体验哲学基础上的大学英语听力教学     

孙崀 《海外英语》2012,(13):72-73,96

听力是获取信息的重要手段。如何进行有效的听力教学,使学生具有较强的听力理解能力一直是广大师生普遍关注的问题。体验哲学的三原则即语言的体验性、语言认知的无意识性和语言学习的隐喻性为英语听力教学的指明了教学的指导思想、过程和方法,为提高大学英语听力教学效果提供了新的思路和方法。  相似文献   

职业院校《食品营养与卫生》课程改革的探索     

孙芳 《中国科教创新导刊》2013,(23):195+210-195,210

根据职业院校学生的就业趋势,针对《食品营养与卫生》课程教学中存在的问题,笔者从教学内容、教学方法、实践教学环节及考核方式等方面进行了探索,旨在进一步提高本课程的教学质量和水平。  相似文献   

建筑设计基础课程教学改革浅析     

李相杰 《中国科教创新导刊》2013,(16):112-113

鉴于建筑设计基础课程在建筑学学科中的重要意义,对地方性大学的建筑设计基础课程面临的问题进行了分析。借鉴当前国内其他高校的成功经验,从教学思路、教学内容和教学方法三个方面入手,对该课程的教学改革进行了探讨和尝试。转变教学理念,整合教学内容,更新教学方法,展开技能训练、思维训练和知识积累"三位一体"的教学环节实施。并且对未来改革重点提出见解。  相似文献   

医科大学临床病理专业教学改革的探索与实践     

杜丽坚  任勇亚 《中国科教创新导刊》2013,(28):29-30,32

实施教学改革是培养高素质临床诊断病理学人才的关键。教学改革必须以提高学生的临床思维能力,培养分析问题和解决问题的综合素质为根本。本研究围绕临床诊断病理学的特点和规律,通过课程目标设计和教学方法多样化的改革,创新临床诊断病理学教学模式,为医学人才培养和课程体系改革提供有益探索。  相似文献   

高校逻辑学教学改革探析     

董英东  方明明 《毕节学院学报》2013,(12):53-57

逻辑学传入中国至今,取得了长足的发展,但也面临着一些困境。逻辑学教学改革主要应该从逻辑学教学的课程内容、逻辑学的人才培养、逻辑学教学方法、逻辑学的科研创新等几个方面着手。逻辑学是一门基础性、工具性学科,在培养人的理性思维、创新思维能力等方面具有重要的作用,应该受到教育主管部门和高校的高度重视。  相似文献   

Cronbach's Alpha Versus Components of Variance Approach (COVA): Dispelling Three Myths about Alpha and Suggesting an Alternative Reliability Statistic for Communication Trait Research     

Charles J. Wigley III 《Communication Research Reports》2013,30(3):281-286

This study examined the effects of sociocultural factors and perceptions of mental illness on preferences for indirect disclosure. We surveyed 354 college students from China and the U.S. The results indicated that (a) males and members of the collectivistic culture reported more stigmatized attitudes; (b) stigma endorsement was positively associated with preferences for indirectness; and (c) males, members of the collectivistic culture, and individuals without previous interpersonal contact with someone with a mental illness were more likely to recommend an indirect disclosure strategy. The findings demonstrate the importance of considering how sociocultural factors can affect individuals’ preferences for disclosing stigmatized identities.  相似文献   

Parental Self-efficacy and Sensitivity During Playtime Interactions with Young Children: Unpacking the Curvilinear Association     

Steven R. Wilson  Patricia E. Gettings  Lisa M. Guntzviller  Elizabeth A. Munz 《Journal of Applied Communication Research》2013,41(4):409-431

Although scholars and service providers typically assume that parental self-efficacy (PSE) facilitates sensitive parenting, this study finds that the association between PSE and observer ratings of parents' sensitivity during free play actually is curvilinear. Parents (33 mothers, 5 fathers) from an intergenerational learning program serving low-income families completed the Self-Efficacy for Parenting Tasks Index and were videotaped during a 15-minute play period with their infant/toddler at program entry. Parents' self-reported PSE is positively, albeit weakly, associated with observer ratings of parental sensitivity from low to moderate levels of self-efficacy but inversely associated with sensitivity from moderate to high self-efficacy. Qualitative analyses show that mothers who report high PSE but are rated as low in sensitivity introduce toys when their child is already engaged, restrict their child's access to toys, physically manipulate their child, and violate their child's proximal space. Parenting education programs need to develop strategies for reaching parents who enter with high levels of confidence but lack knowledge of competent parenting practices.  相似文献   

农业科技论文中“材料与方法”的审编     

冯学赞  马宝珍  王静  周贵连 《编辑学报》2013,25(4):346-348

综合多年来的编校工作经验,对农业科技论文"材料与方法"部分出现的细节性问题进行了研究,从研究区概况、取样和测定方法、数据统计分析方法等几方面进行总结分析,并提出了提高编辑自身学术素质、保持学术质疑态度、注意总结规律和经验等措施。  相似文献   

A Mixed Methods Content Analysis of the Research Literature in Science Education     

Asta B Schram 《International Journal of Science Education》2013,35(15):2619-2638

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.  相似文献   

Meta-Analysis of Meta-Analyses in Communication: Comparing Fixed Effects and Random Effects Analysis Models     

Ashley E. Anker  Amber Marie Reinhart 《Communication quarterly》2013,61(3):257-278

Thirty-nine meta-analyses obtained from the past 10 years of communication research (1997–2007) were reanalyzed using fixed effects (FE), random effects (RE), and Hunter and Schmidt (HS) meta-analytic methods. The majority of studies (62%) reported use of the HS model in the original analysis. Differences identified between models include (a) greater propensity for Type 1 error under the FE approach, (b) episodes of inflated effect size (ES) under the RE approach, and (c) high levels of heterogeneity in population ESs across studies. Recommendations are made for scholars to appropriately choose and implement meta-analytic models in future research.  相似文献