教师教育影响的特征及其启示

教师的教育影响是附属于教师个体的特殊的教育影响。它具有高效性、灵活性、感染性、示范性等特征。教师应充分认识这些特征, 在教育实践中做到教书育人相结合、身教与言教相结合、理论与实践相结合。     

利用综合英语课提高学生的综合语言能力

综合英语课是一门综合性的语言基础课。在综合英语课教学中，结合所教学生的实际英语水平，采用不同的教学方法，并组织形式多样的课堂教学活动，使学生在大量的语言实践活动中掌握并具备听、说、读、写等综合语言能力。     

论唯物史观的三大基本特征

唯物史观具有三大基本特征, 即: 实践原则与主体性原则的内在一致, 它为唯物史观奠定了彻底的唯物主义理论基础; 历史发展过程的客体制约性与主体创造性的辩证统一, 它为唯物史观赋予了辩证的理论品格; 人的自由解放与历史进程的高度一致, 它使唯物史观获得了明确的价值指向。这三大基本特征有着内在的逻辑联系, 使唯物史观与其它一切历史观从根本上区别开来。     

创造性思维对语文教师的技能要求

创造性思维是创造力的核心。它具有敏感性、流畅性、灵活性、独创性等特征。创造性思维教学目的在启发学生创造的动机、鼓励学生创造的表现。语文教师在语文教学中要培养学生的创造性思维品质、能力和方法。语文教师在具备创新意识与合理知识结构的基础上 ,要具备创造性思维教学技能     

技战术指导思想的确立与中国排球运动的发展

通过对中国排球运动不同时期技战术指导思想的回顾,探讨了正确的技战术指导思想的确立对我国排球运动发展的极端重要性。     

对现阶段图书馆工作的再认识

实现现代化、全球信息一体化是图书馆工作的目标,但我们既要着眼于未来,更要立足于现实,搞好现阶段的管理和服务。因此,图书馆工作要围绕一个中心,强化多维管理,这是图书馆迈向现代化的基础。     

与时俱进——马克思主义发展的不竭动力

与时俱进的基本精神是马克思主义不竭的动力来源。马克思的实践思维方式确立了与时俱进的哲学路径 ;科学性、开放性、革命性和实践性是其基本表征 ;创新是其发展原动力 ;因而马克思主义才能随实践而发展 ,随时代发展而进步     

论丘处机的道教词

根据相关文献资料，结合丘处机的生平及宗教活动，对其道教词进行了较为全面的考察，认为其词作主要表现了全真道内修心性，外修功行，三教合一等宗教思想。通过对丘词某些具体作品的分析，可以看出丘处机对全真道宗教思想有所发展。     

Zimbabwe's AIDS action programme for schools

AIDS education started very early in Zimbabwe and is now compulsory in all schools. This evaluation documents the development of the primary and secondary school AIDS Action Programme from 1991 to 1998. Six programme aspects were evaluated: programme start-up, planning and management, development of syllabi and materials, teacher training, research, monitoring and evaluation, and co-ordination. The Programme drew on resources from within the existing educational system. Due to broad-based consultation and participation, it was supported by Government and partners. Flexible management ensured implementation of mid-course corrections. It was concluded that school AIDS programmes should stress participatory teaching and learning methods and life-skills training. Curriculum writers and teachers needed training and supervision in participatory techniques. Cluster workshops between district and school levels were needed to strengthen the cascade model of teacher training that had been adopted. Systematic research, monitoring and evaluation were essential, including follow-ups to baseline surveys. The Zimbabwean programme was well-designed, relatively inexpensive and replicable.     

Using Active Learning Projects to Teach Research Skills Throughout the Sociology Curriculum

A core element of the sociology curriculum is the methods course, intended to teach students the value of systematic observation and analysis of the social world. However, this one-shot approach to teaching methodological skills is ineffective and not well liked by students or faculty. A more effective approach is the integration of active learning assignments and projects that teach and reinforce these skills throughout the curriculum, from the introductory course to the substantive content courses. This paper describes my experiences with this approach, outlining various activities and research projects used to teach methodological skills. Also highlighted are the outcomes reported by students and the benefits for teaching sociology courses. A discussion of the possibilities for disseminating and using the research beyond the classroom and the strengths and weaknesses of integrating research across the curriculum, as well as several teaching tips are also included.