基于项目学习和表现性评价的混合式教学创新设计研究 ——以《人机工程学》SPOC课程为例

在互联网背景下,传统的教学模式正面临越来越多的挑战.以学生为中心,促进学生自主学习,激发学生学习的积极性是教学改革的关键.该案例以混合式教学理论、项目式学习理论、表现性评价理论为依据,针对自主研发的"人机工程学"慕课教学资源和中国大学慕课SPOC平台,综合运用翻转课堂教学法、项目驱动教学法,进行混合式教学创新.实践表明,该教学形式有效提升了学生的自主学习能力和创新实践能力,对教学改革具有重要参考价值.     

情景对话与中学英语教学

情景对话教学在初中英语教学中占有很重要的位置,通过对话教学可以培养学生的听说能力和运用英语的能力.情景对话教学应贯穿"实践第一"的原则, 培养学生的学习兴趣,使学生能更好地掌握和记忆所学的知识.可从设计好情景、精心组织教学和与其它的教学形式相结合三个方面进行情景对话教育.     

翻转课堂在《职业核心能力》课程中的应用 ——以简历制作教学设计为例

《职业核心能力》课程是一门实践性较强的应用型课程,借助"蓝墨云班课"等教育教学辅助软件,采取翻转课堂教学模式,提高对学生职业核心能力素养的培养.与传统课堂的教学模式相比,翻转课堂教学模式更具有自由性,以学生为主体、教师为主导,构建线上线下的混合式教学模式.该文以简历制作教学设计为例,分析了翻转课堂在《职业核心能力》课程...     

高阶思维能力培养的探索与实践

该研究从同步异步混合教学过程的设计、线上线下互动模式的设计、基于问题设计的教学方法、探究式教学方法和案例式教学方法等多个视角探讨了高阶思维能力培养在运筹学课程中的可行性,并给出了实践案例和可操作性步骤.该教学设计遵循"学生主体、教师主导"的教学原则,激发了学生的探索欲望,提升了学生的批判性思考能力和有创造性地解决问题的...     

基于TRIZ理论的工业设计工程基础课程改革与实践

该文根据工科类工业设计专业学生的特点及创新型人才的培养要求,提出一种基于TRIZ理论的工业设计工程基础课程教学改革方法,把TRIZ的创新思维和创新工具引入课程的理论教学、实验项目和综合设计作业环节,依托Arduino开源硬件平台,对课程的理论教学内容、实验项目和综合设计作业等进行改革。通过该课程的改革实践,使学生具备运用TRIZ理论进行产品创新设计的能力,并探索培养工业设计专业学生创新能力和工程实践能力的方法。     

创客教育理念下Arduino教学的设计与实施 ——以《植物小助手》为例

在创客时代和教育改革的环境下,创客教育悄然兴起.创客教育"做中学、学中创"的教育理念,符合当今社会对人才的培养需要.Arduino作为一种开源硬件是我国中小学生学习机器人编程的首选.该文以创客教育理念来对Arduino进行教学设计与实施.通过对实践的分析得出结论——创客教育理念下的Arduino教学对提升学生的问题解决能力、团队合作能力、创新思维能力等有一定帮助.     

浅谈高中英语课文教学

《全日制中学英语教学大钢》要求,在全面培养听、说、读、写英语的四种技能的基础上,要"侧重培养阅读能力",培养学生的阅读能力主要依靠课文教学.因此课文教学一直是我们中学英语教学的重点,也是学生获得语言知识的主要源泉.高中英语新教材(SEFC),按单元编排,四课之中"阅读课"为核心,重在培养学生的阅读能力.新教材的阅读文章具有思想性强,体裁广,内容多,信息量大,能力要求全面等特点,新教材以阅读为主线的特点,给教师设计以阅读训练为中心的课堂教学提供了良好的条件.     

混合式教学视域下课程思政建设的探索 ——以预科《C语言程序设计》课程为例

在"互联网+"的背景下,混合式教学是行之有效的学习方式,将课程思政教育融入当代大学生的课程学习中,实现专业课教师对学生的价值引领和人格塑造.开展基于"混合式教学"的课程思政教学改革顺应了时代的要求.该文通过分析基于"混合式教学"的课程思政教学的必要性和可行性,结合《C语言程序设计》课程进行教学改革.通过以多种方式、多种途径融入思政元素,培养符合新时代要求的知识、能力、素质并举的拥有家国情怀的优秀接班人.     

应用型本科课堂教学组织的探讨

课堂教学是本科院校人才培养的主要渠道,因而,教师的课堂教学组织能力至关重要.该文基于新时期应用型本科注重学生能力培养的背景,以"线下"为主的教学视角为出发点,从课程定位与学情的明确、导课的设计、授课内容的理论联系实际、课程思政的渗入、课堂节奏的把握、启发式教学的运用、课堂收尾的内化等教学环节,结合《证券投资学》课程,阐述了一些组织课堂教学的心得与体会.     

管理学教学中的管理活动开展研究

面向管理类本科专业学生的管理学教育不仅应传授管理学理论,还应培养学生的基础管理能力.该文在分析了在管理学教学中开展管理活动具有利于丰富课程教学模式、利于培养学生管理能力的意义的基础上,梳理了管理中的计划理论、组织理论、领导理论、控制理论的相关能力培养要求,进而提出了在管理学教学中开展涉及计划理论、组织理论、领导理论、控制理论的管理活动的建议,从而培养学生的基础管理能力,改善管理学课程的教学效果.     

“桑梓情谊”的现代转化：费孝通社会理论的情感维度

费孝通的社会理论在社会结构方面更受学界重视，而其中的情感维度尚未得到足够关注。本文试图在费孝通早年有关中国现代化的理论视域中，梳理他有关“桑梓情谊”与“亲属情谊”“乡土工业”“村镇地方团体”之间关系的探索和讨论，进而呈现费孝通社会理论中对于情感的重视。 在费孝通看来，中国的现代化应该以中国传统社会组织为基础来嫁接西方现代技术， 从而推动整个社会从传统向现代的有效过渡。 在此过程中，他尝试将既旧且新的“桑梓情谊”阐释为现代中国社会的情感基础。 文章认为，“桑梓情谊”表征并构造了本地的根源与大社会的流动以及地方与国家的人际关联， 是理解费孝通社会理论之情感维度的关键，对我们思考当代中国现代化建设也有一定的启示。     

广松涉物象化论在日本左翼运动中的位置与影响

战后日本的旧左翼运动呈现追随大众现实意识状态的倾向,新左翼运动旗手广松涉对此展开批判,他主张发达资本主义国家的革命具有首要意义,认为马克思主义迎来了“第三阶段”,在日本应该通过理论斗争与实践运动相结合的方式实现社会变革。一般被视为纯哲学问题的广松物象化论就是用来指导新左翼运动的理论武器。与“异化革命”论相比,物象化论是对资本主义价值体系进行的原理上的、更加彻底的批判,因而不容易与现实运动形成直接关联,广松立足于物象化论的革命论自然也无法解决他自己所批判的在革命运动中“前卫”与“大众”相脱离的问题。     

The Purpose,Benefits, and Challenges of “Check-in” in a Group-work Class

The purpose of this article is to illustrate, through teaching examples and student logs, a technique, called “check-in” routinely used in the author's group-work classes. Check-in is a process where students are invited, in the beginning of each class, to share their struggles, questions, dilemmas, accomplishments, and failures related to their group-work learning. Check-in requires students to listen and offer support, ideas, challenges, and guidance to each other. The goal of check-in is to help students develop their group-work skills and knowledge. Integrating democratic teaching practice with group stage development theory, particularly beginnings and middles, this article explores the process, complexities, and skills inherent in the check-in process. Implications for group-work practice skills are discussed.     

大学毕业生“啃老”现象原因探析

大学毕业生的“啃老”现象被视为一道灰色“风景线”,令人深思。本文重点从个体、家庭及社会三个维度探讨其原因所在,以期为有效化解这一问题提供理论参考。个体层面的“不想长大”与“精英”情结,家庭层面的“责任伦理”与“孩子=学生”,社会层面的教育弊端与双二元结构,是催生“啃老”现象的主要因素。     

大学生思想政治教育中的科学精神培育研究——以广西为例

科学精神是大学生思想政治教育应有之义。广西大学生思想政治教育逐渐显露出科学精神培育功能,但大学生的科学精神仍存在不足。要提高广西大学生的科学精神,增强思想政治教育的实效,必须提高广西高校思想政治课教师的科学精神,促进师生之间平等对话,尊重学生的个体差异、因材施教。     

小语种专业大学生信息素养教育研究--广东外语外贸大学西语、东语学院信息素养教育实践

小语种专业大学生的信息素养教育是一个难点,游离于常规信息素养教育之外。本文结合广东外语外贸大学图书馆西语、东语学院信息素养教育实践,探讨了小语种专业大学生信息素养教育的内容和教学模式,包括教学内容的设计原则,教学的主要内容是信息素养通识教育和小语种信息资源,及以专题培训为主要形式的本研分层教学模式等。最后反思了小语种专业大学生信息素养教育的发展。     

Endowment Effect in negotiations: group versus individual decision-making

The study’s two aims are: (a) to investigate whether groups, as compared to individuals, show a different degree of Endowment Effect (EE) during the negotiating of intangible assets, such as leisure time and (b) to gain some insight into the underlying mechanism behind groups’ decision-making processes. A total of 138 graduate students were randomly assigned to 35 groups of 3 members each; and 33 were randomly labeled as “individuals.” The study simulated two scenarios in which the students, both individuals and groups, had to decide what their demands from the university authorities were—once as “sellers” and another time as “buyers” in regard to their own leisure time. The findings indicate the presence of an Endowment Effect (EE) in both individuals and groups. However, groups significantly amplified the Endowment Effect in comparison to individuals. The mechanism which best explains why groups tend to amplify negotiating decisions was found to be the “Majority Rule,” but the “leader” also influences such amplification.     

Ideological Expectations for Value Consensus in Chinese Society

Surveys have shown that popular ideology has tended to move from pluralism to clustering around dualism at this sensitive and critical moment for the formation of value consensus in contemporary China. The formation of a “value consensus” or “common values” must answer three questions: “What is ‘common’ about this consensus?” How can ‘consensus’ be reached?” “How can ‘values’ be legitimated?” On the basis of survey information, this paper presents the basic argument that what is common lies in ethics; consensus in spirit; and value legitimacy in our national cultural home. Ordinary people have three major ideological expectations of value consensus in contemporary China: expectation of ethical enlightenment with the theme of turning “I” into “we”; expectation of a spiritual baptism with the value “unity of the individual and the universal” and expectation of the endeavor to “return home.” Specifically, their content is as follows: to protect ethical existence and undertake the re- enlightenment of ethical consciousness at the national, family and group levels; to sublate “atomistic exploration” of the theory and mode of rationalistic ethics and carry out the “spiritual’ construction of the three great ethical entities of society, state and family; and to “go back home” to national cultural traditions and ethics and build value legitimacy. These three major expectations can be condensed into three ideas: protecting ethics, reviving “spirit” and going back “home.”     

On the Development of a Chinese Discourse in Literary Studies Based on Current Practice

There are two mistaken tendencies in the development of a Chinese literary discourse in academia. One is the “red dancing shoes” phenomenon, where scholars run helter- skelter after the latest developments in Western literary theory; the other is the “bound feet” phenomenon, where tradition-bound scholars believe that tradition must be kept unchanged and that Chinese literary theory should be cleansed of all alien elements. Neither approach is desirable. Contemporary Chinese literary theory should be grounded in present realities and should distinguish between substance and function. “Substance” has to consist of China’s present literary creation and critical practice; only thus can we appropriate Western and traditional Chinese literary theories in the service of today’s needs, and make the ancient serve the modern and the foreign the Chinese. This will enable us to develop a literary discourse that is both contemporary and Chinese.     

On the Innovation of Literary Theory in China

Abstract

China’s rise has increased concerns about innovation in China’s indigenous literary theory. How to create theories with a “China style” and global influence has become a serious challenge for the development of contemporary Chinese literary theory. Three strategies are noteworthy in meeting this challenge. First, “amateurism in professionalism” can be used to offset the constraints of increasing disciplinization and professionalization in literary theory. Second, critical rationality needs to be cultivated among researchers and in institutional forms in order to alter the present lack of rational and vigorous debate, criticism and dialogue. Third, we need to reconstruct “grand narratives,” so as to make a unique contribution to the world in terms of universal values, meanings and ethics through transforming and advancing traditional Chinese thought.