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1.
In a pre/post quasi-experimental study assessing the impact of a specific curriculum on critical thinking, the authors employed a critical thinking curriculum in two sections of a U.S. foreign policy class. The authors found that the interactive and scaffolded critical thinking curriculum yielded statistically significant critical thinking increases for students scoring below average on the pretest. Within a discussion of the overall need for strengthening critical thinking in higher education, the authors demonstrate that the study’s findings support the developmental process of acquiring critical thinking, and illustrate that early jumps in critical thinking can be achieved within one semester. Additionally, the results point to the need for more long-term approaches to assess larger increases for those scoring above average. 相似文献
2.
In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science evidence? To address this question, we conducted an experiment with students from two first-year writing seminars in political science. Students were randomly assigned to either an in-class writing activity or a group discussion, both of which required them to summarize an article’s use of evidence. We find limited evidence that group discussions are more effective for teaching students to engage with evidence. 相似文献
3.
Nakissa Jahanbani Charmaine Willis Donnett Lee 《Journal of Political Science Education》2018,14(3):409-413
The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over teaching and vice versa, 2) the dual role of instructor and mentor, and 3) adapting prepared lesson plans when unexpected circumstances arise. The authors are three doctoral students in political science with approximately three years of teaching experience each. As such, they offer a unique perspective: each are settled into their position as TA but remember the challenges they faced while on the path to this role. 相似文献
4.
Karyn Amira 《Journal of Political Science Education》2018,14(1):97-103
Over the last year and a half, a number of scholars, pundits, and journalists have criticized college campuses for coddling students by constructing environments that protect them from offensive opinions and evidence that disconfirms their prior attitudes. In this article, I suggest two pedagogical techniques that can help students encounter and digest evidence that may go against their preconceived worldviews and opinions: teaching rational versus irrational thought and quantitative research design and critique. Guiding undergraduates through empirical studies on sensitive topics and encouraging them to critique their findings in a rational, academic manner can help ease them into more reasoned and less reactionary discourse about race, gender, religion, politics, and any other controversial topic in today’s contentious climate. I use my own experience teaching students research design in the months following a race-related murder to illustrate the effectiveness of this method in an extreme circumstance. 相似文献
5.
全球经济一体化,使得高等教育国际化成为教育发展的必然趋势。我国高等学校目前的国际化办学形式主要分为与国外高水平大学合作,本硕连读、联合办学等9种不同的形式。中国矿业大学在本科生教育国际化的进程中,基本形成了交互融合模式、“三明治”模式、链式对接模式、本硕连读模式、教学与学术渗透五种模式。在本科生教育国际化的实践过程中,总结出选择国外高水平大学进行合作,开展各种教育国际化模式等多种办学经验,对促进我国高校开展本科生教育国际化合作具有借鉴作用。 相似文献
6.
也谈大学生的就业教育 总被引:1,自引:0,他引:1
始自1999年的高校扩招,历经近十年的高速增长,我国的高等教育逐渐显露出“就业危机”。面对严峻的就业形势,加强高校的就业教育,使学生主动适应社会需求和就业环境,是高等教育的一个重要组成部分。 相似文献
7.
AbstractThis article describes various iterations of a Supreme Court simulation that we developed for undergraduate political science classes. We address when simulations should be used to introduce a topic to students, and when simulations should be used to develop students’ understanding of a topic after introducing it. In the simulations, we played the role of attorneys delivering oral arguments before the Supreme Court, while students played the role of Supreme Court justices. Students questioned attorneys, deliberated in groups, voted on the merits of the case, and explained their decisions. We varied when the simulation was conducted, with one class doing the simulation before a lesson on judicial decision making and two classes doing the simulation following a lesson on judicial decision making. We evaluate the simulation by using results from student questionnaires that assessed the students' interest in judicial politics, their knowledge of the Supreme Court, and their understanding of judicial decision making. We find that the simulation most effectively accomplished the intended learning outcomes when the simulation was conducted after a lesson on decision making in the Supreme Court, rather than before the lesson. In addition, our results demonstrate that the simulation increased students’ interest in the Supreme Court and their desire to learn more about the institution. Our results have implications for political scientists aiming to enhance student learning through simulations. 相似文献
8.
Josiah F. Marineau 《Journal of Political Science Education》2018,14(2):270-275
Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay reflects on the author’s first year at a teaching university and offers six themes that may assist other new faculty in the transition from life as a graduate student at a research institution to life as an assistant professor at a teaching university. 相似文献
9.
Kristina M. W. Mitchell Whitney Ross Manzo 《Journal of Political Science Education》2018,14(4):456-472
Much of existing assessment and instructional design strategies revolve around the use of learning objectives. Learning objectives are used by faculty, by instructional designers, by accreditors, by assessment offices, and by students. But even as the use of learning objectives becomes more widespread, the definition and purpose have remained unclear. Instructional designers argue that learning objectives exist to provide a focused mindset for students engaging in the content, while faculty often view learning objectives as an administrative requirement that has little impact on teaching or student performance. Existing research on the subject is primarily normative and/or qualitative in nature (Harden 2002; Torrance 2007). In this article, the researchers seek to use empirical evidence to examine the definitions, purpose, and impact of learning objectives on student performance. We find that there is no shared understanding of definitions and purpose, and using an experimental design, we find that learning objective wording and use in the classroom does not affect student performance. 相似文献
10.
本科物流应用型人才培养的校企联合模式研究 总被引:2,自引:0,他引:2
本科物流应用型人才的培养需要兼顾理论教学和实践,形成有别于专科和研究生层面的体系。单纯的理论教学、实践。及二者的简单综合均无法适应本科物流应用型人才培养要求。校企联合是满足本科物流应用型人才培养的有效模式。 相似文献
11.
Emily Parrott 《Journal of Political Science Education》2017,13(4):404-425
This mixed-methods study examined the long-term associations between two kinds of politics courses—required political science courses and required family policy courses—and the political participation, knowledge, skill, efficacy, and politically engaged identity of child and family studies alumni. Two special cases were examined: those who remembered their required political science and policy courses compared with the other groups. Additionally, open-ended responses were coded and analyzed. Together, the quantitative and qualitative data suggest that college courses impacted alumni political awareness in college but political awareness did not translate as strongly into later political participation as previous literature has assumed. Findings highlight the importance of postcollege personal connections and work experience in shaping political participation. Educators and researchers should consider this complex relationship between what students learn in college and what they may later experience in adulthood when developing curriculum for students who are not political science majors. 相似文献
12.
写作教学与创新思维能力的培养 总被引:1,自引:0,他引:1
管曙光 《铁道警官高等专科学校学报》2002,12(2):113-116
思维是写作教学的网络枢纽,创新思维又是思维网络中的枢纽。写作思维的本质特征是创新,惟有“表现创新”与“创新表现”才是写作思维的真正价值所在。写作主体要具有创新思维品质。围绕培养创新思维能力,全面开展写作教学活动,便抓住了写作教学枢纽的枢纽。 相似文献
13.
Kate Hunt 《Journal of Political Science Education》2019,15(1):49-63
AbstractWhile the use of active learning exercises and the incorporation of popular culture in the classroom have increased in recent years, the study of potential gendered effects on learning and engagement when it comes to these practices has been limited. In this study, data are collected from international politics courses using a zombie outbreak as the theme for a United Nations simulation to explore whether there are unintentional gendered outcomes from these activities. Contrary to expectations of previous literature, no statistical differences manifest between men and women in enjoyment and learning when using zombie themes in active learning. 相似文献
14.
Andre P. Audette 《Journal of Political Science Education》2019,15(1):112-119
AbstractDuverger’s Law—the principle that first-past-the-post systems tend to promote two major political parties while proportional representation systems tend to promote multipartism—is a commonly taught topic in introductory and some upper-level political science courses across subfields. However, it also contains concepts that are difficult for undergraduate students to grasp, particularly those who are unfamiliar with other electoral systems. In partial response to these concerns, this article introduces a memorable in-class demonstration that utilizes food items to illustrate the logic behind Duverger’s Law. The demonstration serves as a flexible blend between lecture-oriented and active learning techniques, and can be adapted to teach other topics—such as directional and proximity models of voting, the Median Voter Theorem, and other topics in rational choice theory. Preliminary evidence presented suggests that students enjoy the demonstration, remember the concepts, and perform better on assessments related to the topic. The article concludes by challenging political science educators to develop and share more demonstration-type activities, which are commonly used in STEM and other fields. 相似文献
15.
Peter J. Jacques 《Journal of Political Science Education》2017,13(2):211-224
This article proposes that the learning environment matters, and that there are qualitative differences in online versus face-to-face classes. While online education provides some benefits, they also narrow the opportunities for dialectical conflict that thoroughly challenge student thinking, an interaction more likely to be found in real-time conversations. In person, there is more opportunity for an instructor to challenge the reasoning of students in real time, and for students to ask probing and follow-up questions. The article considers the structure of educational dialectic suggested by important thinkers including Galtung, Habermas, and Buber. Online education is then situated as a technology that interferes with human relations and dialectical reasoning and fits within the notion of technics and the megamachine advanced by Lewis Mumford, which dehumanizes personal interactions with instrumental processes for growth and efficiency. Students follow suit by focusing more on the instrumental absorption of course content to pass the course, instead of higher order critique. Of particular interest to political science education is that if conversational dialectics are weakened in universities, and therefore polities—and the technics are simply considered a natural replacement for in-person conversation—the opportunities to teach critical reasoning required for critique of complex political phenomena are also narrowed. We might temper the dangers of the megamachine by reflexively discussing the political economy of online teaching itself with our students and by starting to expect synchronous conversation, which will open dialectical opportunities. 相似文献
16.
Matthew L. Bergbower 《Journal of Political Science Education》2017,13(2):200-210
For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The hypothesis posits that the number of prior introductory-level political science courses can be a strong precursor to research methods success, even for those who are upper-class students and majors. This hypothesis is tested by analyzing data from six sections of an undergraduate research course offered at a midsized public university. The results demonstrate that students are most likely to succeed in their research methods course if they are majors with at least five previous political sciences courses completed. Recommendations for course prerequisites and specific curriculum mapping are offered in light of these findings. 相似文献
17.
模糊思维论略 总被引:6,自引:0,他引:6
冯国瑞 《北京行政学院学报》2004,(4):75-81
文章界定了模糊思维方式并提示其客观根据,论述了模糊思维方式的主要内容,阐明了模糊思维方式的重要意义,从而指明了模糊思维乃是现代科学和现代哲学正在探索的一个前沿领域. 相似文献
18.
论战略思维 总被引:2,自引:0,他引:2
周感华 《北京行政学院学报》2002,3(2):56-58
战略思维是各级领导干部都必须具备的思维素质.然而,长期以来因关于战略思维的定义存在缺陷,使部分领导干部特别是一些基层领导干部把是否具有战略思维看成是无关紧要的;从培训轮训干部的主渠道即党校和行政学院的教学实践看,抓好战略思维的训练被认为就是抓好"国际国内若干重大现实和战略问题的研究和讨论",这在一定程度上削弱了党校和行政学院在培养领导干部战略思维能力方面的功能.实际上,研究和讨论重大现实和战略问题需要战略思维而不等于战略思维本身.针对上述情况,本文从分析战略思维的深刻内涵入手,阐述了各级领导干部提高战略思维能力的必要性、重要性和现实途径. 相似文献
19.
代昊 《铁道警官高等专科学校学报》2011,21(3):110-112
目前高校法学教育往往把侧重点放在法律知识的传授上,而对学生法律职业能力的培养却没给予足够的重视,结果造成了学生法律职业能力欠缺,无法满足实际职业的需求。面对这种现状,有必要进行更深层次的思考,明确当前社会法学教育培养目标,尝试探索出法学教育改革之路。 相似文献
20.
社会的发展以及商务英语专业培养方案的需要均迫使我们重视培养学生的英语能力,特别是口语能力。但受传统教育理念、手段、环境等诸多因素的制约,此前高职商务英语口语课程有其局限性,教学质量整体不能得以很好的提高,从而学生的商务英语水平也不能符合职业发展的需要。通过结合自身教学实际,提出改进商务英语口语教学的建议。 相似文献