Innovative practice courses are the basis for the implementation of innovation credit and play an important role in cultivating college students'innovative ability.Innovative practice courses should be based on gu...Innovative practice courses are the basis for the implementation of innovation credit and play an important role in cultivating college students'innovative ability.Innovative practice courses should be based on guiding innovation.The construction of courses needs to be carried out comprehensively in the aspects of course content,class organization,and course evaluation methods.Based on the construction of innovative practice courses"Mobile Development Technology Practice",the attempt in the construction of innovative practice courses is introduced.There are still some problems in the development of innovative practice courses in the course selection,evaluation,time setting,and the improvement of innovation,which is needed to be resolved in many ways.In response to the problems,some thoughts and suggestions is given in the paper.展开更多
This paper is the first attempt to present the results form a pilot experimental research the authors conducted with high school students to examine their worldviews with regard to the implementation of the“credition...This paper is the first attempt to present the results form a pilot experimental research the authors conducted with high school students to examine their worldviews with regard to the implementation of the“credition”model in Religious Education.It was implemented in the 2nd grade of high school in selected topics.The research was held in the lessons of Religious Education during the whole school year.The authors examined the impact of the model on the students’worldviews when it is integrated with a worksheet,which was used as questionnaire(research tool).The topics to work with were selected from the expected learning results of the new curricula for Religious Education.The experimental research was qualitative semi-structured interview and aimed to examine,when the teacher implemented the“credition”model into her teaching,how this influenced the students and helped them realize their emotions,their strength and how they subsequently changed their attitudes and life choices and future orientation.The teaching with the model was implemented in the students of two different classrooms,one who had received explanations and guidelines beforehand and the other who had not received any explanation.The results showed that the students of the classroom who had received explanations realized better their emotions than the students of the other classroom who had not.The results were encouraging to make the authors repeat the research again this year to the 3rd grade students and proceed to the forming of a teaching model for working with the model in Religious Education.展开更多
文摘Innovative practice courses are the basis for the implementation of innovation credit and play an important role in cultivating college students'innovative ability.Innovative practice courses should be based on guiding innovation.The construction of courses needs to be carried out comprehensively in the aspects of course content,class organization,and course evaluation methods.Based on the construction of innovative practice courses"Mobile Development Technology Practice",the attempt in the construction of innovative practice courses is introduced.There are still some problems in the development of innovative practice courses in the course selection,evaluation,time setting,and the improvement of innovation,which is needed to be resolved in many ways.In response to the problems,some thoughts and suggestions is given in the paper.
文摘This paper is the first attempt to present the results form a pilot experimental research the authors conducted with high school students to examine their worldviews with regard to the implementation of the“credition”model in Religious Education.It was implemented in the 2nd grade of high school in selected topics.The research was held in the lessons of Religious Education during the whole school year.The authors examined the impact of the model on the students’worldviews when it is integrated with a worksheet,which was used as questionnaire(research tool).The topics to work with were selected from the expected learning results of the new curricula for Religious Education.The experimental research was qualitative semi-structured interview and aimed to examine,when the teacher implemented the“credition”model into her teaching,how this influenced the students and helped them realize their emotions,their strength and how they subsequently changed their attitudes and life choices and future orientation.The teaching with the model was implemented in the students of two different classrooms,one who had received explanations and guidelines beforehand and the other who had not received any explanation.The results showed that the students of the classroom who had received explanations realized better their emotions than the students of the other classroom who had not.The results were encouraging to make the authors repeat the research again this year to the 3rd grade students and proceed to the forming of a teaching model for working with the model in Religious Education.
