以语言能力发展为导向的高校汉语课程体系构建

高等教育是个人母语能力发展的重要阶段,高校语言教育需要构建科学的汉语课程体系.目前高校素质教育课程中包含了一些汉语教育的课程,但是语言教育意识不够突出,现有的以大学语文、应用写作和普通话训练等为主干的汉语课程为高校学生提供了提升汉语能力的途径,但是课程设置还存在定位模糊、教学目标不明确等问题,不能满足大学生母语教育的需要.构建以发展语言能力为目标的汉语课程体系应该把握三个原则:课程设置以发展语言能力为核心目标进行统筹规划;课程开发以语言能力量表为依据;课程内容编排要满足语言应用实践.     

幼儿园心理健康课程现状调查

在幼儿心理健康被高度重视的背景下,通过对河北省幼儿园心理健康课程的问卷调查,发现幼儿园心理健康课程实施中存在三大突出问题,课程地位边缘化、内容设置混乱化和责任主体模糊化。针对现状中暴露出的问题,应抓住教育主体的综合素质、配套资源的系统开发和主体责任的评价机制等关键因素提出建设性对策,以期对幼儿园心理健康课程实施提供指导。     

在平等中对话 在对话中共享——王尚文语文教学师生关系论解读

在王尚文的语文教育论著中,包含着大量关于语文教学的师生关系的论述.他运用语文教育教学的新理念,提出要建立一种切合语文学科特性且又符合时代发展要求的新型的师生关系.这首先要求从根本上清除教师头脑中残存的传统教育观念中一些消极的意识,以实现真正意义上的师生平等,然后以此为前提,在语文教育教学过程中又实现真正意义上的师生对话.而这样的对话,则会形成一种使师生双方均能获益的教师"让学"学生"让教"的和谐的关系.     

工科院校"金融工程"专业研究生课程体系研究

结合中国工科院校的自身特点和优势及社会需求,按照培养创新人才的要求,提出工科院校 "金融工程"专业在进行研究生课程体系设置时应从打好理论基础、利用自身的技术性优势、培养有针对性的应用型人才、培养学生的创新精神以及与本校其他院系相结合开拓新的教学和研究方向等五个方面着手。     

浅谈隐性课程的作用

隐性课程不是通过正式教学进行的,通常体现在学校和班级的情境之中。它包括物质情境、文化情境、人际情境,对学生起潜移默化的影响。开发与利用隐性课程对英语学习是十分重要的。     

新课程改革:中庸哲学的视点

中庸哲学是儒家学派的世界观、认识论和方法论,它对我国当前新一轮课程改革的重要启示在于:"和谐"是课程改革的价值诉求;"创生"为课程实施的有效途径;"执中"是课程管理的理想境界.从中庸哲学探讨课程改革问题对于我国当前基础教育课程文化重建提供了有效参考.     

Generating Dynamic Democratic Discussions: An Analysis of Teaching With U.S. Presidential Debates

Researchers have found that when young people participate in discussions of controversial political issues, they often become more politically engaged and informed (Hess, 2009 Hess, Diana E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.[Crossref] , [Google Scholar]). Nonetheless, some educators avoid fostering such discussions because they can become heated and distract from academic learning (Hess, 2002 Hess, Diana E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory &; Research in Social Education, 30(1), 10–41.[Taylor &; Francis Online] , [Google Scholar]). Presidential elections, including the highly publicized debates, provide substantial material for discussions of major national and international issues, but no published research has examined how educators can leverage these events to generate productive civic learning experiences. In this article, we analyze data collected in seven high school classrooms during the 2012 presidential election to examine the challenges and opportunities associated with generating substantive, dynamic discussions of presidential debates. Our findings indicate that students enjoyed learning about candidates' different perspectives and that certain strategies were especially helpful for fostering substantive discussions: (a) scaffolding students' preparation for discussion; (b) providing opportunities for students to address open-ended questions; (c) redirecting students' engagement in competitive, interpersonal dynamics to learning about public issues; and (d) countering students' partisan tendencies. We discuss implications for practice and research and present a conceptual framework for generating dynamic, substantive democratic discussions.     

Evaluating the Impact of Trauma-Informed Care (TIC) Perspective in Social Work Curriculum

A trauma-informed care (TIC) curriculum was integrated into a school of social work master’s level program. Measures assessed the impact of the curriculum on first and advanced-year students’ knowledge, attitude, self-efficacy, and behavioral intention at the beginning and end of a semester. Initial comparisons show advanced-year students as having more knowledge about TIC, more positive attitudes toward TIC, higher levels of self-efficacy to use TIC approaches, and greater likelihood to engage in TIC behaviors than first-year students. However, by the end of the semester, the latter were equivalent with advanced students on all measures. Results suggest the first-year curriculum provides sufficient background in TIC approaches to allow for significant gains across all areas assessed. However, integration of the TIC perspective within advanced courses needs further assessment.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

生物制药工艺学实验课程体系构建

生物制药工艺学实验是生物制药主干专业实践课之一，针对其实验体系未能充分体现代生物技术的发展步伐及培养大学生素质等环节出现的问题．基于传统实验项目，增加综合性、设计性实验的数量，建立生物制药工艺学完整的实验课程体系，以提高学生的思维创新能力、综合分析及实践能力、就业适应能力，为实验教学的改革和发展提供借鉴。