传统课堂与智慧课堂教学对比研究

随着互联网+的不断发展,信息科学技术极大地推进了教育教学信息化,同时也对传统课堂和教育模式提出了挑战,促使传统课堂实现转变。本研究通过对传统课堂和智慧课堂在教学方式、教学对象和教学效果等方面进行对比分析,找出二者的差异,旨在进一步构建高效智慧课堂,以促进学生的智慧发展。     

采用分级教学模式提高课堂教学效果

文中阐述了大学英语分级教学及其现状、目的和意义;分析了在普通高校实施分级教学的必要性;重点总结讨论了实施分级教学模式对课堂教学效果的影响,并提出了有待解决的问题。     

Using Decision Analysis: Connecting Classroom and Field

This paper reports on the findings of a small‐scale research project investigating the views of social work students on the use of decision analysis. After giving the context of the research, the article reports on what was found when students, who had just completed a Decision Making and Risk module, were asked for their opinions on the component parts of decision analysis, its use as a practice tool and their attitudes to using it on placement. The research found that the respondents in general took a critical and supportive stance towards the use of decision analysis in social work and, with extra teaching and a positive approach from their practice assessor, would be happy to use decision analysis. When the same group of students completed a follow‐up questionnaire on a placement recall day, half of them had thought about using decision analysis but only three had gone on to discuss this with their practice assessors. Some issues in relation to connecting ‘classroom’ and ‘field’ are identified and the paper concludes that a number of further steps would be necessary to realise the potential of decision analysis to help students be more systematic and analytical in their approach to decision making.     

Teaching Globalization to Social Work Students: In and Out of the Classroom

This paper was part of qualitative research that sought to explore motivations of Masters-level students (n = 53) in taking an elective course in international social work at a large public university in the Southeastern US. A review of the literature includes the foundational aspects of globalization and its relationship with social work education. Through content analysis, results show comportment of students' stated motivations for taking the course and the contemporaneous literature on globalization. Themes expressed are the historical context of globalization, concern about global inequalities, and the varying impacts of globalization around the world. Discussion is directed towards exploring ways of effectively infusing globalization content in the social work curricula.     

Digital Sociology: Emergent Technologies in the Field and the Classroom

In this essay, I use my own research experiences to address a critical intersection between technology and sociology. I suggest that thinking reflexively about technology might enhance both how sociologists do research and how they teach about it.     

On-Line,Computer-Based,Interactive Simulations: Bridging Classroom and Field

ABSTRACT

This paper briefly describes two educational tutorial programs, and the efforts of this author to evaluate the effectiveness of these computer mediated programs. One interactive program is designed to teach students how to apply crisis concepts to a practice simulation, and the second program is designed to teach students how to assess lethality with a suicidal client. Formal evaluations by students of these two programs and student performance on a follow-up quiz have produced positive results. A comparison study of classes who completed these programs and a class that did not have the training has also produced significant, favorable results.     

Teaching Social Register and Code Switching in the Classroom

Children in poverty have been shown to master only the informal registers of the English language (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). Unable to understand the formal register used in schools and on standardized tests, students in poverty achieve at a lower rate in school (Hodgkinson 1995 Hodgkinson, H. L. 1995. What should we call people?: Race, class and the census of 2000. Phi Delta Kappa, 77(2): 173–79. [Web of Science ®] [Google Scholar]) and choose inappropriate behaviors as a result of misunderstandings that are attributed to the inability to understand the language used in the formal register (Payne 1996 Payne, R. 1996. A framework for understanding poverty, Highlands, Texas: AHA Publications.  [Google Scholar]). A school in Cincinnati, Ohio is teaching the skills necessary for these children to translate, understand, and use other registers and codes of the English language. This article describes this curriculum and suggests that this method assists young children in poverty to learn the language of formal register and consequently experience greater academic and affective success in school.     

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。     

Teaching A Model of Group Work Skill

Social workers practice with many partner professions. Interdisciplinary practice requires ability to practice one's own profession, and ability to link into the work of others. This requires knowledge and skill that differentiates one's work from that of others within a single frame of reference. Clients gain from the advantages of interdependent practice in that various needs are met, continuity of service is likely, and practitioners are open to several approaches. This paper lists advantages, assumptions, constraints, and desirable attitudes regarding interdisciplinary practice. Educational implications are made explicit with emphasis on professional identity formation.     

汉语课堂教学录像在国际汉语教师人才培养中的应用

观摩汉语课堂教学录像是培养汉语国际教师人才的有效途径之一,本文简要介绍两套汉语课堂教学录像,并对汉语课堂教学录像的观摩视角进行了分析和探讨,提出从教师、学生和课程三个大方面实施观摩,在每一个大方面下列出具体的观摩项目,力求汉语课堂观摩活动有效地进行,促进国际汉语教师课堂实践性知识的发展。     

An Approach to Coordinated Teaching of Growth and Behavior in Class and Field

This study of the validity of admissions predictions made by the full-time faculty of a school of social work showed some capacity of the faculty to predict classroom performance, but no ability to predict field performance. Interjudge reliability for the group was low, with an overall reliability coefficient of .47. Nearly half the faculty could significantly predict classroom performance, however, there was a strong tendency toward negative correlation between admissions ratings and field performance, particularly by field instruction faculty. The pooled judgments of three faculty raters were shown not to have any significant advantage over average individual judgments in validity terms.     

中职德育课堂教学中践行“三贴近”原则的探索

针对中等职业学校德育课程新教材的三贴近原则,阐述了在课堂教学中实践三贴近原则,增强德育课教学实效性的一些观点和做法。     

A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Culturally Responsive Teaching in an Oglala Lakota Classroom

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that highlighted Native American culture, history, and values. Students' knowledge, skills, and culture were used as frames of reference for the teacher, enabling students to personally engage with the content and making learning more meaningful. By incorporating culturally responsive teaching practices into the social studies curriculum, teachers not only give students the opportunity to come face to face with multiple perspectives but students are able to come face to face with their own ancestors, bringing history home, and bringing it to life.     

The Use of the Coworker Approach as a Teaching Model in Graduate Student Field Education

A student coworker approach was inititated as a treatment aid in meeting the needs of large multiproblem families and groups as well as those of beginning graduate students; its continued use has demonstrated its merit in students' learning and in the instructor's awareness of this process. It has served as a form of observed interview that has overcome the limitations of the traditional tutorial conference method. This paper describes the use of the coworker approach as it has been applied to a graduate field education unit.     

Teaching International Social Work in a Global Classroom

Social work educators are challenged with preparing students for international social work and work with immigrant and refugee populations. This pilot project aimed to develop an online global classroom to teach an international social work course to social work students participating from five different locations: United States (N=25), South Africa (N=4), Mexico (N=11), Hong Kong (N=6), and Australia (N=2). Qualitative data were collected from students regarding their experiences in this global classroom. Thematic analysis revealed the development of rich authentic learning, where their interactions with international classmates led to a transformative learning experience and a beginning sense of social work in a global context. Implications for future leaning and teaching of social work content across global borders are discussed.     

A Continuum of Male Controls and Violence against Women: A Teaching Model

Abstract

The prevalence and severity of violence against women is a critical issue for social work educators to address. This article describes a teaching model that educators can use to educate social work students and professionals about the widely existing, severe, subtle and overt forms of male controls and violence against women. Forms of male controls and violence against women discussed include: sexist language, gender-biased research, differential treatment, street hassling, sexist media, pornography, sexual harassment, battering, sexual assault, and femicide. Results presented are from an evaluation of a three hour workshop for professionals and from a qualitative analysis of student comments after a weekend class which used this model. Evaluation of this model suggests that participants found the content to be useful and relevant to their social work practice and education. Resource lists are provided to give educators a starting point for learning more about male controls and violence against women.     

Field Instructors' Commitment to Student Supervision: Testing the Investment Model

The aim of the study was to examine field instructors' commitment to student supervision, using an adapted form of the Investment Model, which consists of six components related to supervision: rewards (positive aspects of the job), costs (negative aspects of the job), degree of investment in the job, quality of alternative jobs, satisfaction of the job, and commitment to the job. A non‐purposive sample of 178 field instructors of bachelor‐level social work students completed mailed questionnaires. The findings show that the greater the rewards, the greater the field instructors' commitment, investment, and satisfaction. On the other hand, higher job cost was inversely related to commitment, satisfaction, and investment. Job satisfaction mediated between rewards, cost, investment and job commitment. The article helps to illuminate some of the factors associated with field instructors' commitment to undergraduate student supervision and suggests ways of increasing it.     

高校课堂教学方法改革管理实践研究

高等学校在推行课堂教学方法改革方面存在着许多问题与不足,因此,高等学校应重视课堂教学方法改革,加强对教师教学方法改革的支持与培训力度,宣传教学方法改革中的成功做法,做好典型经验推广,推行与创新型人才培养体系相适应的教学方法,进一步提高课堂教学质量。