土木工程课的课堂教学特点分析

土木工程实例教学思维分散、知识面广、对问题的诠释带有模糊性和归纳性,必须对教学过程进行总结和对主要知识点进行强化。土木工程课程特点决定了用常规的教学方法难以完成教学目标,必须在教材和大纲的基础上,对教学知识点进行整合,而进行内容整合的最好办法就是"从工程中来,到工程中去"。从工程中提炼专业知识,用专业知识解决工程问题,在实践中培养学生的思维,训练解决工程实际问题的能力,以适应时代的发展和工程建设的需要。     

基于跨界课堂理论的大学英语项目式教学设计

文章以跨界课堂理论为指导，以项目式教学为载体，以改善教学效果为目的。围绕跨界课堂的定义和教学模式，从齐齐哈尔工程学院交通工程系大学英语课堂现状入手，阐述了跨界课堂在大学英语项目式教学中的应用，并设计了相应的教学流程，从而为大学英语跨界课堂实践提供借鉴。     

Coincidence of role expectations between staff and volunteer members of drug free community coalitions

Community coalitions have proliferated as a means of addressing a range of complex community problems. Such coalitions often consist of a small paid staff and volunteer members. The present study examines one likely contributor to coalition effectiveness: the degree of agreement on role expectations between paid staff and volunteer members. Role confusion occurs when paid staff and volunteers differ in their expectations of who is responsible for accomplishing specific tasks. Staff and volunteer members from 69 randomly selected Drug Free Coalitions in the United States as well as 21 Drug Free Coalitions in Connecticut were asked to respond to an online survey asking about 37 specific coalition tasks critical for effective coalition functioning and the degree to which paid staff and/or voluntary members should be responsible for accomplishing each. Our final sample consisted of 476 individuals from 35 coalitions. Using coalitions as the unit of analysis, we found significant differences between paid staff and volunteer coalition members on nine tasks reflecting four domains: meeting leadership and participation, (2) planning and implementation leadership, (3) publicity/media relations, and (4) logistical functions. Implications of these differences and ways that evaluators could help coalitions deal with differing role expectations were discussed.     

论课堂突发事件对教师专业发展的促进作用

课堂突发事件常被视为中断教学进程的干扰，令教师避之不及。实际上，作为教师课堂教学生活意料之外的遭遇，它具有磨练职业心态、激发教学反思、促进自我实现等作用。教师处理课堂突发事件的过程，可视为非连续性教育的过程。这种非连续性教育具有不确定性、非连续性、转折性、排他性等特征，需经过遭遇、震惊、反思、领悟四个阶段。要充分发挥课堂突发事件对教师专业发展的促进作用，就需要教师提高认识，拓宽视野，提升专业判断力。     

Group Work Education: A Call for Renewed Commitment

Studies demonstrate steady decline in group work courses and concentration in graduate social work programs. This is attributed to the Council on Social Work Education’s recommendation, in 1969, for a generalist practice model; the growing interest of professional social workers in developing casework skills, including psychiatric casework; and the influence of perspectives from nonsocial work disciplines. This article proposes renewed efforts to strengthen social group work education and concerted collaboration between classroom and field. It focuses on essential course content, emphasizes social group work perspectives, and identifies core social group work concepts and tools for inclusion in curriculum and field education.     

“互联网+”时代家园社区协同教育的路径探析

随着社会的进步与改革，学前教育亟需创新与发展。近几年，家庭、幼儿园以及社区协同教育的需求正日益凸显。协同教育的必要性已引起学者的重视，但协同教育的落实却难以突破瓶颈，主要原因有协同教育理论研究的缺位、责任主体的失衡以及实践指向的模糊。本文以布朗芬布伦纳的人类发展生态学理论以及当今政策为背景，基于协同教育发展的现状，探析互联网时代协同教育的实施路径。     

Comparison of Student Outcomes in a Campus and a Distributed Learning Class

Although interest and development of online and distributed learning (DL) has increased in recent years, the social work community has not fully embraced these formats. Many social work students are unable to commute to universities and DL education can provide degree options. A nonexperimental study using a convenience sample was done comparing student outcomes from campus and DL research methods classes with 44 students. Results indicated that final course scores did not statistically differ by course format. Results from this study confirm previous studies' conclusions that online and DL courses are an effective format for social work education.     

试论审美教育在大学音乐课堂教学中的实现

音乐是一门审美的综合艺术,只有转变传统的教学模式,重构新型的师生关系,尊重学生个性,提高教师自身素质,并与其它学科融合才能更好地培养学生的审美创造能力。     

关于运用课堂讲授法进行教学的再思考

课堂讲授法是人类最古老的教学方法之一。有史以来,教育一直与课堂讲授法紧密联系在一起。在教学实践中,有的老师运用课堂讲授法教学,课堂效果就特别好,而有的教师用课堂讲授法教学,课堂效果就不是很好。因此,探求运用好课堂讲授法的规律,使教师掌握其规律,提高课堂教学质量,成为教育界的一项长期任务。本文力图通过对课堂讲授法的历史回顾、课堂讲授法基本形式、课堂讲授法的创新和运用以及课堂讲授法应该注意问题的研究,明确运用好课堂讲授法的基本要求,帮助教师自如的运用课堂讲授法,进而提高教学质量。     

错误分析理论与英语课堂纠错策略

言语错误是语言学习过程中的一个普遍现象，语言教师如何对待，对学习者的学习积极性和学习效果都会产生一定的影响。纠错的方式、时机等恰当，则有利于语言学习者的学习；反之，则不利于学习者的学习。从错误的概念、错误分析的意义和产生的原因出发，便于阐述英语课堂有效的纠错策略。