网络学习环境下英语学困生转变的实证研究

高职院校里英语"学困生"普遍存在.他们的存在势必会影响新形势下高校的教学改革,影响教育质量.如今,现代信息技术广泛运用于教学中,如何把信息技术与英语教学有机结合起来,推进英语教学改革.本文根据建构主义学习理论,充分利用网络优势,基于网络学习环境,培养学生自主学习能力,从而使英语学困生成功的转变.     

关于提高高职高专英语第一课堂教学质量的思考

随着高职教育在全国范围内迅速发展,许多新兴的高职院校纷纷成立.高职教育担负着培养社会高级应用性人才的重任.但当前我国的高职高专英语教学面临着很多难题.特别是在最近几年,高职院校不断扩招,生源英语水平较以往有了一定程度的降低.如何有效提高高职院校学生的英语学习水平是当前高职英语教师亟待解决的一个课题.第一课堂的英语教学承载者重要的高职英语教学任务,课堂的教授质量直接影响着高职学生的英语水平,所以作为高职院校的英语教师,应该重视第一课堂的教学设计和教学效果,使学生真正能在课堂上能学其所需.本文以课堂教学为基础,重点探讨有关如果提高第一课堂英语教学质量.     

从思维培养的角度探新高职院校人才培养

对高职生思维能力的培养是高职院校人才培养的客观要求,学会思维是高职生具备竞争力的前提,是高职生可持续发展的基石.但是师生关系中的教师权威性、重视知识目标而忽视学生思维培养的传统教学体制等都在不同程度制约了高职生的思维发展.用案例教学带动思维培养的方法可以作为高职院校人才培养的突破点,通过教师有效的引导激发学生思维,在分析案例中学会思维,具备思维能力,产生理性行为,最终达到高职教育培养目标的要求.     

以创业教育带动高职创新人才的培养

随着高职教育的不断深入和发展,高职学生创业意识的培养已经成为高等职业教育的一个重要课题.然而,当前如何培养高职学生的创业意识?现阶段的创业教育应强调转变学生的就业观念,提高学生的创业意识,增强学生的创业能力.本文就高职学生创业意识的培养谈一些体会和想法.     

高职数学教学改革研究与探索

近几年来,我国的高等职业教育发展迅速,随着它的高速发展,学生、家长、用人单位均对高职院枝的教学提出了新的要求,新的教学改革势在必行.高等职业教育院校的教育中数学的教学改革也面临着新的挑战,笔者结合自身的教学实践经验,提出了转变教育理念、教学方法、突出学生主体精神等多种手段推进高职院校数学课程的教学改革进程.     

高职院校学生劳动教育途径探究

劳动教育既是促进高职学生全面发展的有效途径,又有助于高职学生创新意识的培养,还是高职学生走向社会的必要准备.高职教育在长期的教育实践过程中存在重视德育、轻视劳育的现象,不利于学生的全面发展和创新意识的培养.高职院校应高度重视对学生的劳动教育,以课堂教学为渠道和以工学结合为平台实行劳动教育,推动高职教育的健康发展,帮助学生树立正确的世界观和人生观.     

浅谈高职院校展开数学建模的必要性

高职院校需要培养高技能型的创新人才,而数学建模在教学教学中,起了至关重要的作用.它使数学与实际相联系,激发学生的学习兴趣,而且使学生掌握计算机的应用,学会应用各种数学软件.所以,数学建模可以做为高职院校数学教学的一个重要部分.     

高职院校学生能力培养的误区与现代转型

高职院校大学生能力的培养是新形势下高等职业教育改革与发展面临的一个全新课题.重新梳理与认识长期以来高职院校学生能力培养过程中的误区与缺失,对于确立高职院校学生能力培养的目标与定位,探究人才培养模式,促进高职大学生能力培养的现代转型.适应时代发展有着重要的价值导向和现实意义.     

浅谈高职学生口语培养存在的问题与对策

从高职院校学生口语培养的现状分析入手,基于教师素质提高、学生学习特征等角度,分析当前高职院校学生口语培养存在的问题,并针对问题提出相应的对策.     

怎样在语文课程中实施研究性学习

学会做人、学会生存、学会学习、学会创造是而向21世纪世界教育提出的一个响亮口号.我国的面向21世纪振兴教育的行动计划明确指出:培养学生的创新意识,这是从幼儿教育到大学研究生教育的共同任务.<初中语文教学大纲>也明确指出:在教掌过程中,要"注重培养创新精神","要重视学生思维能力的发展","尤其要重视培养学生的创造性思维",初中语文教学采用何种方式培养学生的创新精神,培养学生的创造性思维,使学生学会学习,学会创造?教学中,我尝试着把"研究性学习"这一新的教育理念和学习方式引入到初中语文教学中,收到了良好的效果.     

高职教学中模块化教学模式的探讨

文章以社会需求为导向,以行业企业为依托的高职高专教学计划的改革,形成了基础、专业基础、专业、实训、选修五大模块。包头钢铁职业技术学院机械系进行的全面教学改革的实践为基础,对模块化教学改革中课程关联的问题进行了有针对性的探讨。     

主干课程群“项目课程”改革的研究与实践

把典型的工作任务或工作项目作为课程的内容,在教师的指导下,学生自主完成由计划到实施的全过程,这样可以有效的完成综合职业知识的教学,同时还能够很好的培养学生的职业能力,这是现代职业教育的一个方向。文章针对包头钢铁职业技术学院的实际,选择了一个专业的主干课程群进行先行的探索,使教学团队建设、理实一体化教室建设、自编教材开发、教学方法和手段创新等一系列环节得以有效融合,创新了理论和实践教学的模式,提高了学生学习的积极性。     

用科学发展观精神统领技师学院教学改革

针对技师学院的办学特点,应改变传统的教学理念,以学生为中心,以教师为主体,用专业建设特色打造办学特色,进而推动技师学院的教学改革。     

The influence of accreditation on educational change in U.S. medical schools

The authors examined the influence of accreditation on educational change and reform in U.S. medical schools in the past decade, by reviewing the survey databases and site visit reports of 90 schools that had comprehensive accreditation surveys by the Liaison Committee on Medical Education (LCME) between July 1992 and June 1997. In this study, substantive change was defined as centralizing the design and management of the curriculum, as well as one or more of the following reforms: integrating basic and clinical science instruction and/or conversion to interdisciplinary courses; implementing methods of active, small-group, independent, and hypothesis-based learning; and substantially increasing students' exposure to ambulatory and primary care. Accreditation reports were reviewed to determine the extent to which the LCME previously had admonished schools for shortcomings in their educational programs and advised curricular changes. Notice was taken of grant support by national foundations promoting educational reform, in relation both to the correction of accreditation deficiencies and to curricular reform undertaken by schools on their own initiative. The study also scrutinized the evolution of accreditation standards promoting educational reform, and the LCME's support of initiatives for shortening the period of medical education and promoting performance-based teaching and the assessment of clinical skills. On entering the 1990s, the LCME toughened the standards for design and management of the medical curriculum and for the evaluation of educational program effectiveness that schools must conduct. The greater assessment rigor identified educational shortcomings in 61 of 90 medical schools coming up for accreditation surveys during 1992-1997. On those occasions, 34 of the 61 schools had instituted reforms or were on the verge of doing so. Twenty-five of the schools carrying out reforms (73%) had received major foundation grants, compared with ten of the 27 schools (37%) that had accomplished little. Fifteen schools that had not been reproached earlier were found on the 1992-1997 surveys to have undertaken substantial innovation on their own initiative, five with the help of major foundation awards. The study also shows that a number of schools implemented parts of more sweeping reforms with the help of smaller foundation grants for more discrete purposes. In some instances, it has not been possible to differentiate the influence of the LCME as a force for educational reform from the incentives for change created by national foundations. Overall, the LCME, through its standards and assessment practices, and in synergy with schools and kindred agencies promoting change, is now on the leading edge of improved education and evaluation in the nation's medical schools.     

浅析初等教育专业体育教学在新课改中的发展方向

文章阐述了初等教育专业体育教学在新课改中的发展方向和思路。在教学过程中始终贯彻“健康第一”为体育教学的指导思想,努力培养学生学习体育运动知识的兴趣和能力,注重学生体育教学能力培养。     

贫困大学生就业难的原因和对策

大学生就业难,贫困大学生这一特殊教育弱势群体就业更难。探讨贫困大学生就业难的原因,并针对原因寻找相关解决办法,认为校企合作、为贫困生搭建绿色就业通道、改革人才培养模式和构建心理支持系统是比较实用的方法。     

Students' conceptions of controversial knowledge.

Elementary school students (ECSs) were interviewed about the questions of the existence of intelligent life in space and of whether more money should be invested in space exploration than health care on earth. Students in Grades 1–6 recognized the lack of social consensus on these topics and made subtle distinctions between them and noncontroversial topics. For example, they said that it would be legitimate for teachers to teach the positions students themselves endorsed on noncontroversial matters. Students (in upper grades more so than lower grades) rejected the idea that teachers might teach the positions the students favored on the controversial matters. The results are consistent with suggestions that ECSs might cope well with inquiry about controversial topics and that these students should be recognized as curriculum theorists and critics of schooling. The likely importance of conceptions of knowledge in students' motivation is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

构建高职电气自动化技术专业实践教学新体系

阐述了构建高职电气自动化技术专业实践教学新体系的基本思路。主要从实验教学环节改革、开放实验室、培养学生的创新能力,实训基地建设与管理三方面进行。     

校园总体规划设计新构思

分析了江西省建设职业技术学院新校园规划设计的空间特点,并从空间、景观、交通组织这几方面探讨建筑形态构成如何对这一特定空间作出积极回应。     

Description of integrated competency examination: tools to assess the chiropractic curriculum effectiveness and students' competency levels

Los Angeles College of Chiropractic (LACC) has developed a variety of methods to monitor the effectiveness of its competency based/problem-centered curriculum. The College introduced two Integrative Competency Examination courses (ICE I and ICE II) to assess the chiropractic program's effectiveness and students' competency levels. The ICE courses are pass/fail examinations that use a multistation, objective structured clinical examination (OSCE) format that involves standardized patients along with cognitive assessment of basic science information as methods of evaluation. ICE I requires students to perform psychomotor skills and interpret clinical data; ICE II requires students to perform at a higher level. They are directed to select, perform and interpret clinical data appropriately and correlate this data with relevant basic science information. Through these two levels of evaluation, the educational program, the individual courses and the competency level of each student are assessed. This paper describes the format, content and evaluation tools used in the ICE courses as well as the potential benefits of the courses.