浅议怎样才能把数学课堂变成高效课堂——“自主学习兵教兵自主管理兵管兵”课题研究做法(四)

要想使数学课堂迈入高效征途,开辟出一条教学高效、学法高效、学生高效、质量高效的新路。就必须做到:课前注重培养学生自主学习,自主解决问题的习惯;课堂中注重教师必须少讲,挤出时间让学生多讲、多说、多练、多评价,给学生充分展示解题才能的机会;验收时注重学困生掌握的情况,促成学困生学会会学的方法,才能把数学课堂变成高效课堂。

Knowledge, Emotion, and Action Connected to Ethics Learning

In the following paper we try to analyze the main characteristics of teaching ethics at university. In this particular case the student is an adult; we found several special features, for instance that the student has certain ideas and appreciations, certain moral intuitions which may interfere with the learning process. The idea is not just add more information and knowledge to the existing one, but to solve inconsistencies by restructuring prior knowledge. This is a transformation process that relies not only on cognitive aspects but also on sensitivity and action. Knowledge, sensitivity and action are different gateways to the complexity of ethical object at university classrooms. To perform this kind of experience you will need methodological strategies which involve integral education.

Perpetual Professor： Changing Patterns of Faculty-Student Interaction in the Twenty-First Century

Current communication technologies have provided new modalities for students to contact professors outside of the normal office settings and regulated office hours traditionally found in higher education. This study concentrates on the faculty perceptions of how the usage of e-mail and cell phones has changed interactions with students over the past decade. General levels of usage are analyzed as well as correlation to curricular disciplines, An online survey of faculty members at Indiana University of Pennsylvania found maior changes in the type and frequency of contact between professors and students as well as a shift from personal contact to e-mail and telephone usage. The expanded level of communication opportunities has placed faculty in the position of having to extend direct student-oriented time outside of the classroom, while continuing to maintain academic scholarship and other professional responsibilities.

高中语文深度阅读课堂建模三步法

以“让学生成为第一读者,把语文课堂作为学生阅读的主阵地”的课堂主张为前提,针对部分学生在阅读过程中缺乏探究意识的现实,用“披题入文—披题入境—披题入意—披题入理”的阅读法搭建深度阅读的思维支架,构建“检视阅读法—披题入文法—任务驱动法”逐层深入的高中语文阅读课堂教学模式,强化学生阅读的学法以提升阅读教学的有效性。