高中历史课堂教学"互动"的思考

新的历史课程标准要求以学生为本,实现课堂教学的互动.本文从"互动"教学的质量-搞好"互动"教学的前提以及"互动"教学的核心三个方面对全面实行互动教学进行了探索,最后就实现"互动"教学能够全面地改革课堂教学,能够全面提高学生的素质方面进行陈述.     

师生互动:提升物理课堂教学有效性的策略

师生互动的教学实践是我国新一轮课程改革的重要内容,课堂教学是师生双方交往、互动的舞台,是学生探究知识、获得发展的场所.本文分析当前互动教学误区,反思课堂互动教学现状,从有效师生互动的前提、保证、途径、平台、手段等方面来探索如何提高课堂互动的有效性,对促进师生有效的教与学有十分重要的价值.     

实施师生互动感受数学课堂快乐

现代教学论指出,教学过程是师生交往、积极互动、共同发展的过程.没有互动,没有交往,就不存在或未发生教学.笔者认为:现代的数学课堂需要构建互动型的师生关系,在师生平等的交往、互动中,感受数学课堂快乐.     

情境导入及角色对位——浅谈大学英语课堂的"听-说"互动

大学英语听说课堂的有效互动是实现教学目标的重要途径,而课堂教学中如何更好地将听力教学和口语教学巧妙的结合起来是教学的重点和难点.本文以情景导入及角色对位为切入点,探索并分析提高听说互动的一些尝试,以期为丰富课堂教学活动,提高互动效率提供一些参考.     

大学物理互动教学的实践与探索

本文分析了当代物理教学的现状及存在问题,阐述了教学改革的重要性.对大学物理互动教学的理论进行探索,提出互动教学是培养学生的创造性思雏和创造性精神,形成创新能力,发掘学生的潜能的一条重要途径.     

"教改思路":让数学变得更容易些

学生主动学习有多种形式,体现为多向互动,与教师、与教材、与教学媒体、与同学等互动,这是互动对象的多向;阅读数学课本、提问题、做练习、进行观察、说看法、议疑义以及动手操作、模拟表演、独立思考等,这是互动方式的多向. 笔者在开展数学教学多向互动中发现一些问题,如:"无用互动"过剩加剧,数学教与学出现逆向调整.     

浅谈高中化学教学中的互动

本文将就"浅谈高中化学教学中的互动"这一课题进行探讨,重点探究为完成高中化学课程标准所提出的要求,如何在素质教育的主阵地一课堂中实施互动策略,以及针对具体化学教学内容实施哪些有效的互动.     

数学课堂教学有效性的探究——师生互动

在一个有效的师生互动的过程中,学生的认知行为与学生的学习情感是密不可分的.认知互动并不能促进学生高层次思维的发展,只有以积极的情感互动和高层次认知互动为核心的学习方式,才能促进学生全面素质的提高.那么.在小学数学课堂教学中,又该如何实施有效的师生互动,使师生互动能够促进学生的数学学习呢?现结合自己的教学实践谈几点看法.     

初中生物教学过程中的教与学

本论文主要探讨生物教学过程中的教学互动,培养学生的科学价值观,促进学生思维的发展.     

一主三导四互动——对优化英语讲评课教学模式的思考

讲评课是英语教学中的一个重要课型,也是广大外语教师努力探索的课题.文章在借鉴多种教学原则和教学模式的基础上,提出"一主三导四互动"的讲评课教学模式:"一主"即自主学习,"三导"即"引导、指导、辅导","四互动"即师生互动、生生互动、人机互动、资源互动.教师在有效备课、有效导课、有效的课后反思与总结的努力下,将"一主三导四互动"的讲评模式与其他教学模式有机、辩证地结合起来,方可提高英语教学的有效性.     

Sustainability in Construction Education

It is widely recognized that sustainability should be incorporated into engineering education. To prepare students with sustainability knowledge and techniques, engineering educators need to develop appropriate class contents and effective teaching techniques. Based on experience from developing and teaching a sustainability course within the construction management program in the civil engineering department, this paper discusses the process of identifying sustainability knowledge areas, course planning, and lessons learned from the class. The paper also includes main class topics as well as students’ feedbacks, both of which may serve as a starting point for continuous improvement of sustainability education in construction.     

The effectiveness of western creative teaching methods in China: An action research project.

A total of 54 students from a design department in a Chinese higher education institution took part in a 7-week action research project, which was intended to test the efficacy of U.K. creative teaching approaches in the Chinese educational context. The study took the form of a quasi-field experiment. A creative pedagogic model developed in the U.K. was used to deliver the Chinese curriculum to a class of second-year Bachelor of Arts Graphic Design students (the experimental class), while another class of students with similar student composition (the control class) received the traditional Chinese model of education. Visual outcomes produced by students from the two classes before and during the teaching intervention were evaluated for overall creativity, originality, design quality, and experimental range. Levels of student effort, motivation, enjoyment, and confidence in experimentation were measured through a student questionnaire examining the impact of different pedagogic models on student creative abilities and other related attributes. Both quantitative and qualitative results suggest that the creative methods developed in the U.K. were highly effective in encouraging learner creativity and related attributes such as intrinsic motivation, enjoyment, and confidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The proposal to certify nurse anesthetists

RATIONALE AND OBJECTIVES: The application of information technology to teaching radiology will profoundly change the way learning is mediated to students. In this project, the integration of veterinary medical students' knowledge of sonography was promoted by a computer-assisted instruction program and a subsequent practical class. METHODS: The computer-assisted instruction program emphasized the physical principles of clinical sonography and contained simulations and user-active experiments. In the practical class, the students used an actual sonographic machine for the first time and made images of a tissue-equivalent phantom. Students' responses to questionnaires were analyzed. RESULTS: On completing the overall project, 96% of the students said that they now understood sonographic concepts very or reasonably well, and 98% had become very or moderately interested in clinical sonography. CONCLUSIONS: The teaching and learning initiatives enhanced an integrated approach to learning, stimulated student interest and curiosity, improved understanding of sonographic principles, and contributed to an increased confidence and skill in using sonographic equipment.     

Teaching metaphors of student nurses

This research focused on exploring the metaphors nursing students use to express their experience of university teachers' practice. A social constructivist approach to meaning underlies the process of interpreting student language in this study. The following evolved as major research questions: What are the metaphors students use to describe teaching? How do these metaphors operate? The research concluded that: students readily use metaphors to describe their experiences of teaching within the nursing degree programme; there is a pattern to the choice of metaphors; some of these images function as incremental or constructive metaphors, extending understanding of what it means to teach; others support current understandings and reflect taken-for-granted notions of teaching. Specific metaphors used by students to describe teaching were contextually analysed. A number of them may offer teachers of nursing insight, into their craft. Metaphors such as teacher as umpire, teacher as student, teaching with distance and teaching the big picture may be useful images for teachers to think about to guide their practice.     

高专护士生英语听说应用能力培养探讨

在对护士生英语听说应用能力培养的探讨中,通过对照班和实验班的对比试验研究发现,试验前两个班级听说能力差异不大,通过在试验班采用不同的教学方法和手段,结果试验班的听说能力明显优异于对照班.     

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science

A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.     

对高职院校“两课“教学的思考

通过对高职院校师生现状和教学模式的分析,提出对高职"两课"教学模式进行改革,即改革现在的课堂教学模式,加大实践教学比例,采取多种形式,使理论与实践紧密结合.     

Structural Surface-Achieving Model in the Teaching and Learning Process for Construction Engineering Students

Education is a systematic teaching-learning process involving four main components (teachers, students, knowledge, and the environment) and three main subprocesses (teaching, learning, and evaluation). Throughout the education process, students’ learning is considered as the core subprocess, though various interactions are involved among the variables in the components. The surface-achieving learning approach (achieving motive and surface strategy) is not generally recommended by educational psychologists, but it is the most popular learning approach used by construction engineering students in Hong Kong. In order to investigate the reasons for this phenomenon, a structural surface-achieving learning model is established that includes key learning factors. In this paper, teaching approach, learning approach (achieving motive and surface strategy), year of study, gender, performance, and satisfaction are all considered as major elements of the teaching-learning process. Using the LISREL program, three optimized structural equation models were established separately for the three teaching approaches (transferring, shaping, and traveling). The study confirmed a partial causal relationship among the hypothetical variables and revealed six interesting points: (1) shaping is an exogenous variable that has the least effect on the surface-achieving learning approach among the three teaching approaches; (2) the traveling teaching approach, like the transferring and shaping teaching approaches, causes students to adopt the surface strategy in the learning process; (3) good performance can be obtained even though the surface strategy is adopted by construction students in Hong Kong; (4) students’ performance is a factor encouraging or discouraging educators to use the traveling teaching approach in construction education; (5) satisfaction is an essential variable that induces students to learn with an achieving motive; and (6) female construction students often perform better than their male counterparts.     

Student evaluations of college professors: Are female and male professors rated differently?

Over 1,000 male and female college students of 16 male and female professors (matched for course division, years of teaching, and tenure status) evaluated their instructors in terms of teaching effectiveness and sex-typed characteristics. Male students gave female professors significantly poorer ratings than they gave male professors on the six teaching evaluation measures; their ratings of female professors were poorer than those of female students on four of the six measures. Female students also evaluated female professors less favorably than male professors on three measures. Student perceptions of a professor's instrumental/active and expressive/nurturant traits, which were positively related to student ratings of teaching, accounted for only a few of these gender-related effects. Student major and student class standing also played a role in the evaluation of professors. The importance of gender variables in teacher evaluation studies is discussed, and implications for future research are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

College students' self-insight and common implicit theories in rating of teaching effectiveness.

The objectives of this study were to determine whether (a) students have self-insight into how they make overall evaluations of teaching effectiveness, and (b) there is a reasonably high level of consensus among the student raters in making overall evaluations. A policy-capturing approach was used with 3 different college student groups (94 introductory geology, 82 accounting, and 53 graduate education students) to determine the implicit and explicit weights of the teaching factors students used in arriving at their overall evaluations. The results indicated that the students had self-insight and a reasonably high level of consensus in making their overall evaluations, providing further evidence of the validity of students' overall evaluations of teaching effectiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)