试析实验教学在高校土木工程专业中的重要作用

本文从几个方面简要分析了土木工程专业实验教学的重要作用、创新意识的培养,提出了提高土木工程专业大学生科技创新意识的新方法。     

课堂教学:自我调节学习策略生成的关键

自我调节学习是学生"转知成智"的主要方式和渠道。面对浩如烟海的知识海洋和日新月异的信息社会,学生只有不断提升自我调节学习能力,进行终身学习,才能适应知识爆炸和信息扩张。传统课堂教学以教师、教材、课堂为中心,忽视学生学习主动性、创造性,课堂教学只能"授人以鱼",不能"授人以渔"。因此,为改变传统课堂教学的弊端,使课堂教学真正成为培养学生自主学习的阵地,探讨课堂教学组织模式、师生定位、教学方法等要素,是指导自我调节学习策略生成的关键。     

从东西方不同的考试评价标准 谈大学英语考试形式的变革

文章阐述了东西方国家特别是美国,与中国各自不同的考试评价标准;分析了两者的优劣,提出在相互结合的基础上建立科学的、合理的考评体系。在英语考试中,采取闭卷与开卷同时进行的多元化形式,既能使教师了解学生对教学大纲所规定的知识体系的掌握程度,又能使学生投身到实践中去,在实践中更多地思考、探索。同时文章提到教育体制改革的必要性,阐述了教学改革的“三变”和作业设计的“三性”,以更好地配合并推动考试形式的变革。     

关注课堂生活中的冲突--文化学的视角

课堂生活不仅是一个对话与交流的过程 ,更是一个冲突与矛盾的过程。但在当前的教育过程中人们似乎过分地注重了课堂生活中的和谐性、稳定性与连贯性 ,而忽视了课堂生活的冲突性、矛盾性与断裂性。因此本文试图从文化学的视角对课堂生活中的冲突类型进行探讨并分析造成冲突的原因 ,从而重构“课堂文化”。     

课堂实验在西方经济学教学中的应用

经济学教学并非不可进行课堂实验的社会科学。课堂实验可以使没有实践经验的大学生加深对西方经济学理论的理解,调动学生的学习兴趣,使西方经济学的教学上升到更高的层次。但发挥课堂实验的功效必须注意时间安排与学生激励问题。     

以“翻转课堂”构建大学英语教学新模式

文章依据翻转课堂的定义与特征,将传统的大学英语课程教学模式与翻转课堂进行比较,并结合课程特点分析翻转课堂运用于大学英语课程教学的可行性,构建出适宜于大学英语课程教学的翻转课堂模型,引导学生加强自主学习,以提高教学效果。     

Social work education in the West Indies

Social Work Education has been offered in the West Indies at a professional certificate level since 1961. Programmes exist within multi-disciplinary Departments of academic institutions in six countries. Given limited staff resources, they benefit from the availability of instruction in related subject areas but lack the autonomy to create fully integrated social work curricula. Graduates are prepared to function in a post-colonial (post slavery) West Indian society characterized by increasingly democratized patterns of social organization and indicators of modernization but with a serious catalogue of contextual, structural and human behavioural problems which impact the economic social and cultural lifestyles of the people. While there have been some positive developments, the major constraining factors for regional social work education are: limited resources which deny programme autonomy, limit staffing and subject offerings; an unsatisfactory dependence on metropolitan social work education models; and an insufficient sensitivity to the challenge to produce indigenous theory and culturally appropriate practice models. Challenges to be addressed are the need for authentic West Indian (Caribbean) social work models, the strengthening of field practice experience for students, more preparation for advocacy and policy development roles and the extension of professional education at the undergraduate level through the distance education mode, and at the post graduate level.     

大学生英语口语的提高与训练

大学生英语口语提高难有客观原因和主观原因缺乏跨文化交际意识;缺乏真实语言输入;缺乏语言和练习环境。学生的心理障碍影响其口语水平的提高。要提高大学生英语口语的水平,必须加强课内外训练;注意改错艺术;教学中注意文化导入。     

Embracing the continuity of care experience: A new Australian graduate entry master of midwifery course with a student caseload of 15 women per year

BackgroundWomen receiving continuity of midwifery care have increased satisfaction and improved outcomes. Preparation of midwifery students to work in continuity models from the point of graduation may provide an ongoing midwifery workforce that meets rising demand from women for access to such care.Aim of the paperThe aim of this paper is to describe an innovative midwifery course based on a continuity model, where students acquire more than 50 % of clinical hours through continuity of care experiences. Additional educational strategies incorporated in the course to enhance the CCE experience within the philosophy of midwifery care, include a virtual maternity centre, case-based learning and the Resources Activities Support Evaluation (RASE) pedagogical model of learning.DiscussionAustralian accredited midwifery courses vary in structure, format and philosophy; this new course provides students with an alternative option of study for those who have a particular interest in continuity of midwifery care.ConclusionA midwifery course which provides the majority of clinical hours through continuity of care may prepare graduates for employment within midwifery group practice models by demonstrating the benefits of relationship building, improved outcomes and the reality of an on-call lifestyle.     

The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing

Student wellbeing can be considered a major output indicator of quality of education. A positive classroom climate can contribute to a higher sense of wellbeing. Interpersonal relationships between teachers and students are an important aspect of the classroom climate. This study investigated how student wellbeing was predicted by student characteristics, interpersonal teacher behaviour and achievement. 594 students from 55 classes in 13 technical and vocational secondary schools were involved in this study. The results indicated that those students who attended school because they were highly motivated learners reported a higher sense of wellbeing than those who attended out of a sense of duty. It also appeared that student perception of interpersonal teacher behaviour predicted student wellbeing. As a case in point, when students viewed their language teacher as tolerant yet exacting discipline, a positive relationship was found with student wellbeing. Students also felt better when their mathematics teachers were less authoritarian, but the cooperative component was still important.