多元智能与幼儿英语教学     

唐文杰  罗依娜 《学前教育研究》2006,(Z1)

近几年来,幼儿英语教学在我国获得蓬勃发展,但是由于缺少先进的科学理论指导,目前很多幼儿园的英语教学定位不准,目标不明确,给人感觉英语教学好像游离于学前教育体系之外。如何真正把英语教学纳入学前教育体系之中,已成为摆在我们面前的新课题。本文认为,加德纳的多元智能理论符合我国学前教育的培养目标和要求,用它来指导英语教学,能激发幼儿学习英语的兴趣,促进多种智能开发,提高整体素质,从而推进我国幼儿教育事业的发展。  相似文献   

数控实训教学方法及创新能力的培养   总被引：3，自引：0，他引：3  

张敏 《职业技术教育》2005,26(32):84-85

数控实训教学是机械类专业重要的实践环节,综合灵活地运用启发式、关联式、讨论式等教学方法,并辅以艺术性的表达,可提高实训教学效果.同时,按照因材施教原则增添设计性的实习内容,用最先进的技术知识激发学生的学习热情,对于培养学生的创新意识和创新能力具有重要作用.  相似文献   

基于多媒体的大学英语课堂教学设计探索     

南华  韦薇  何世恒 《柳州师专学报》2006,21(2):85-87,118

从学生、教师及多媒体教学软件等方面分析大学英语多媒体课堂教学设计现状,提出了设计大学英语多媒体课堂教学的三个原则,即以学生为中心原则、教学课件内容与多媒体教学形式相统一原则和互动原则。同时,还例举了大学英语多媒体课堂教学中的一些具体设计。  相似文献   

基于知识创造的工商管理专业学生综合素质提高     

甘大力 《煤炭高等教育》2005,23(6):87-89

从野中郁次郎的SECI知识创新模型出发，阐明知识转换的一般规律在学校的工商管理专业教育中对学生综合素质和创新能力培养的影响。在此基础上，强调了工商管理专业学生的培养要处理好业务素质和综合素质的关系、学习和创新的关系，提出了工商管理专业学生培养目标和教学模式的改革建议。  相似文献   

关于欠发达地区农村小学教师教学能力的调查     

王爱玲 《黑龙江教育学院学报》2007,26(2):51-53

本调查以农村小学校长,各市、区和县小学教研室教师,农村小学教师及小学高年级学生为调查对象,就农村小学教师的教学能力进行调查。调查方式采用问卷、访谈、随机听课等方式,取得了第一手资料,并分析调查结果,结论是:农村小学教师教学能力有待于提高。  相似文献   

Tracking Pre-service Teachers’ Changing Conceptions of Good Science Teaching: The Role of Progressive Reflection with the Same Video     

Benny Hin Wai Yung  Siu Ling Wong  Man Wai Cheng  Ching Sum Hui  Derek Hodson 《Research in Science Education》2007,37(3):239-259

A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit, develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on their changing conceptions of good science teaching. PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree.  相似文献   

多媒体技术在课堂教学中的合理运用     

杜学能 《铜仁学院学报》2006,8(6):85-88

掌握和应用好多媒体教学的技术与方法，是发挥多媒体教学优势，提高课堂教学效果，解决多媒体教学常见问题的有效途径。  相似文献   

课堂实践"三个一"与社会实践"二个一"--《毛泽东思想概论》实践教学的改革与创新     

刘加洪  曾宪恒  张焕新  苏世隆 《桂林师范高等专科学校学报》2006,20(1):75-77

实践教学是进行教学改革的重要内容之一。《毛泽东思想概论》的实践教学的改革与创新是通过多种多样的形式,把课程实践与社会实践相结合,以提高学生实践能力,并达到师生共建、馆校共育、多方受益的目的。一份份感想体会、学习心得、实践报告,不仅说明学生接受了教育,而且培养了他们的运用能力和创新能力,提高了他们的综合素质。  相似文献   

弗莱雷对话式教学：中国课堂教学改革的标杆与路径     

韩玉志 《美中教育评论》2007,4(6):30-33

弗莱雷被认为是20世纪後半期最重要的教育家之一。其代表作《被压迫者的教育学》建立了以培养批判意识为目的的解放教育理论。他大力提倡“对话式教学”，认为教育应具有对话性，“对话式教学”是培养人们批判意识的主要途径。他的对话教学观，不仅在理论上能使我们对中国当前的课堂教学改革有深刻的认识和觉醒，而且在实践上也是中国课堂教学改革的标杆和路径。  相似文献   

Reflectors as online extraverts?     

Kevin Downing 《Educational studies》2004,30(3):265-276

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.  相似文献