参与式教学法在高校市场营销教学中的应用

参与式教学法是针对传统封闭式教育模式而提出的一种“以人为本”的现代教育模式。在分析市场营销传统封闭式教学弊端和参与式教学特征的基础上,提出了运用灵活多样的教学方法和手段让学生参与其中,开发学生潜力．提高学生的创新能力,促进市场营销教学的改革与发展的途径。     

大学英语“浸润”理念下参与式教学模式研究

"浸润"强调学生参与课程达到自我消化的状态,而参与式教学是通向"浸润"的有效途径。通过参与式教学,达到增强学生主体责任感与使命感,增强合作意识,提高交往的能力,调动其积极性,能动性和主动性,提高了学习效率,从而培养高素质英语人才。     

参与式教学法在中职语文教学中的应用探析

在中职学校教学体系中，语文课程教学的目标是促使学生获得较好的语文能力，培育和提升他们的语文素养和社会人文精神，促使他们的综合素质与整体能力得到有效提升。本文基于参与式教学法理念，提出结合教学实际，科学确立参与式教学目标；积极创设富有激情的教学情境，激发学生参与教学的热情；积极构建小组式合作教学情境，培育学生协作解决问题能力。     

论教师主导作用的教学策略及其运用

为达成体育教学目标，要充分发挥学生的主体作用和教师的主导作用，教师在“教”和“学”的过程中，对“发挥学生主体作用”的教学内涵的把握必须确定“以学生发展为本”的课程教学的核心理念。我们所面对的每一个学生都是富有个性的学生，体育教师是课堂教学的权威，其主导着课堂教学的过程，但课堂内容的接受者和吸收者是学生，学生是否愿意接受或是否有能力接受是整个教学过程的关键要素，为此教师的教学过程不是为了控制学生，传授、灌输既定的体育知识与技能，而是应以大纲课程向学生自己的课程转变，体育教学更需要和谐、平等融洽的学习环境，教师和学生真正成为“学习的共同体”、“学生的老师”和“老师的学生”。体育教师也应由原来的“带路人”转变成帮助、促进学生学习的“引路人”这种新型的师生关系必须要求更多的教学策略内涵。     

参与式教学法在高职《商务礼仪》课程教学中的应用

《商务礼仪》是一门实践性较强的课程,如能把参与式教学元素融入到传统的教学中来,会使课堂教学收到很好的教学效果。文章就高职院校参与式《商务礼仪》课程教学模式应从和谐的课堂文化营造、准确的教学目标设计、有效的教学活动设置、恰当的学生学习评价等四方面的构建做出分析,并对《商务礼仪》课程教学中应用参与式教学法的实施策略进行探讨。     

新课程下高中生物课堂教学的困惑与思考

叶圣陶曾指出：教学无非是“教师帮着学生学习的一串过程”，使学生能“自为研索，自求解决”。也就是说教师的职责主要不在于“教”，而在于指导学生的“学”，不能满足学生“学会”，更要指导学生“会学”，更是激励思维变“教”为“导”，以此培养学生的学习能力。     

铁路货运组织课程教学改革初探

教学方法改革所追求的目标主要是激发学生的学习兴趣,挖掘其内在的、深层次的潜质;开动学生思维的机器,调动学生学习的积极性和主动性,教会学生学习方法,授之以渔,促进学生学习能力的提高。本文在铁路货运组织课程教学过程中尝试启发式、探究式、案例式和参与式等多种教学方法,旨在改变教学观念,激发学生的学习潜能,培养学生的兴趣爱好,提高学生学习能力、实践能力和创新能力。     

谈提高初中数学教学的实效性

《新课程理念与初中课堂教学行动策略》一书中明确指出：“学生今天的学习方式，就是明天的生活方式。”这就要求我们的教学要讲求实效性。我们的数学教学必须“以学生为主体”、“以学生的发展为最终目的”。 一、以“问题解决”为学习载体，引导学生自主探索、合作交流是提高数学教学实效性的有效途径     

高等院校体育教师实施探究性体育教学的理论思考

探究性体育教学是体育教师根据探究性学习的实质、目标、特点、评价等要求，围绕一定的教学目的，在教学实践中运用的一种教学方式。探究性体育教学其本质在于培养学生的创新能力，使学生能自主地探究性学习，这是探究性体育教学的逻辑起点。随着教学规律的发展，“探究性”教学与“探究性”学习已逐渐成为高校教学探究的热点。本文结合笔者多年来的教学实践，就高等院校体育教师实施“探究性”体育教学进行理论探讨与分析，以期能为体育教学的改革提供有益的参考。     

借网络学习平台建立学习共同体--以《饭店服务与管理》教学为例

现代信息社会网络具有开放性的特点，随着因特网的成熟和学生对网络的熟悉及运用，线上交流非常频繁和普遍，这让利用网络资源为教学所用成为可能。本文以《饭店服务与管理》教学为例，提出利用网络平台可实现资源共享，建立学习共同体，最终提高教学效率：依托“学习空间”，教师可以引导学生建立学习共同体，提高教学的效率；让学生建设完善“资源中心”，丰富学习内容；通过“学习课程”的建立，呈现教学流程，有效实现动态监管，促进成长；“即时交流”互补，有效实现个体辅导，及时消灭学习障碍。     

What Can I Do? Applying Classroom Knowledge to Service Work, or Doing Practice Sociology

Faculty members are frequently asked by students and parents, “what can I do with a Sociology degree?” This paper suggests ways to address the question and take action to insure that majors have the knowledge and skills to be successful in the job search and the work world. In addition, the paper indicates ways that combining service learning and applied sociology serves goals of students, faculty, universities, and communities. Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the “natural synergy” between the two types of learning. Finally, the article discusses practical issues related to service learning in applied settings: getting the support of faculty and administrators; convincing students of the benefits of service learning; revising curricula; and setting up the service learning experiences. The conclusion is that combining service learning and applied sociology courses has positive results for all involved.     

The learning camera: A personalized learning model for online pedagogy in human services education

Abstract

This article describes the development of a personalized learning approach to human services online education that utilizes a “learning camera” as a metaphorical tool for undergraduate students’ development of knowledge, skills, and dispositions required for successful transition to professional practice. By highlighting students’ ongoing development as knowledge builders and constructivist learners, the online curriculum is enacted within each student’s area of interest and in their home communities. This “learning camera” model of online pedagogy for human services education is intended to serve as a resource for other institutions interested in praxis-oriented approaches to personalized online teaching and learning.     

“问题解决”在高校计算机公共课中应用的思考

立足于当前高校计算机基础教学的现状，综合分析了“问题解决”的教学模式，结合实例探讨了其实践应用，以提高教学质量，培养学生信息素养和综合能力。     

Internationalising the Curriculum for Vocational Education: problems and possibilities

This paper deals with the discrepancy between the stated national curricular goals for vocational education in Norway regarding the teaching of “International co‐responsibility” values to students, and the failed strategy for implementation throughout the curriculum. The paper investigates possible reasons for the existence of negative attitudes towards immigrants and development aid among vocational students, male students in particular. It also describes some of the historical and sociological background of the vocational curriculum that pertains to these issues. The paper suggests there is an urgent need to support curriculum development in such a way that “International co‐responsibility” can be realised within a vocational learning context, and puts forward some ideas in this direction.     

Connecting Learning: How Revisiting Big Idea Questions Can Help in History Classrooms

Many school districts across North America have turned to a framework for curriculum design and instruction called “Understanding by Design.” Included in the framework is a call for teachers to create “essential questions” that provocatively ask students to consider and learn the “big ideas and core processes within the content standards” (Tomlinson and McTighe 2006, 26). Essential questions guide teaching and engage students in uncovering the important ideas at the heart of a subject (Wiggins and McTighe 1998, 28). The conceptual foundation for this curricular approach and for this research is student-centered learning. Although essential questions are being widely used across content areas, a robust field of research specifically and concretely considering how exactly these questions are best employed does not exist, especially not for history courses. Through a mixed methods approach, this practical action research project determined that revisiting the same essential questions throughout the school year greatly increased students’ abilities to connect learning between units, but only slightly increased their abilities to connect learning to personal experiences outside the history classroom.     

The Virtual Community: Computer Conferencing for Teaching and Learning Social Work Practice

SUMMARY

This author describes the use of a web-based conferencing program to augment classroom learning in generalist social work practice courses in a BSW program. This “virtual classroom” allows students to have more or less continual access to the instructor and to each other, greatly expanding opportunities for teaching, learning, and communication.     

Vital Connections: Using Literature to Illustrate Social Work Issues

Abstract

This paper introduces a four stage teaching model which encourages students to use fiction as a source of mental imagery and insight into social work issues. Teachers can use the stages flexibly for different courses and levels of student expertise. The model has been developed by the authors during three years of formally implementing it in a range of undergraduate and graduate syllabi. The authors present this approach following detailed observation of the quality of written assignments, classroom interaction and student feedback. This is an exciting way of teaching traditional courses which generates a lively atmosphere for learning.

“We shall not cease from exploration And the end of our exploring Will be to arrive where we started And know the place for the first time.”

T.S. Eliot

(“Little Gidding,” The Four Quartets)     

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

In each edition of their book Doing History: Investigating with Children in Elementary and Middle Schools, Levstik and Barton (2011) encourage us to take a mental journey to imagine classrooms where students regularly “do history” (xi). The social studies experiences that many educators envision for elementary classrooms include teaching students to frame questions, read for information, and organize primary and secondary sources to share their knowledge with classmates. NCSS provides an infrastructure for social studies goals in which knowledge, skills and attitudes are developed in meaningful social studies lessons. When viewed through the lens of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS ELA), we recognize the fundamental nature of aligning social studies standards with literacy strategies for elementary teaching and learning. The purpose of this article is to examine the usefulness of CCSS ELA for teaching elementary social studies. The authors share a vision for the “common core classroom” that includes a range of literacy strategies for teaching standards-based social studies.     

Homo ludens im sozialwissenschaftlichen Seminar

The teaching of social sciences consists of social interactions and is, therefore, an appropriate object for scientific analysis. A game-theoretic approach reveals that ”chicken games“ and ”prisoner’s dilemmas“ are abundant in university level courses. It can also deliver systematic solutions to the problems of cooperation students and teachers are confronted with in everyday a cademic life. One of these solutions is the reforming of courses into games, as based on a perspective borrowed from cultural anthropology. ”Excitement and fun“ become the ”selective incentives“ which may boost seminar interaction and output, and forge ”privileged groups“, i.e. ”teams“.     

To ITV or Not to ITV: A Comparison of Hybrid and Web-enhanced Approaches to Teaching a Macro-course in Human Behavior in the Social Environment

Hybrid education includes an online component and interaction between students and teacher by televised sound and image. This approach contrasts dramatically with traditional face-to-face teaching and classroom teaching modalities enhanced by Web-based tools. Should educators in “human behavior and the social environment” (HBSE) use hybrid technologies? This study explores the differences and similarities in student satisfaction and learning outcomes between a hybrid and a face-to-face Web-enhanced macro-course in HBSE. Results suggest that hybrid and Web-enhanced course delivery methods do not differently impact student learning. Students did report greater satisfaction with some but not all aspects of the hybrid sections.