Reflective pedagogy: the integration of methodology and subject-matter content in a graduate-level course     

Rick C. Jakeman  Markesha M. Henderson  Lionel C. Howard 《Teaching in Higher Education》2017,22(2):207-221

This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our process of designing and teaching the redesigned course. We found that our efforts to integrate course content and methodology differed from students’ prior experiences and resulted in a disconnection between their experience and the intended course learning objectives. Recommendations include understanding the degree program culture and students’ course expectations, using assignments that facilitate learning of both theory and methods, and balancing classroom discussion among theory, methodology, and the integration of the two.  相似文献   

浅谈杜威反省思维与教学方法的思想   总被引：1，自引：0，他引：1  

左小文 《福建教育学院学报》2003,4(10):68-70

杜威重视儿童思维能力的培养 ,认为学校的教学活动应该唤起儿童的思维 ,他的反省思维、“思维五步”和“教学五步”的思想 ,对我们不无启示。  相似文献   

论大学英语语法教学改革     

张风 《滨州学院学报》2004,20(3):81-83

在回顾外语教学法的历史,分析大学英语语法教学现状的基础上,提出了当前大学英语语法教学的几点改革措施,即明确语法教学的内容;把握语法教学的层次;要有针对性和选择性;适当运用母语,加强正迁移;慎重利用语法教学的方法。  相似文献   

案例教学在思想道德修养课中的运用   总被引：1，自引：0，他引：1  

闫晓梅 《集美大学学报(教育科学版》2004,5(2):84-87

如何提高德育的有效性是学们热衷于讨论的一个话题，作为教师，在思想道德修养课教学实践中体会到，案例教学是很不错的教学法，促进师生的互动与合作，让理论由于回归生活而变得更加丰满和富有魅力，改变学生上课只是带着耳朵来就可以的惰性，培养其动脑、动嘴、实际解决问题的能力。主要结合实际工作中的体会，谈谈思想道德修养课中案例教学的运用及其注意事项。  相似文献   

"从心所欲而不逾矩"——论冯友兰晚年哲学史研究与哲学思想的会通     

乔清举 《商丘师范学院学报》2007,23(2):1-8

冯友兰的《中国哲学史新编》在方法论上的特色是融会了“新理学”体系、马克思主义和中国哲学史三者的思想观点。在关于唯物唯心的区分上,冯友兰独特地采用了主客观关系,由此把哲学是人生的反思的思想引进哲学史,使之成为研究的元理论。他又通过“具体共相”的概念,沟通了作为精神生活的认识论和人生境界,使得对中国哲学史的评价就不再单纯是从认识论的角度评价的唯物唯心问题,而同时也是或者说更主要的是关涉到人的安身立命的价值问题,从而真正切近了中国哲学的内容,解决了中国哲学存在的价值和意义问题,也实现了对“新理学”的超越复归。这种复归是以理学为基础消融心学的问题,是“从心所欲而不逾矩”。“境界说”作为元理论,使得《中国哲学史新编》超出了20世纪30年代两卷本《中国哲学史》的价值。由此言之,《中国哲学史新编》具有消化马克思主义、总结“新理学”和中国哲学史研究的双重意义。  相似文献   

Application of response surface methodology in medium optimization for pyruvic acid production of <Emphasis Type="Italic">Torulopsis glabrata</Emphasis> TP19 in batch fermentation     

Zhang J  Gao NF 《Journal of Zhejiang University. Science. B》2007,8(2):98-104

Response surface methodology （RSM） was used to optimize the fermentation medium for enhancing pyruvic acid production by Torulopsis glabrata TP19. In the first step of optimization, with Plackett-Burman design, ammonium sulfate, glucose and nicotinic acid were found to be the important factors affecting pyruvic acid production significantly. In the second step, a 23 full factorial central composite design and RSM were applied to determine the optimal concentration of each significant variable. A second-order polynomial was determined by the multiple regression analysis of the experimental data. The optimum values for the critical components were obtained as follows： ammonium sulfate 0.7498 （10.75 g/L）, glucose 0.9383 （109.38 g/L） and nicotinic acid 0.3633 （7.86 mg/L） with a predicted value of maximum pyruvic acid production of 42.2 g/L. Under the optimal conditions, the practical pyruvic acid production was 42.4 g/L. The determination coefficient （R^2） was 0.9483, which ensures adequate credibility of the model. By scaling up fermentation from flask to jar fermentor, we obtained promising results.  相似文献   

网络语言遮蔽与去蔽     

胡业生 《哈尔滨学院学报》2011,32(10):23-25

文章通过网络语言、价值观概念历史、逻辑界定比较,挖掘个体、社会、文化三个纬度价值观研究现状分析,比较价值观研究发现：价值观本体论研究出现退隐;方法论视角呈现多径路非逻辑性融合;价值论层面出现依附性论域扩张,价值的偶适性、适当性与文化多元性自洽。  相似文献   

从费氏看新时期思想政治教育改革     

崔素娟 《哈尔滨学院学报》2011,32(9):133-136

高校思想政治教育在以人为本的教育理念下,迎来新一轮的改革浪潮。在这一浪潮中机遇与挑战并存。来自20世纪的科学哲学家费耶阿本德有着非常独特的思想见解,他由此也备受争议,但这些见解其实对思想政治教育的改革理念和思维有着积极的意义。  相似文献   

Skirting the Sketch: An Analysis of Sketch Inhibition within Contemporary Design Higher Education     

Lisa Thurlow  Peter Ford  Grahame Hudson 《The International Journal of Art & Design Education》2019,38(2):478-491

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.  相似文献   

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources     

Jane C. Holland  Teresa Pawlikowska 《Anatomical sciences education》2019,12(3):245-256

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.  相似文献