共查询到20条相似文献，搜索用时 15 毫秒
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数学是一门严谨而又系统性较强的学科,各部分知识紧密联系,一环扣一环.所以在教学中必须注意新旧知识的联系,加强基础知识的理解和应用,创设问题情境,引导思考,激励思维,以更好地提高数学教学质量. 相似文献
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Surveys have consistently shown that training evaluation is not as widely utilized as many think it should be. This study sought to determine the extent to which technical training, which is often thought to be easier to evaluate but has not been studied, utilizes accepted evaluation techniques. A survey was sent to a random sample of 334 members of the ASTD Technical and Skills Training Professional Practice Area, resulting in a usable response rate of 35%. Data were gathered on the types and methods of evaluation used, reasons for not evaluating, organizational training practices, and selected demographic information. The results showed that technical training evaluation practices were essentially the same as those reported for training in general. Furthermore, an examination of historical benchmarks showed that evaluation practices have not changed much in the last forty years. These findings suggest the need for a new research agenda on organizational training decision‐making processes. 相似文献
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Science & Education - This study sought to discover what aspects of the nature of science (NOS) should be emphasized to nurture great scientists. To this end, educational practices in the... 相似文献
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在翻译实践中,语用歧义、俚俗语等的存在给译者带来很多困惑。Eugene A Nida对“形式对等”和“功能对等”的区分解决了翻译界长期以来直译与意译之争,有效地指导译者在翻译过程中尽力寻求“最贴近原语信息的自然对等”。 相似文献
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Learning Practices in Vocational Education 总被引：1，自引：1，他引：0
Viveca Lindberg 《Scandinavian Journal of Educational Research》2013,57(2):157-179
The article describes the learning practices created by 12 vocational teachers from five programmes by the tasks they give their students to work with. 'Classroom tasks' were observed and analysed according to their content, their forms, and the tools used. Further, the texts used for/written in connection with the tasks were classified. Three types of tasks were identified: school tasks, simulation tasks and vocational tasks. Many tasks in all three categories required the students to read quite a lot. The texts the students were to read were of two kinds: school texts and vocational texts (manuals, handbooks etc.). Most of the texts were vocational and were part of the tools the students were supposed to use in their daily work. This indicates that vocational education is often assumed to be 'practical'--as opposed to 'theoretical' programmes that prepare for further studies--also increasingly rely on texts. The texts you read and how you read them are, however, specific for each vocational area. The different learning practices, represented by the tasks in this study, can be described as bridging from one social practice, that of the school, to another--that of the vocation. 相似文献
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《学校用计算机》2013,30(2-3):61-77
Summary Distance education is changing the landscape of higher education and many faculty are now developing Web-based courses. This paper describes the lessons learned by the authors' experiences and research and offers a specific set of pedagogical and assessment strategies that they have found to be successful in online settings. The authors have found that classes delivered on the Web provide a viable option for professional development of K-12 teachers, and that the learning that occurs is of equal quality to those university courses taught on campus. Web-based courses offer students an opportunity to take courses anytime, anyplace. 相似文献
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Sip J. Pijl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(2):117-131
Teachers evaluate the progress of their students in several ways, ranging from informal (looking over the shoulder) to formal (applying a test). Twenty-four teachers in regular and 26 teachers in special education participated in a research project, in which evaluation procedures and instructional decisions were described on a daily basis during six weeks. Results show that teachers evaluate virtually all the tasks appointed to their students. Most of these evaluation activities are informal, recording is transitory and the instructional implications do not deviate much from the teachers' planned program. The current practice of evaluation does not seem to be a firm basis for decisions on adjusting instruction to the needs of students.
Zusammenfassung Lehrer bewerten den Fortschritt ihrer Schüler auf verschiedene Art und Weise vom informellen über die Schulter sehen zum formellen Anfertigenlassen von Tests. Vierundzwanzig Lehrer der normalen Schulpädagogik und 26 Sonderschulpädagogen nahmen an diesem Forschungsprojekt teil, bei dem Evaluationsverfahren und Entscheidungen bezüglich des Unterrichts über sechs Wochen täglich aufgeschrieben wurden. Die Ergebnisse zeigten, daß Lehrer praktisch alle ihren Studenten übertragenen Aufgaben auswerten. Die meisten Evaluierungsaktivitäten sind informell und werden übergangsmäßig erfaßt. Die Durchführung des Unterrichts weicht nur geringfügig von der vorherigen Planung ab. Die gegenwärtige Praxis der Evaluierung scheint keine gute Basis für Entscheidungen über die Angleichung des Unterrichts an die Bedürfnisse der Studenten zu sein.
Résumé Les enseignants évaluent le progrès de leurs étudiants de différentes manières, allant de la méthode informelle (regarder par-dessus l'épaule) à la méthode formelle (administrer un test). Vingt-quatre enseignants d'enseignement général et 26 d'éducation spécialisée ont pris part à un projet de recherche, dans lequel les procédures d'évaluation et les décisions en matière d'enseignement ont été décrites quotidiennement pendant six semaines. Les résultats obtenus montrent que les enseignants évaluent pratiquement toutes les tâches assignées à leurs élèves. Ces activités d'évaluation sont dans l'ensemble informelles, la tenue de registres est temporaire et les implications pédagogiques ne s'écartent pas beaucoup du programme planifié des enseignants. La pratique actuelle d'évaluation ne semble pas constituer une base solide pour les décisions permettant d'adapter l'enseignement aux besoins des étudiants.相似文献
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《学习科学杂志》2013,22(1-2):113-163
In this article, we describe a methodology for analyzing the collective learning of the classroom community in terms of the evolution of classroom mathematical practices. To develop the rationale for this approach, we first ground the discussion in our work as mathematics educators who conduct classroom-based design research. We then present a sample analysis taken from a 1st-grade classroom teaching experiment that focused on linear measurement to illustrate how we coordinate a social perspective on communal practices with a psychological perspective on individual students' diverse ways of reasoning as they participate in those practices. In the concluding sections of the article, we frame the sample analysis as a paradigm case in which to clarify aspects of the methodology and consider its usefulness for design research. 相似文献
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论大学生的创业实践 总被引：1，自引：0，他引：1
周清华 《通化师范学院学报》2004,25(9):73-76
大学生创业实践是高等院校开展创业教育的重要环节 ,是大学生增强创业知识、培养创业能力的主要途径。大学生的创业实践活动主要有校内创业实践与校外创业实践 ,校内创业实践旨在强化知识、增加技能 ,校外创业实践重在丰富创业知识、提升创业能力、增强创业绩效 相似文献
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程宗璋 《金陵科技学院学报(社会科学版)》2002,(2)
通常对竞争行为的关注往往局限于商业领域 ,事实上有些有碍公平竞争的行为既非得力于行为人的经济优势 ,也没违反商业诚信原则 ,比如 ,通过滥用行政权进行干预、通过非生产性的寻租活动、通过暴力打击竞争对手等等 ,同样会扭曲竞争机制。基于这一考虑 ,作者分析了行政干预、寻租活动、暴力竞争等非商业行为的反竞争性 ,力求从“非商业手段”的视角对反竞争行为进行探讨 ,认为应由多种法律部门对这些反竞争行为进行综合治理。 相似文献
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体育教学中合作学习的实践研究 总被引：5，自引：0，他引：5
“合作学习”作为一种教学模式。它通过师生、学生之间的互动．可充分体现教师的“主导”与学生的“主体”作用、学生的个性与创造力得到培养和发展．通过对什么是“合作学习”和实践运用的阐述,进一步探讨如何在体育与健康课程教学中合理运用“合作学习”． 相似文献
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《赣南师范学院学报》2019,(4):90-97
发誓习俗可简称誓俗,为古今中外所常见,是人们用仪式和语言约束誓者行为的一种手段。誓俗可以分为战誓之俗、婚誓之俗、义誓之俗和君臣誓之俗等四种类型。发誓的一般模式为:以象征活动(祭神、歃血等)为中心,宣告发誓动机、规定约束条件、央告神圣见证、约定违誓惩罚;誓词模式有三种:第一,陈述/陈述证伪/后果;第二,陈述/不可能的条件/陈述证伪/后果;第三,不可能的条件/有待做出的陈述。发誓是人们保证诚信的一种方式,但是,人们的行为主要由政治、经济、军事等多方面的考虑所支配。因此,誓俗普遍存在,誓言却未必有效。 相似文献
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对我国大学排行实践的回顾与思考 总被引：16，自引：0，他引：16
董秀华 《清华大学教育研究》2002,23(4):90-95
随着广东管理科学研究和网大的大学排行榜陆续推出，大学排行问题已成为人们关注的热点。本文首先对我国大学排行实践的基本脉络进行了梳理，进而结合国外大学排行的基本情况，对大学排行的目的、实质及数据资料建设等基本问题进行了探讨。 相似文献
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E. Balatskii 《Russian Education & Society》2014,56(2):58-79
Russian universities do not do well in international rankings. Recent attempts in Russia to create different forms of ranking are aimed at reflecting what strengths universities there may have, but it is up to the universities themselves to find ways to better characterize themselves in existing systems of ranking. 相似文献