学分银行理念下开放教育综合实践教学改革初探     

谢妙忻  吴晓辉 《继续教育研究》2021,(1):33-36

随着信息技术日新月异、行业形态不断改变、新业态源源不断出现,社会对人才培养也随之提出更高的要求。在开放教育中,综合实践教学虽然处在战略性地位,但是在学习者专业技能培养中,往往只偏重于理论教育,实践技能教育存在流于形式、学习内容陈旧、实践资源缺失等问题,导致人才培养与实际岗位需求脱节。为了适应开放教育的发展趋势,结合当前开放教育综合实践教学中存在的实施不足、教学方式单一和实践基地弱化等问题,提出开放教育综合实践教学模式应以“学分银行”理念为基础,对综合实践教学进行行之有效的改革,以提升其教学质量和有效性。  相似文献   

When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students     

《Teaching and Teacher Education》2020

In two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way.  相似文献   

Promoting quality education in Chile: the politics of reforming teacher careers     

Alejandra Mizala 《教育政策杂志》2020,35(4):529-555

ABSTRACT

Reformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks.  相似文献   

苏北高职院校体育教学改革实施中教师阻抗的现象学分析及消除策略     

姜龙  秦博  骆勇 《体育科技文献通报》2020,(4):26-27,31

本文将教师阻抗定义为由于自身或外界因素导致教师对现有体育教学改革表现出的不满、反对、甚至抵制心理和行为。研究以教师阻抗为问题切入点,重点探究教师阻抗的内在原因。具体分析内容包括:现有体育教学改革实施现状、体育教师态度真相、冷落改革,阻抗缘由,并结合阻抗缘由提供相关消解建议。本研究主要以现象学研究方法作为方法论基础,由悬置与还原、体验与描述、反思与归纳、本质的呈现作为重点环节,参照Pollio的现象学研究方法流程,采用深度访谈,访谈对象20人,每轮访谈结束后及时将访谈录音转录为文本形式,访谈文本132571字。对访谈文本采取归纳与演绎相结合的形式,精简提炼并进行具体论证分析。结论:(1)高职院校体育改革情况并不理想,阻抗现象真实存在;(2)体育教师内心支持改革,主观排斥现象罕见,阻抗现象另有他因;(3)体育教师阻抗主要由于教师对公共体育课程教学指导纲要无从下手,各校围绕体育教学改革中需要变更新的大纲、教学方法、评价方式等工作茫然无措所导致。以此建议多安排一线教师参加培训学习;制定更为客观、易操作的教学方法和评价方式应用于高职院校体育教学一线;增大资金及人力投入;提高教师文化自信等方面,消除改革中出现的部分教师阻抗,也为高职体育改革提出一些思路。  相似文献   

Adaptation of lesson study in a Danish context: Displacements of teachers’ work and power relations     

《Teaching and Teacher Education》2020

Though lesson study adaptations in the West have flourished, there is scarcity of associated culturally sensitive research. We contribute such research by exploring the conflicts that emerge when Danish teachers engage in lesson study. Using figured worlds, we analyze how teachers realize lesson study in their local setting through their dynamic orientations towards possibly conflicting worlds. We show how this realization challenges the teachers’ work and power relations and is influenced by broader issues of culture and power. We conclude that, in order to adapt lesson study in Denmark, it is necessary to address the overriding cultural characteristics we identify.  相似文献   

《房屋建筑学》教学改革探讨     

刘应扬 《教育教学论坛》2020,(14):154-155

文章结合《房屋建筑学》教学的现状和主要问题,对课程的改革进行了探讨,主要包括课堂教学、实践环节和课程设计三个方面。通过走出去、领回来和动手做三个方面的措施,以期得到良好的教学效果,培养新时代土木工程的专业人才。  相似文献   

Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators     

《Teaching and Teacher Education》2020

Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued.  相似文献   

From objects to subjects: Repositioning teachers as policy actors doing policy work     

《Teaching and Teacher Education》2018

Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.  相似文献   

档案学精品资源共享课建设的现状、要求与路径——以广西民族大学为例     

陈勇  王瀚 《档案管理》2020,(3):112-114

档案学精品资源共享课建设应按照高质量的要求,建设"一流的教师队伍、一流的教学内容、一流的教学方法、一流的教材、一流的教学管理",实现优质的网络教学资源共享,促进档案学专业建设,提高教学和人才培养质量。  相似文献   

应用型人才培养模式下的“开放式”体育教学改革与研究——以莆田学院为例     

彭毅  陈小芳 《当代体育科技》2020,(10):11-14

本文采用文献资料、个案研究等方法,对莆田学院应用型人才培养模式下的“开放式”体育教学改革进行调查研究,旨在剖析其改革的具体方法,并提出以下建议:(1)宏观方面,建议政府出台支持政策,积极引导校企合作,建议企业依据自身需要,将相关需求的市场信息反馈给学校,实现地方社会事业、学校和企业的“三方”共赢。(2)微观方面,学校积极提升自身的“软”与“硬”实力,结合市场需求,充分利用校企合作的市场机遇,调整人才培养模式,充分运用现代信息技术,实现体育教学理念、教学内容要和方法、教学时间和空间、教学评价体系上的开放,培养满足市场需求的专业技术人才。  相似文献