以从中辨识出两种不同的研究视角(施者的角度和受者的角度)以及比较研究、地方研究等研究方法.在其他学科理论影响下,18世纪英国慈善事业领域实际上还有很大的研究空间. 相似文献
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微格教学中课堂教学技能形成的心理机制 总被引：7，自引：0，他引：7
本文从高等师范院校对师范生进行课堂教学技能训练的实际出发 ,运用现代认知心理学的研究成果 ,在分析课堂教学技能的能力本质和构建其结构模式的基础上 ,揭示了师范生课堂教学技能形成的心理机制。研究结果为建立科学有效的课堂教学技能训练模式即微格教学模式提供了依据。 相似文献
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关于教师教学技能的研究,盛行于美国上个世纪六、七十年代能力本位主导教师教育的时期,到上个世纪九十年代中期,随着教师专业化的研究与实践,对教学技能的研究逐渐广泛和深入,并且取得了大量的研究成果.本文在以往关于教师教学技能研究的理论成果基础上,对提高教师教学技能问题作一简单探讨,以引起理论界对这个问题更大的关注和更深入的研究.[第一段] 相似文献
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论运动技能教学的时空因素协同理论构建 总被引：3，自引：1，他引：2
以协同学的基本原理为依据,就运动技能教学中时空因素协同问题进行了研究.认为:运动技能的形成是多种时空因素相互协同和合作的结果,其形成速度与参加协同的时空因素的数量成正相关,进而对影响运动技能形成的时空因素进行了提炼和归类,提出了运动技能教学中时空因素协同的组织方式及其控制的基本思想、方法和注意事项. 相似文献
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以问卷、座谈、讨论和观察的方式,就师范生教学技能现状及影响师范生教学技能形成的原因进行调查,对获得的数据进行统计、分析与研究,提出解决存在问题的看法.旨在采取有针对性教育措施,提升学生的教学技能. 相似文献
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为总结和推广“八五”时期职工教育和职业培训研究成果,推动理论研究工作的进一步开展,中国职工教育和职业培训协会日前发出通知,决定对“八五”期间该领域科研成果进行评选和表彰。要求有关单位组织好研究成果的推荐工作。具体要求是: 一、评选范围 1.有关职工教育和职业培训或技能开发、职业技能鉴定(按工作划分)的理论和实践及有关问题的研究成果; 2.1990年1月1日至1995年12月31日期间发表的研究成果; 相似文献
11.
教育管理中道德不作为问题之理论探析 总被引：1，自引：0，他引：1
蒋园园 《青海师范大学学报(哲学社会科学版)》2008,(5):143-146
近年来,教育管理领域道德不作为问题,已经引起教育管理学界较多的关注。作为对新公共管理的回应,不少学者从理论和实证上对道德不作为的主客体及内容进行了探讨。然而由于教育管理研究的惯性及其现实原因,却总跳不出教育行政法律制度研究框架的藩篱。本文拟从现代教育管理伦理学的视角,对教育管理中道德不作为的本质和根源及遏制之策作一粗浅的探析。 相似文献
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近十年我国教育行政效能研究综述 总被引：1，自引：0，他引：1
戴恒屹 《黑龙江教育学院学报》2008,27(11):26-28
教育行政效能是教育行政学研究的一项重要问题。近年来,相关学者对这一问题进行了一系列研究。目前国内教育行政效能的研究多从界定教育行政效能的概念、分析影响因素以及找出提高对策这三个方面入手。通过对国内现有相关文献资料的分析和归纳,可以对下一步的研究工作提供借鉴。 相似文献
13.
Eamonn Gallagher 《Irish Educational Studies》2013,32(3):303-319
Mathematics is a core subject in the UK curriculum, with high standards achievement a policy of the UK government. Innovative approaches and strategies have been advocated to achieve these high standards. One approach that has been advocated is Precision Teaching, supported by its successful application in schools in the United States. For this study, a 12-week programme was devised to develop student fluency in the multiplication timetables. A key skill task was devised and scores compared before and after programme implementation. Pre-programme scores revealed poor student performance on this key skill. Post-programme results show an improvement for children using Precision Teaching, with some outperforming the average of their classmates. The paper endorses previous findings that fluency is important for student progress through the curriculum. It also endorses research findings that adding practice and timed assessment improve student performance levels. These results were achieved with minimal disruption and materials. The paper recommends educational practitioners to support further research into the practicalities and suggested benefits of fluency-orientated education. 相似文献
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This special issue of Contemporary Educational Psychology brings together an important collection of examples of how researchers have applied mixed methods research to study questions of interest in the field of educational psychology. Collectively, the articles illustrate the unique insights that can be gained when researchers intentionally integrate quantitative and qualitative methods within mixed methods studies. Further, the special issue highlights specific mixed methods strategies that the authors used to achieve and communicate the integration aspects within their studies. The authors’ application of these strategies provides useful models for scholars planning mixed methods studies and scholars reviewing reports of mixed methods studies within educational psychology and beyond. 相似文献
15.
Pat Thomson 《教育政策杂志》2013,28(6):717-732
UK educational administration scholars have undertaken a survey to redefine the field of knowledge in educational management and/or administration. In responding to the resulting corpus of work, I argue that that this is an exercise in ‘turf talk’. I draw on theorizations of the socio-spatialities of fields of knowledge to consider educational management and/or administration and its border scuffles with policy sociology and the exclusion of debates about knowledge and truth claims that characterize the ‘new humanities’. I suggest that the lack of regard accorded the situated empirical and practical knowledges of practitioners, and the invisibility in the analyses of the active role of head teacher professional associations in the current context, places the academy in an adversarial position vis-á-vis practitioners. As government moves to make research ‘more useful’, and positions academics as training providers and management consultants for head teachers, I propose that educational management and/or administration scholars must move over to share ground and dialogue with the emerging head teacher profession. 相似文献
16.
Worldwide, science education reform movements are stressing the need to promote ‘scientific literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and significant – finding of the study was the very substantial number of statements of knowledge, skill and disposition offered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal. 相似文献
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《British Educational Research Journal》2005,31(2):139-155
In a previous article, Phil Hodkinson argued that there are currently attempts to impose a methodological orthodoxy on educational research, one that is empiricist in character and privileges quantitative method. While agreeing with much of what he says, I take issue with key elements of his argument. I suggest that he presents too rosy a picture of the existing state of educational research, question his apparent advocacy of a laissez‐faire approach to its governance, and argue that he underplays the significant role that methodological rules can play in shaping the practice of research in desirable ways. I suggest that his approach is likely to reinforce paradigmatic fragmentation in the research community, and that this weakens any attempt to resist the internal and external pressures that currently threaten to damage or destroy educational research in the UK, and elsewhere. 相似文献
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There is growing recognition that identity formation must become an important focus in education. Particularly in the 21st century, when modes of knowledge construction and accessibility to different types of knowledge are rapidly increasing and diversifying, academic learning cannot be divorced from students’ development of values, goals, social roles, and worldviews. The articles in this special issue present a diverse collection of research on students’ identity formation in educational settings. Yet, despite the diversity in perspectives, educational contexts, samples, and research and analytic methods, all of the articles highlight the role of the educational context in identity formation processes. We begin this introduction with a brief review of the increasing attention to identity formation in education. We follow with synopses of each of the articles in this special issue. 相似文献
19.
孟晓丽 《南昌教育学院学报》2011,(12):11-11
随着时代的进步,社会的发展,新课程改革飞速推进,以学生为主体的教育理念逐渐成为了教育方法的新标杆。自主学习的研究也随之被推到了风口浪尖,成为了当今教育研究的一个重要课题,许多国内外学者都从不同的角度对自主学习进行了研究和探讨。教会学生学会学习,培养学生自主学习能力成为学校教育的首要任务,这也为学生自主学习能力的培养提供了成长的环境与土壤。 相似文献
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教育公平不仅是教育问题,更是一个社会问题,世界各国政府对此都高度重视.在梳理了自1833年以来英国基础教育财政投入的主要政策后,发现这些政策反映了英国政府在基础教育方面对教育公平不断探索的历程,包括实现入学机会均等、努力消除地区和校际差距以及加大对不利者的补偿等举措,对我国的基础教育财政政策制定有一定的借鉴意义. 相似文献