“师生零距离慕课”教学改革——以慕课《光语者——摄影光学与镜头》为例

慕课虽具有受众广、易学习等优点,但慕课教学同时存在教师参与度不足、教学质量难以保证、缺乏高阶思维能力锻炼等缺点。本文提出"师生零距离慕课",以"两性一度"为指导思想,从慕课内容建设、师生互动机制、监督评价体系三个维度进行改革:"互动式"慕课学习+教师直播翻转课堂+多元化评价考核。"师生零距离慕课"可以有效打破时空限制,打破课程容量限制,让慕课具备线上线下混合式课程的优点,使慕课庞大学习数量的学习者都可以与教师深度互动,使慕课知识内化为学习者专业技能,有效提升慕课教学质量,实现真正意义的智慧课堂。     

翻转课堂教学模式的优势与应用挑战

随着课堂教学模式类型的日新月异、丰富新颖,适合学生与教师课堂学习和教学的课堂教学模式层出不群,翻转课堂教学模式应运而生。对翻转课堂教学模式的优势与应用挑战进行探讨很有必要。     

谈网络环境下的英语课堂教学

自1946年世界上第一台电脑诞生,人类的发展便以几何级速度步入网络时代,人们的生活也发生了前人无法想象的巨大变化。随着网络覆盖全球化,人们对世界认知的渴求愈加强烈,这势必助推英语教育的蓬勃发展,但与此同时也给英语教学带来了诸多挑战。从小处着手,从网络化英语课堂教学中的基本环节即教学对象、目标、教法及考核方式等方面谈几点看法,力求紧扣时代脉搏,与时俱进。     

谈课堂教学的科学性与艺术性

课堂教学既具有科学性，又具有艺术性，其最高境界是科学性和艺术性的完美统一。教师在传授科学知识的过程中，应讲究教学科学和教学艺术，追求教学美，进而实现课堂教学科学性和艺术性的完美统一。     

大学生学习观对学习方式影响的实证研究--基于不同课堂学习环境的分析

大学生学习观对学习方式具有重要影响，不同的学习观对学习方式具有不同的影响：应用知识学习观对学生深层学习方式具有很高的正向预测力，对浅层学习方式具有负向预测力；记忆知识学习观对浅层学习方式具有很高的正向预测力。在不同的课堂学习环境中，学习观对学习方式的影响力存在不同程度地“增强”或“减弱”。构建有助于增强师生之间以及生生之间交流互动的课堂学习环境，提升学生的学习参与性能够促使学生更倾向于深层学习方式。     

高职高专商务英语口译课程教学改革初探

随着我国对外贸易的迅速发展,商务英语口译在高职高专商务英语课程体系中的重要地位日益凸显。鉴于此,只有积极进行商务英语口译课程改革,探索符合高职高专特色的商务英语口译教学模式,才能有效巩固学生的口译学习效果,增强学生的就业能力。     

Socioeconomic Status and Behavior Problems

Abstract

Violence in the schools is a fundamental concern for students, educators and communities as they collectively address issues that make schools safer. A longitudinal analysis of disciplinary referrals was conducted with a large countywide school district to measure differences across socioeconomic status and school level. These variables proved to be critical in identifying and targeting schools that may need to be the focus of prevention and intervention efforts. Other suggestions related to the effects of school violence on academic instruction and methods for the targeting of services are discussed along with implications for educators and mental health professionals in school based settings.     

Photovoice as a Pedagogical Tool in the Community Psychology Classroom

Constructivist perspectives contend that individuals actively extract and make meaning from the world around them. In the classroom this means that students are not passive recipients or repositories for our theories and empirical findings; instead, they actively redefine and relate to (or not) the concepts presented. To simultaneously stimulate and build on this process, I adopted Photovoice as a pedagogical tool to situate students as observers of their own community and create space for them to engage in participatory, community-focused meaning making activities. By employing strategically crafted framing questions, students generated Photovoice data that served as a powerful jumping off point for discussing key community psychology concepts. In addition, the Photovoice process provided students the opportunity to directly experience a participatory research process as well as engage in basic qualitative data analysis. This article presents the general process my class undertook as well as qualitative feedback from students.     

The web of plenty: Leveraging the abundance of free,on-demand online forensic content

The move to online instruction forced many educators towards the task of producing recorded content, many for the first time. The result was that many instructors, usually those with limited or no remote-teaching experience, produced 60- to 90-minute audioonly lectures, recorded using Powerpoint or a conferencing platform, and posted them to a Learning Management System (LMS). Instructors more well-versed in online pedagogy or those who utilized instructional design best-practice training, produced video content more in-line with established research, which states that videos should be no longer than 6 to 15 min. Regardless of video length and quality, creating recorded content is time-consuming, resource-intensive, and arduous even for experienced educators.The alternative to self-created content is to mine the wealth of freely available forensic science videos, webinars, and web-based resources already posted to the internet. Prior to the move to remote instruction, some forensic educators integrated YouTube clips into lecture material. Post-pandemic, the quantity, and often quality, of online content has greatly increased. However, on-demand resources are spread widely across the internet. Whilst some repositories of material, such as webinars from individual organizations exist, other sources of content require more intentional searching.Identified content is meaningless unless integrated into a course or module’s learning objectives. Instructors may need to shorten lengthy webinars or edit extraneous material in order to maintain educational best practice. Finally, once content is captured and posted to a course LMS, an instructor must set up an accountability structure to ensure students are viewing and digesting required material. The first half of this paper will outline the types and locations of free, on-demand online forensic materials and resources. As forensic science education looks to the future, the creation and use of web-based resources is likely to increase. The second half of this paper will address what to do once content is identified and how to effectively utilize it within the framework of remote instruction best-practice. Existing content can help the educator work smarter, not harder. The wealth of online forensic resources can help illustrate concepts and add variety to LMS-posted content, leading to a more enriching experience for the student.     

党校教师应努力讲好专题课

专题教学是党校主体班教学的重要形式,而探索主体班专题教学的规律是党校教师必须面对的一个现实课题,也是每一位党校教师必须练好的基本功。实践中,党校教师要讲好主体班专题课,必须做好以下三点：一是找准切入点,选择合适的专题;二是合理设计,科学安排专题内容;三是精心准备,合理安排课堂教学。