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罗静 《广东教育学院学报》2013,(1)
中等职业学校是以就业为导向、以学生的职业能力为本位的教育. 《职业道德与法律》作为中等职业学校学生必修的一门德育课程,学校在重视学生技能培养的同时,应不断改革《职业道德与法律》课程教学,努力提高学生的职业素养,以求取得教学实效.本文在分析《职业道德与法律》课程教学改革必要性的基础上,对《职业道德与法律》课程教学改革进行了探讨. 相似文献
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王珂 《中国科教创新导刊》2013,(11):175-176
本文以《职业道德与法律》第八课第二课时《依法维护权益》为例,对德育课信息化教学进行了尝试。在教学目标上,从学生实际出发,把教育与教学、知识学习与问题解决有机地结合起来;在教学过程中,实现了学生主体地位,把教与学、学与做有机地结合起来,把个体学习与小组合作学习,课堂学习与课外德育实践活动有机地结合起来。借助图像、声音、动画、文字等多种信息化手段的运用,大大提高了教学效能。 相似文献
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张爱萍 《中国科教创新导刊》2013,(5):152-152,154
目的探讨CBL教学法在《职业道德与法律》教学中的应用。方法选择67名学生为对照组,69名学生为观察组,对照组采用传统教学方法,观察组采用以案例为基础的学习(Case-based Learning,CBL)的教学法。观察并比较两组的教学效果。结果观察组考核成绩优于对照组;观察组学生对自主学习和小组讨论教学形式的教学模式法评价较好。结论在《职业道德与法律》教学中应用以案例为基础的学习(Case-based Learning,CBL)的教学法效果明显。 相似文献
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卢满琼 《读与写:教育教学刊》2011,(6):185+197
《职业道德与法律》是中等职业学校学生必修的一门德育课程。其课程的教学目标是帮助学生了解文明礼仪的基本要求、职业道德的作用和基本规范,陶冶道德情操,增强职业道德意识,养成职业道德行为习惯;指导学生掌握与日常生活和职业活动密切相关的法律知识,树立法制观念,增强法律意识,成为懂法、守法、用法的公民。教师在德育课上要融入以人为本的理念,让学生"动"起来,充分表现自己。在教师指导下让学生自学,参与讲课、演讲、表演、讨论、辩论等形式,丰富学生的情感体验,提高学生的职业道德素质和法律素质,使学生在职业生涯中真正学会做事与做人。 相似文献
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随着我国教育事业的高速发展,中职教育也获得了长足进步。在中职教育过程中,《职业道德与法律》课程学习关系到一个学生能否顺利走上工作岗位,能否顺利融入工作环境,因而,对培养高素质的个体,《职业道德与法律》课程具有很高的重要性。本文将兴趣教学法应用于中职《职业道德与法律》这门课程,对改进课堂教学提高教学效率提出了建设性的意见。 相似文献
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甘肃农业大学在《思想道德修养与法律基础》课中创新实践教学形式,形成了以"道德小品"编写排演为主体的多种方式,道德小品题材源自与学生学习、生活和成长相关的道德和法律现象。婚恋情感、择业创业、亲情友情、职业道德家庭美德与社会公德,违法犯罪等成为小品的主要题材内容,近十年的教学过程证明了该种方式在大学生"立德树人"教育任务落实中的实效性。 相似文献
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Nienke Bijlsma Harmen Schaap Elly de Bruijn 《Journal of Vocational Education & Training》2016,68(3):378-394
Meaning-making and sense-making are generally assumed to be part of students’ personal vocational knowledge development, since they contribute to both students’ socialisation in a vocation and students’ personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make sense of vocational knowledge is not explained. Furthermore, examples of what these processes entail in the context of vocational education are lacking. A multiple case study was performed to explore students’ meaning-making and sense-making in classroom interactions in Dutch senior secondary vocational education. Our results show that meaning-making is a process in which students interpret vocational knowledge by explicating and clarifying this knowledge. Sense-making is perceived to be a process in which students concretise vocational knowledge by testing and justifying this knowledge. A research model was developed to describe how students make meaning and sense of vocational knowledge in interaction with practitioners. 相似文献
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柳士彬 《青岛大学师范学院学报》2005,22(3):103-106
目前我国教学表现出明显的知性化倾向.从本质上说,在知性化教学中,学生所形成的知识、技能和思想是外在知识、技能和思想符合于学生内在观念的直接结果;学生所获得的知识、技能和思想是外在知识、技能和思想在学生主体头脑中形成的虚幻影像;学生主体的超越性是指作为主体的学生在外在知识、技能和思想面前自主地位的无限拔高以及运用其知性化认识能力对外在知识、技能和思想的肆意宰制;学生主体对作为客体的外在知识、技能和思想的霸主式统治必然使学生无意识地坠落回被自己所统治的客体中从而导致其自身人性的异化. 相似文献
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Piret Soodla Anna-Liisa Jõgi Eve Kikas 《European Journal of Psychology of Education - EJPE》2017,32(2):201-218
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. 相似文献
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Jimmie Leppink Nick J. Broers Tjaart Imbos Cees P. M. van der Vleuten Martijn P. F. Berger 《Higher Education》2012,63(6):771-785
This study investigated the effects of four instructional methods on cognitive load, propositional knowledge, and conceptual
understanding of statistics, for low prior knowledge students and for high prior knowledge students. The instructional methods
were (1) a reading-only control condition, (2) answering open-ended questions, (3) answering open-ended questions and formulating
arguments, and (4) studying worked-out examples of the type of arguments students in the third group had to formulate themselves.
The results indicate that high prior knowledge students develop more propositional knowledge of statistics than low prior
knowledge students. With regard to conceptual understanding, the results indicate an expertise reversal effect: low prior
knowledge students learn most from studying worked-out examples, whereas high prior knowledge students profit most from formulating
arguments. Thus, novice students should be guided into the subject matter by means of worked-out examples. As soon as students
have developed more knowledge of the subject matter, they should be provided with learning tasks that stimulate students to
solve problems by formulating arguments. 相似文献
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夏涛 《金华职业技术学院学报》2008,8(4):39-40
目的：调查澧浦镇中小学生营养知识,了解中小学生对营养知识的了解、饮食习惯及营养状况,以便更好地对中小学生进行营养健康知识的宣传及营养指导,为促进少年儿童成长提供科学依据。方法：用自行设计的问卷表在专人的指导下进行调查。结果：小学组调查49人,其中营养知识欠缺的28人（57．1％）,饮食无规律的10人（20．4％）;中学组调查了253人,其中营养知识欠缺的87人（34．4％）,饮食无规律的66人（26．1%）。结论：中小学生的营养知识缺乏都较严重．需进一步加强营养健康知识的宣传和教育。 相似文献
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Elina Malleus Eve Kikas Sigrid Kruus 《International Journal of Science Education》2016,38(6):993-1011
This study describes primary school students’ knowledge about rainfall, clouds and rainbow formation together with teachers’ predictions about students’ performance. In our study, primary school students’ (N?=?177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school teachers’ (N?=?110) awareness of students’ understanding was measured with questionnaires and the results will be discussed in relation to teaching experience and the use of different teaching practices. Our results show that students in every grade hold a wide-ranging set of misconceptions that reflect different combinations of their own understanding and learnt scientific knowledge. Teachers tended to overestimate students’ performance and described second-grade students’ knowledge more accurately than fourth- and sixth-grade students’ knowledge. Teachers with less teaching experience were found to less overestimate and more underestimate sixth-grade students’ knowledge than teachers with more teaching experience. 相似文献
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语文的知识点具有内容涵盖面广、琐碎难记等特点。很多初中生在学习过程中不能很好地归纳与整理知识点,对语文知识难以形成系统性的记忆,以致影响学习效果。思维导图是一种能帮助学生整理和记忆知识点的有效方法。教师可以利用思维导图,增强学生对知识点的记忆,增强学生对文章脉络的理解,增强学生的写作能力。 相似文献
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建构主义理论运用于科学教学的15条原则 总被引：23，自引：0，他引：23
随着建构主义理论在科学教育领域中的运用与逐渐流行,一种基于建构主义的新的科学教学模式正在兴起。这种教学模式要求在科学教学中,应把科学知识的学习看作是学生主动建构知识的过程;应把科学探究作为学生建构科学知识的最重要的学习方式;应充分发挥学生在学习中的自主性,视学生为科学知识的主动建构者;承认学生的原有知识经验在学习中的重要性,了解并正确处理学生的前概念;运用概念转变策略,帮助学生实现概念转变;引发学生的认知冲突,激起学生科学探究的欲望;发挥教师的指导作用,为学生的知识建构提供支持条件;提供真实的情境,让学生获得经验,在情境中建构知识的理解;鼓励学生发问,提出开放性问题,让学生在问题解决中建构知识;开展多种形式的对话,在对话中建构知识;鼓励学生合作与交流,为知识的社会建构提供机会;鼓励学生反省,学会自主监控学习过程;重视学习方法指导,为学生知识建构提供认知工具与策略;提供学习资源,让学生参与寻找用于解决问题的信息;采用形成性评价,强调学生在学习过程中的表现。 相似文献
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Milagros Castillo-Montoya 《Teaching in Higher Education》2017,22(5):587-603
Educational research indicates that teachers revealing and utilizing students’ prior knowledge supports students’ academic learning. Yet, the variation in students’ prior knowledge is not fully known. To better understand students’ prior knowledge, I drew on sociocultural learning theories to examine racially and ethnically diverse college students’ sociopolitical prior knowledge, a component of sociopolitical consciousness. In this qualitative study, I interviewed 18 first-generation college students in the U.S. who were enrolled in two introductory undergraduate sociology courses. Study participants identified as African-American, Latino, and/or White. The study reveals that students’ sociopolitical prior knowledge is comprised of awareness and understanding and it varies by topic of discussion. Further, college students’ sociopolitical prior knowledge is informed by lived experiences and can relate to subject-matter content. Implications for teaching and learning include having a deepened sense of novice learners’ modes of thinking. 相似文献