论CDIO理念在外语教学中的应用——以韩国语教学为例     

邓晓正 《南昌教育学院学报》2012,(5):152+154

本文基于CDIO人才培养理念,认为在外语习得的过程也需要经过"构思——设计——实现——运作"这四个步骤。强调努力培养学生的语言基础知识、专业技能、团队合作以及综合运用能力。提倡在教学中以实践、创新的方式来培养外语人才。  相似文献   

Teamwork skills assessment for cooperative learning     

Paris S. Strom 《Educational Research and Evaluation》2013,19(4):233-251

Teamwork skills are required at work, but teacher efforts in many countries to track achievement within this context have been hindered by lack of assessment tools and input from students. The Teamwork Skills Inventory relies on peer and self-evaluation to establish accountability, identify competencies, and detect learning needs. Twenty-five items state the criteria students refer to in reporting observations about whether individual members of their cooperative learning group attend to teamwork, seek and share information, communicate with teammates, think critically and creatively, and get along with teammates. Ways to prepare students for authentic assessment and to process anonymous feedback from peers are discussed. A field test of 303 high school students and teachers determined validity and reliability. Students were able to recognize team skills as well as deficits of peers, and gender differences in competencies were acknowledged. A portfolio record of team skills enables teachers across subjects to apply united interventions.  相似文献   

Navigating the ‘invisible nets’: challenges and opportunities for women in traditionally male-dominated South Asian newsrooms     

Elanie Steyn 《亚洲交流杂志》2013,23(4):409-426

‘Invisible nets,’ ‘labyrinths’ and ‘glass ceilings’ are a sampling of the metaphors used to describe the impediments and challenges women face along their paths toward professional advancement, including those in media settings. Expanding on previous research, this article investigates newsroom management expectations and experiences related to communication and teamwork as managerial competencies among a sample of female journalists in Nepal, Bangladesh and Pakistan. Using a quantitative research design, the researchers outline opportunities and challenges for women in navigating the various obvious and subtle obstacles they face as they seek to advance professionally in traditionally male-dominated South Asian newsrooms.  相似文献   

Clinico-histologic conferences: histology and disease     

Shaw PA  Friedman ES 《Anatomical sciences education》2012,5(1):55-61

Providing a context for learning information and requiring learners to teach specific content has been demonstrated to enhance knowledge retention. To enhance students' appreciation of the role of science and specifically histology in clinical reasoning, disease diagnosis, and treatment, a new teaching format was created to provide clinical context, promote integration and application of science knowledge, and to foster peer teaching and learning: the Clinico-Histologic Conference (CHC) for the Mount Sinai School of Medicine Histology course. Teams of six students were each assigned specific disease processes and were charged with creating oral presentations and handouts that taught their classmates about the clinical manifestations, etiopathogeneses, diagnoses, and treatments of the assigned processes, along with comparisons of normal histology to the pathology of the disease. Each team also created four questions, some of which were used on Histology written examinations. The physician facilitator evaluated the presentation and handouts. About two-thirds of students agreed the CHC enhanced appreciation of the importance of histology, provided a context for integration and application of basic science to patient care and enhanced their ability to teach their peers. Student feedback demonstrated that the CHCs were successful in promoting teamwork, peer teaching, and the application of histology to diagnose diseases. The authors believe that teaching basic science content in this new format enhanced student learning and application of medical knowledge, and that this new teaching format can be adopted by other medical school courses.  相似文献   

It Takes a Team to Run a Restaurant: Introducing Elementary Students to the Interrelatedness of Occupations     

Andrew V. Beale 《Journal of Career Development》2003,29(3):211-220

This action-oriented classroom career guidance activity introduces elementary school students to the need for workers to work together in operating a newly opened restaurant. Through the use of pantomime and role play, students quickly realize that running a restaurant requires a variety of employees who work well together as members of a team.  相似文献   

新课程理念下初中英语课堂教学中合作学习的运用   总被引：1，自引：0，他引：1  

彭桂萍 《六盘水师范高等专科学校学报》2004,16(2):66-68

通过介绍合作学习的教学组织策略及其几种形式,指出其优点和不足,及其教师在合作学习过程中需要注意的问题,从而揭示了合作学习的内容及意义。  相似文献   

健美操教学中运用"固定小团体分层递进"教学模式的实验研究   总被引：2，自引：1，他引：1  

刘建敏  魏烨 《成都体育学院学报》2005,31(2):126-128

以新的课程理念为指导,提出并实施了在健美操教学中运用"固定小团体分层递进"教学模式的实验研究,结果分析表明:"固定小团体分层递进"教学模式对培养学生个性化的学习环境、团队精神、学习兴趣等方面有明显效果.  相似文献   

Group in‐course assessment promotes cooperative learning and increases performance          下载免费PDF全文

Margaret K. Pratten  Deborah Merrick  Steven A. Burr 《Anatomical sciences education》2014,7(3):224-233

The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In‐Course‐Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two‐way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team‐based, cooperative learning environment. Anat Sci Educ 7: 224–233. © 2013 American Association of Anatomists.  相似文献   

合作学习在中学物理教学中的运用     

杨方 《遵义师范学院学报》2014,(6)

小组合作学习的教学模式是实践新课程改革的重要途径。在中学物理教学中运用合作学习除了能提高学生的学习成绩,还激发了学生的学习积极性,增强了学生的学习主动性,活跃了课堂学习氛围,培养了学生综合应用知识的能力;同时也促进了学生之间的沟通协作能力和团队精神,还能提高教师的教学能力。在小组合作学习过程中要解决好“合理地讨论问题”、“科学合理地分组”、“完善合作学习规则”、“安排好教学时间”等问题。  相似文献   

浅谈拓展训练在中学体育教学中的运用     

郗哲 《科教文汇》2014,(6):127-128

21世纪是知识经济的时代,每个人都要面临知识的不断更新,中学体育教学也面临着由传统体育向新兴体育的转变。当今的体育教学在“健康第一”的指导思想下,关于课程、教学模式、教学内容等诸多方面的改革正在如火如荼地进行,其最终目标就是培养高智商、高情商,从而使现代青少年能够更快适应飞速发展的社会。根据新课改的要求,在学校体育课中除传授一些基本知识外,还应注重学生坚强的心理品质、良好的社会适应能力的培养。而拓展运动对学生健康、创新、心理品质等诸多方面都有很大的意义。  相似文献