邯郸优秀地方传统文化与高校音乐技能课相结合探析

邯郸是一个拥有深厚传统历史文化的古城,然而许多优秀的地方传统文化在新型社会形式的冲击下却面临失传的危机。以声乐技能课教学改革为例,以邯郸优秀的传统文化为内容与高校音乐教育相结合进行论述,希望从中探寻一条可行之路,既有利于地方优秀传统文化的发扬,又能够推动高校教学的深化改革。     

翻转课堂视域下开放教育课程教学模式探讨——以《人力资源管理》课程为例

在《人力资源管理》教学中利用翻转课堂模式将会有利于学习者应用能力培养与提升。在论述了翻转课堂的内涵、开放教育学习者及《人力资源管理》课程特点基础上,探讨了翻转课堂下开放教育《人力资源管理》课的教学模式,并对模式实施中的问题进行分析,提出了丰富教学资源、促进教师角色转换、完善学习评价机制等策略。     

包头师范学院公共体育课教学模式改革的研究

目前我国各高校对公共体育课教学的改革以深入展开,其中公共体育教学模式的改革已是研究的热点问题之一。本文根据国内外研究现状及趋势结合我校的实际教学状况探讨我校公共体育教学改革的新思路,并在此研究的基础上,尝试构建新的,更为有效、合理的教学模式。此研究对于探讨有效开展大学体育新教改理念的教学实践活动提供理论依据和具体的教学应用技术,无疑具有重要的实践意义。     

英语教学中的肢体语言

It is important for people to use body language in the communication with others because the communications between people are never depended on oral language. Body language can not only help people wh...     

弹性力学课程在专业基础课教学中的教学与实践

通过对弹性力学课程教学过程的探讨，给出了适合我校的弹性力学课程教学过程，构建了弹性力学课程的新的教学方法和教学手段，效果良好，全面提高了弹性力学的教育水平和教学质量。     

高校国际合作班英语教学实践和反思

以盐城工学院国际合作班英语教学实践为例，分别从建设过硬的师资队伍、紧扣培养方案合理安排课程、实施情感教育、创新教学方法和改革考核办法等方面，探讨了国际合作班英语教学质量的提升路径，并对所存在的问题进行了反思。     

Facilitation and Dialogue as Methods of Reflective Practice in Professional Education

Students may fear sharing their learning in public because classrooms are not traditional places where we teach skills needed for mutual understanding, such as facilitation and dialogue. This is a pedagogical challenge for planning, policy, and design fields because contemporary teaching requires collaboration among participants. We propose that learning to work collaboratively in the classroom has broader relevance for practice because it mirrors the learning that happens in organizations. To address this opportunity, we trained students in facilitation and dialogue. In this article, we discuss the design, implementation, and outcomes of this intervention.     

师范生实习支教研究的现状与展望

实习支教指高师院校师范生在完成相应课程后到农村中小学进行“全职”教师岗位实习。师范生实习支教是我国改革实习制度和应对农村教师短缺的一个创新举措，在全国多地广泛实施后，受到社会、高师院校和师范生的一致好评，对缓解师范生实习压力和改善农村基础教育现状方面起到了一定作用。但是还需将实习支教作为一种反思性实践，倾听实习支教师范生的声音，关注实习支教教师的前身份，关注实习支教师范生与受援学校情境的互动。     

美国小学ESL教学的特色与启示——以密歇根州红杉小学为例

美国是移民国家，它的小学ESL课程根据学生不同的语言文化背景来进行教学。其中，密歇根州红杉小学的ESL教学颇具特色。通过概述其在课程资源开发、教学策略及教学评价方面的特色，希冀对我国小学外语教学的课程资源观、教学策略观以及教学评价观的转变有一定的借鉴与启示作用。     

From Source to Evidence? Teachers' Use of Historical Sources in Their Classrooms

To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed.