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1.
为了让学生更好地拿握捕捉新的知识信息的能力，为了给学生拓展更为广阔的发展空间，提高其对变化多端的社会需求的适应能力，进一步激发我院学生的创新能力，着重在市场经济条件下，从教育观念高度看人素质教育，我院人素质教育体现在帮助学生学会怎样做人上，努力营造化素质氛围，积极开设内容丰富的专题讲座等三方面进行阐述，旨意为我院教学改革提供参考依据。 相似文献
2.
总结开发、运行慕课《鲁迅十二讲》的经验得失,以下三点是值得注意的。第一,好的慕课,需要坚实的科研基础。慕课《鲁迅十二讲》第一期的线上学员对课程内容的极大肯定是与课程优异的科研基础分不开的。第二,好的慕课需要精良、丰富、即时的线上“教→←学”互动。精心运行的线上“教→←学”互动,是慕课《鲁迅十二讲》深受好评的另一大原因。第三,慕课教学对高校的教学管理也提出了新的要求,这涉及到慕课主讲教授的选择、课程业绩的认定,以及同步spoc课程线上线下的课时分配等。 相似文献
3.
谢芳 《衡阳师范学院学报》2011,32(5)
为了创造性地贯彻新教材的精神,我们制定了创造符合本校特色的教学战略。积极创新教学方法,逐渐摸索出了坚持专题学术讲座,组织集体备课,鼓励个性化教与学的教学模式。 相似文献
4.
任云仙 《成都教育学院学报》2010,24(8):92-94
课堂演讲是构建和谐课堂文化的重要途径。课堂演讲不仅可以使学生延伸课下阅读,而且也能够为其提供展示自己观点的文化平台,加强师生之间的对话交流,从而有利于和谐民主课堂文化的建构。课堂文化发生在特定的空间和特定的时间里,表现在教学活动的展开的全过程。和谐、生动、活泼的课堂文化不仅有利于激发学生学习的主动性,而且也会提高教师的教学兴趣和激情,营造良好的课堂气氛。 相似文献
5.
Tan Bee Tin 《Teaching in Higher Education》2013,18(5):525-536
This paper examines the complex relation between interest and comprehension recorded by postgraduate students in a language teacher education programme at various stages of two-hour lectures. The quantitative analysis suggests that its relationship with comprehension changes as the lecture continues. The analysis is also triangulated with the qualitative responses reported by students at different stages of the lecture. The type of comprehension that co-occurs with increasing interest differs from the type of comprehension that co-occurs with maintaining interest. Although the effect of comprehension on interest is low at the beginning of the lecture, its effect is more frequently noted as important at the later stages of the lecture. Postdictability (i.e., the ability to determine after the fact that unpredictability and difficulty that have been raised in the earlier parts of the lecture hang together and make sense) seems important in increasing interest, especially at the later stages of the lecture. 相似文献
6.
Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses? 总被引：1，自引：0，他引：1
Sehoya H. Cotner Bruce A. Fall Susan M. Wick J. D. Walker Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student
engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter.
We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on
IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end
of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their
understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued
to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating
the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate
of the IF-AT method are particularly commendable. 相似文献
7.
白战存 《黄冈师范学院学报》2006,26(4):1-4
李贽是明代后期名震朝野的异端思想家、著名文学家和教育家。他的主要著作都是老年时期寓居并讲学鄂东期间完成的;他的思想特别是独特的教育思想,也是在这一时期充分展示出来的。本文对李贽的教育思想进行了简明扼要的论述。 相似文献
8.
文科辅导教学的话语策略 总被引：1，自引：0，他引：1
在远程教育辅导教学中，采用恰当的话语策略是十分重要的。文科辅导课常用的话语表达方式，有个性复述法、定义构成分解法、概括法与再概括法、关键词法、例证法、辅导重点法及辅导性的板书法等。 相似文献
9.
薛宏冰 《黑龙江教育学院学报》2005,24(5):148-149
“体验型”文学课在应用时体现出来的特点,区别于传统的学生成绩测评方法,为“体验型”文学课量身制定了学生学习效果评定的四项内容,并根据其在教学过程中对学生知识内化的影响程度的大小界定了分值比例。 相似文献
10.
张树俊 《湖州职业技术学院学报》2010,8(2):91-94
大多海陵、如皋、海安等老泰州的教育文化工作者都知道,胡瑗在被聘为苏州府学之前在本地讲过学,但海陵、如皋、海安等地却找不到有关胡瑗在古泰州讲学的方志记载,而黄宗羲所述的胡瑗＂以经术教授吴中＂的＂吴中＂又容易引起理解上的错误,所以泰州人自己也产生了＂胡瑗是否在泰州讲过学＂的疑惑。事实上,黄宗羲所述的＂吴中＂指的就是泰州地区,明巡按直隶监察御史杨瞻在泰州安定书院内所立的《宋安定胡先生讲学故址》碑亦可为证。此外,泰州的一些地方志中也有不少士子师从胡瑗学习经术,以及范仲淹与胡瑗等人唱和泰州的记载。 相似文献