小学高年级学生体育课"自主探究学习"模式的构建   总被引：1，自引：0，他引：1  

李长志  窦美婷 《体育学刊》2004,11(6):105-107

探索了在班级授课制条件下,实施以学生自练、议练、创练为一体的体育课“自主探究学习”模式。  相似文献   

Walking my talk as an intentional,embodied, (co)constructed environmental educator     

Peta White 《Environmental Education Research》2015,21(1):147-148

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Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing     

Heidi Wiebke  Meredith Park Rogers 《Studying Teacher Education》2014,10(3):222-238

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator.  相似文献   

Challenges in Enacting Core Practices in Language Teacher Education: A Self-Study     

Megan Madigan Peercy 《Studying Teacher Education》2014,10(2):146-162

In this study, I explore my practices as a teacher educator in one course both before and after returning to the K–12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and focus on the challenges I encountered in implementing the use of practice-based education in my work as a teacher educator. Qualitative data analysis revealed that in redesigning my approach to my course, I stopped short of my goals to make the course more practice-centered. Although I provided students with many opportunities to practice planning, I did not provide enough focused opportunities to practice implementation and to participate in giving and receiving feedback. I learned that engaging teachers in practice-based teaching requires teacher educators to be both specific and deliberate in setting their own purposes for establishing the centrality of practice in their courses and to explain these clearly to teacher candidates. Further work in which teacher educators study their use of practice-based pedagogy would benefit from using a self-study lens. Other researchers are urged to add to the limited body of research about the use of practice-based pedagogy with teachers of language learners, particularly English language learners.  相似文献   

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities     

Brandon M. Butler  Elizabeth Burns  Christina Frierman  Katrice Hawthorne  Alisa Innes  James A. Parrott 《Studying Teacher Education》2014,10(3):255-274

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.  相似文献   

“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher     

Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194

To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic.  相似文献   

网络助学在自学考试继续教育中的运用研究     

谌英 《湖北大学成人教育学院学报》2014,(4):62-64

随着高等教育自学考试改革不断推进和网络学习的日益普及,自考网络学习以其自身独特的优势被越来越多的人所重视。网络助学作为一个重要的平台,对进一步提高自考助学质量、降低学习成本、提高自考生一次性通过率有着重要的意义。  相似文献   

在化学教学中培养学生学习自我效能感的策略     

邹秋玉  沈理明 《科教文汇》2011,(25):106-106,168

本文阐述了化学教学中培养学生积极学习自我效能感的策略,帮助学生确立化学学习目标、让学生体验成功喜悦,对学生进行合理评价、多鼓励学生,创造和谐的师生关系和良好心理氛围、帮助学生正确归因。  相似文献   

关于大学生自主学习问题的若干思考   总被引：5，自引：0，他引：5  

陈维 《培训与研究》2002,19(6):96-98

本以自主学习模式和2002年5月完成的“大学生自主学习状况”的调查结果为依据。提出了培养大学生自主学习的意识和能力的途径和方法。  相似文献   

论高等教育自学考试教材建设     

陈小亚  杨永星 《职业技术教育》2002,23(19):41-42

加强自学考试教材建设对提高高等教育自学考试教育质量具有重要意义。本文认为加强自学考试教材建设应从三方面入手:编辑、出版高质量自考教材和辅助教材,建立合理有效的教材发行体系;重视自考教材内容的及时更新。  相似文献