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1.
Emily F. Henderson 《Teaching in Higher Education》2019,24(1):115-120
Teaching a one-off session on a colleague’s course is a commonplace occurrence in higher education teaching practice, but it is not an area that has received sufficient attention in pedagogical literature. This article focuses on the scenario where a feminist teacher is invited to give a guest lecture, but is not sure if working with feminist pedagogy will be welcome. Guest lecture pedagogy is outlined: (i) guest lectures are always and yet never a one-off, because they are always embedded in wider teaching practice (ii) guest lecture pedagogy is both a struggle between time and pedagogical principles and an opportunity to break with convention. The challenges and risks of implementing feminist pedagogy in a guest lecture are considered; ultimately the article argues that a feminist teacher cannot simply ‘lay aside’ feminist pedagogy for a guest lecture, but that some compromises will be necessary in adapting practice for this type of teaching. 相似文献
2.
This paper discusses the role of the lecture in contemporary higher education. Moving beyond the polarised perspectives that characterise recent debates on the subject, it considers both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning. Through an examination of scholarly literature on the pedagogical uses of the lecture as well as recent articles on its place in the future of higher education, we outline the key arguments and highlight some of the problems, contradictions and inconsistencies implicit in the debates. Drawing upon the recurring themes in the literature, we identify seven reasons as to why the lecture continues to be valuable in contemporary higher education. However, we also suggest that more innovative approaches to lecturing as well as alternatives to lectures are needed to adapt to a changing educational environment. 相似文献
3.
教学实践的应然形态:关注情境的智慧性教学 总被引：5，自引：0，他引：5
理论、技术和实践是人类的三种主要活动,有着各自不同的内在逻辑。智慧性教学恢复了实践的应然形态,教学是教师运用实践智慧赋予每一情境以教育意义的临场创造。在情境中展开教学,这就不同于"去情境化"的技术性教学实践,后者将教学窄化为执行某一外在目标的技术手段。反思性教学实践同样看到了实践情境的复杂性、特定性,但在具体描述这种实践形态时,突出了"反思"两字,容易给人造成一种错觉,认为在教学现场有一个慎思过程,使之成为一个有着"实践的身体、理论的头脑"的混合体。 相似文献
4.
袁从秀 《西南师范大学学报(人文社会科学版)》2010,(3):156-159
随着高等师范教育的发展和基础教育课程改革的推进,尝试构建历史教学论“模块化”的课程体系是高师历史专业的当务之急。通过阐述“模块化课程”的设计背景、设计理念和内容,根据高师历史学专业的培养目标,构建历史教学理论、历史教学技能和历史教育教学研究三个模块,形成灵活多样、具有开放性和独立性的历史教学论的课程结构。 相似文献
5.
It is All About Inquiry: A Cross-Disciplinary Conversation About the Shared Foundations for Teaching
AbstractThis paper brings together general principles for teaching inquiry across disciplines with those generally employed in mathematics classrooms. It describes some broad principles of teaching inquiry to first-year writing students and shows how these can be employed in the context of a course on game theory in popular culture. Although undergraduate mathematics may seem miles away from undergraduate writing, especially in first-year courses, we show how common educational practices in inquiry-based mathematics courses are easily adapted to teaching a writing course and how these pedagogical methods can be used to encourage students to develop habits of inquiry. 相似文献
6.
备好课与讲好课的一些有效方法和原则 总被引：1，自引：0，他引：1
黄春琳 《高等教育研究学报》2012,35(3):72-74
《在教学改革实践中尝试了运用各种教学方法提高课程教学效果,基于实践结果和课程教学经验,总结出提高授课效率、增强互动性与吸引力的一些备课与讲课方法,以及课程教学实施过程中需要把握好的三个原则。文中结合"模拟电子技术"课程教学实例进行介绍。 相似文献
7.
Camilla Schreiner Ellen K. Henriksen Pål J. Kirkeby Hansen 《Studies in Science Education》2013,49(1):3-49
This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making. 相似文献
8.
Paul J. White Ian Larson Kim Styles Elizabeth Yuriev Darrell R. Evans P.K. Rangachari 《高等教育研究与发展》2016,35(3):619-633
The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach. 相似文献
9.
Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities 
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下载免费PDF全文 This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. 相似文献
10.
Hosun Kang Mary Lundeberg Bjørn Wolter Robert delMas Clyde F. Herreid 《Learning, Media and Technology》2012,37(1):53-76
This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems (‘clickers’). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker Cases and traditional lecture) to teach eight topic areas. Three different sets of multiple regression analysis were conducted for three separate dependent variables: posttest score, change in score from posttest to final, and transfer score. Interactions between gender and pedagogical approach were found across the three analyses. Women either performed better with Clicker Cases, or about the same with either instructional method, but men performed markedly better with lectures in most topic areas. Our results suggest that men and women experience two pedagogical approaches—Clicker Cases and lectures—differently, and that Clicker Cases are more favorable for women than for men. 相似文献
11.
能力导向的翻译教学探究——兼谈“翻译工作坊”教学设计 总被引：1，自引：0，他引：1
西班牙PACTE小组以专业译者翻译能力习得为研究基础提出了翻译能力模型,对如何将学生译者培养为专业译者具有重大启示。文章以发展学生翻译能力为目标,从建构主义学习理论和功能主义目的论的视角,引申出英语专业翻译课程教学设计三原则:大量创设真实性翻译任务、积极开展信息化翻译教学、鼓励学生协同式翻译学习。并以笔者在上海外国语大学新闻与传播学院"翻译工作坊"的教学实例说明,希望为翻译教学改革提供参考意见。 相似文献
12.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
13.
Evaluation of college and university teaching is considered in the context of growing demands for accountability of educational institutions and particular roles of faculty in achieving goals for which these institutions are believed to be accountable. In the first of two papers,* three contemporary aprroaches to evaluation of teaching in higher education are critically reviewed. All three of these approaches-assessment of learning outcomes, assessment of teacher characteristics and analysis of pedagogical behaviors-are found to be defective on logical, theoretical and empirical grounds. A common thread of deficiency is the absence of a coherent theoretical framework for analysis of teaching and phenomena associated with teaching. Specific defecs are analyzed in each of the three approaches as well as in the ubiquitous methodology of rating of teaching performance. In analysis of evaluation by assessment of learning outcomes, teaching is shown to be neither necessary nor sufficient to subsequent learning outcomes. Assessment of teacher characteristics fails to identify those characteristics peculiarly indigenous to teaching as a generic activity. Analysis of pedagogical behaviors fails to distinguish critical teaching acts from more general teacher characteristics interpretable in terms of teacher personality. Furthermore, no adequate basis is provided for normative interpretation of data pertaining to pedagogical behaviors. The use of rating scales to provide data about teacher characteristics or pedagogical behavior rests on assumed rather than demonstrated validity of results. Evidence of validity or meaningfulness is replaced by evidence of consistency which is often spurious. The first paper concludes with an outline of requirements for a more constructive approach to the task of teacher evaluation. In a second paper, an outline of a theory of teaching is sketched which conforms to these requirements. Realization of this theoretical structure in teaching assessment report forms is described. Tentative conclusions from trial use of forms-in-development and recommendations for additional data sources are discussed in terms of their potential contribution to improvement in teaching. 相似文献
14.
The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA’s institutional move to online delivery of all teaching materials. Second, we are guided by the theoretical principles of feminist pedagogy. Third, we are committed to producing graduates who can take on the challenge of being gender change agents in a country with an escalating rate of gender-based violence. This article charts the development of the Gender Studies curricular initiative at UNISA with reference to the pedagogical insights provided by feminist scholarship on teaching, learning, and technology. We hope that our experience will provide insight into the parameters and process of creating an effective program in Gender Studies within an ODL context. 相似文献
15.
This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses. 相似文献
16.
S. D. D. V. Rughooputh M. I. Santally 《Educational technology research and development : ETR & D》2009,57(1):131-145
This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the
teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally
incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended
lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach
in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical,
administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap
to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that
the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations
as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the
overall teaching and learning framework at the University of Mauritius.
相似文献
| M. I. Santally (Corresponding author)Email: |
17.
PCK是学科教学知识的简称,是教师知识结构中的核心知识,对于教师的成长与发展具有重要的作用。通过对PCK内涵的探索,揭示其主要包含的教育学知识、学科知识和情境知识三个大范围的知识领域,并试图将代表教师的全部知识嵌入一个大环境之中,在此基础上建构教师发展的"倒金字塔"模式,分析合格型、熟练型、革新型三个阶段教师的发展过程,以促进教师的PCK发展。 相似文献
18.
This action learning study in a year three classroom explored the implementation of five formative assessment principles to assist students' understandings of the scientific topic of liquids and solids. These principles were employed to give students a greater opportunity to express their understanding of the concepts. The study found that the principles of formal assessment worked well in concert with the pedagogical framework of the interactive teaching model. 相似文献
19.
Aislinn O’Donnell 《British Journal of Educational Studies》2016,64(1):53-76
This paper outlines some of the implications of counterterrorist legislation, including Prevent, for the pedagogical relationship and for educational institutions. The concept of ‘radicalisation’, central to the Prevent Strategy, is one that is contested in the field of counterterrorism, yet educators are now expected to identify and refer students ‘at risk of radicalisation’. Such students are described as vulnerable throughout the policy documentation; however, the way in which vulnerability is conceptualised is resonant with colonial discourses of contagion and immunity, and it risks silencing and even pathologising the person labelled vulnerable. Prevent does not clearly define central concepts such as extremism, radicalisation, vulnerability, and this may make both students and staff fearful speaking freely in classrooms and lecture halls. Based on the experience of teaching IRA and INLA prisoners in the Republic of Ireland, the author outlines a set of philosophical and ethical principles that ought to underpin education. It is argued that education must not be subordinated to security and intelligence agendas on pragmatic, educational and ethical grounds. 相似文献
20.
基于Blending Learning的微课设计研究 总被引：3，自引：0，他引：3
通过分析比较Blending Learning概念和微课的概念、特征,提出了基于Blending Learning的微课新概念.依据Blending Learning教学过程设计模式,阐述了微课教学设计组成和原则,微课网络平台设计的基本形式、构成要素及活动特征.根据Blending Learning中师生角色、教学过程和视频录制等进行了微课分类,着重分析了讲授类和演示类微课的设计,以及微课视频录制技术应用,并且运用多媒体学习理论阐明了微课件的设计原则. 相似文献