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。     

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。     

Quick,uncertain, and delayed adults: timing,sequencing and duration of youth-adult transitions in Canada

The transition from youth to adulthood in western societies has become more prolonged and complex as traditional societal norms have lost influence. Using retrospective data from a cohort of 43-year-old Canadians surveyed in 2010 (n?=?405), we mapped the timing, sequencing, and duration of ‘first stage’ youth-adult transitions (leaving home, finishing formal education, obtaining a full-time job) and ‘second stage’ youth-adult transitions (marriage, parenthood, home ownership). Latent profile analysis identified five distinct transition profiles – norm-setters, quick adults, uncertain adults, adult students, and delayed adults – with different amounts and timing of post-secondary educational investment playing an important profile-shaping role. Although youth-adult transitions have become less standardized and more individualized, especially for first stage transitions, these transitions are still quite structured and continue to be affected by gender and family socioeconomic status.     

Possibilities towards a socially just pedagogy: New tasks and challenges

This paper contributes to an emerging debate on what it means to transform teaching and learning in higher education and to renew the social justice mission of universities. By focusing on the teaching and learning environment, we set the stage for the special issue, exploring the idea of socially just pedagogy, where it comes from and what it means in the present day. The social justice-pedagogy nexus as taken up in this paper aims at using pedagogy as a change process to transform higher education. We offer new considerations arguing that to adopt socially just pedagogies it is important that teachers consider the personal dimensions of pedagogy, the politics of difference, and the relationship between pedagogy and agency. In doing this, the chance that universities remain places of possibility, rather than turning into divisive spaces, becomes more plausible.     

Discussing Global Issues Through Contemporary Art

Contemporary global issues can be examined through the lens of modern photographic art. In an effort to prepare global-ready graduates, this article explores the pressing problems of environmental degradation, urbanization, and homelessness through the work of three contemporary artists. Illustrative works, suggested approaches, and curriculum resources are provided.     

Teaching research methods to social work students in India and Australia: reflections and recommendations

This paper draws on the reflections of two social work educators who have, for many years taught research methods to undergraduate and postgraduate social work students in India and Australia. The intent is to suggest measures for enhancing the quality of social work research education. The reflections are embedded in a social justice and human rights framework, privileging the educators’ unique social and cultural contexts and their commitment to engage with indigenous knowledge. The authors recommend effective social work research education requires the educator to draw on a deep understanding of their own context, as well as globally accepted research traditions. Particularly, we encourage research teachers to adopt student-centred approaches that emphasise a broad ‘research mindedness’ (in their students and themselves), building students’ practical capacities and confidence to become effective, research informed practitioners; capable of contributing to their own communities and to the social work profession more broadly.     

基于SPOC平台的混合式教学新模式研究

SPOC混合式教学法是“互联网+”在教育领域的具体应用,是一种结合了线上教学和课堂教学的混合教学模式,是教学模式改革的一大突破。概述了SPOC混合式教学模式的内涵,分析了SPOC混合式教学法对教师教学及对学生学习效果的影响,并指出了SPOC混合式教学模式设计的四大环节。     

基于体验式教学理论的高校英语教学策略探析

我国高校传统英语教学模式太过僵化,难以提升学生的语言实际应用能力。而体验式教学模式在高校英语教学中的应用,通过激发学生的学习积极性和主观能动性,能有效突破传统英语教学的局限性。对基于体验式教学理论的高校英语教学策略进行深入探析,旨在为高校英语教育工作者提供一些教学建议,以提升高校学生的英语实际应用能力。     

《电力工程基础》课程的教学改革实践

根据《电力工程基础》的课程特点,从教学目标、教学内容、教学方法和考核方式等方面对课程教学进行了全面的改革和探索,并深入探讨了翻转课堂教学模式,运用讲授、讨论和启发相结合的课堂教学形式,引入工程案例分析,发挥传统教学方式和现代教育技术的优势等问题。通过教学实践,该教学改革已取得很好的教学效果。     

Migration,gender and low-paid work: on migrant men’s entry dynamics into the feminised social care work in the UK

The literature on workers in gender atypical occupations has been dominated by a focus on women doing men’s work. Much less attention has been paid to men in women’s work, and even less to the impact of migration. Based on 28 in-depth interviews with migrant men having experiences of working in hands-on social care in England, this article is a contribution to the understanding of migrant men’s entry dynamics into a female-dominated occupation. Focusing on migrant life experiences, it discusses how they actively engage in three entry dynamics: (1) facing barriers and negotiating them, (2) ‘stumbling upon’ women’s work, then developing compensating strategies and (3) migratory/temporary settling into the sector. The article suggests a theory about lifelong ‘travelling’ when entering women’s work: a continuing process of negotiating work options within a specific historical sector context, the intersection of gender and migration being part of this.