In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As...In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As novices to mathematical modelling, they needed to decide which of several possible models were both valid and practicable, and the errors in measurement that are likely to arise. Opportunities to construct and use paper models, as scale reductions of the real situation, and discussing their results in small groups were effective in moving forward the thinking of many students on the dimensions mentioned above. While students were less able to identify different sources of errors, many came to appreciate the need to learn trigonometric techniques that are more suitable in dealing with problems of this kind.展开更多
As a creative and effective teaching method adopted by many countries, cooperative learning is one of the most widespread and fruitful areas in modern education theory. With the introduction of the concept of cooperat...As a creative and effective teaching method adopted by many countries, cooperative learning is one of the most widespread and fruitful areas in modern education theory. With the introduction of the concept of cooperative learning among College oral English teaching, students could undergo all-round training in English proficiency, cooperative ability, self-learning ability and sense of competition. This paper mainly focuses on how to make full use of cooperative leaning in College oral English teaching, and tries to verify that cooperative leaning is a practical and effective teaching mode which could enhance the College oral English classroom teaching quality.展开更多
“食品微生物学实验”课程是以微生物学为理论基础,培养学生运用微生物学实验技术和相关知识,对食品中的微生物进行检测、分析及运用的能力。为达到人才培养的目标,在成果导向教育(Outcome Based Education,简称OBE)理念的指导下对“食...“食品微生物学实验”课程是以微生物学为理论基础,培养学生运用微生物学实验技术和相关知识,对食品中的微生物进行检测、分析及运用的能力。为达到人才培养的目标,在成果导向教育(Outcome Based Education,简称OBE)理念的指导下对“食品微生物学实验”课程进行重构的探索。遵循成果导向教育教学反向设计的原则,通过用人单位、学生、同行等调研,根据毕业要求、调研结果及学生培养过程中实际存在问题,修订“食品微生物学实验”课程教学目标。根据课程目标,重构“食品微生物学实验”教学实验项目,根据教学的实验项目,更新教学组织方式,并探索适合“食品微生物学实验”的学习效果考核方式。通过教学实验项目、教学组织方式及学习考核方式的重构,以期最大化达到课程教学目标,从而培养具备专业知识、素养和能力的学生。展开更多
文摘In a teaching experiment, Japanese Grade 9 students investigated how to measure the height of an aerial balloon using different models involving angles and distances, and also to evaluate the models they developed. As novices to mathematical modelling, they needed to decide which of several possible models were both valid and practicable, and the errors in measurement that are likely to arise. Opportunities to construct and use paper models, as scale reductions of the real situation, and discussing their results in small groups were effective in moving forward the thinking of many students on the dimensions mentioned above. While students were less able to identify different sources of errors, many came to appreciate the need to learn trigonometric techniques that are more suitable in dealing with problems of this kind.
文摘As a creative and effective teaching method adopted by many countries, cooperative learning is one of the most widespread and fruitful areas in modern education theory. With the introduction of the concept of cooperative learning among College oral English teaching, students could undergo all-round training in English proficiency, cooperative ability, self-learning ability and sense of competition. This paper mainly focuses on how to make full use of cooperative leaning in College oral English teaching, and tries to verify that cooperative leaning is a practical and effective teaching mode which could enhance the College oral English classroom teaching quality.
文摘“食品微生物学实验”课程是以微生物学为理论基础,培养学生运用微生物学实验技术和相关知识,对食品中的微生物进行检测、分析及运用的能力。为达到人才培养的目标,在成果导向教育(Outcome Based Education,简称OBE)理念的指导下对“食品微生物学实验”课程进行重构的探索。遵循成果导向教育教学反向设计的原则,通过用人单位、学生、同行等调研,根据毕业要求、调研结果及学生培养过程中实际存在问题,修订“食品微生物学实验”课程教学目标。根据课程目标,重构“食品微生物学实验”教学实验项目,根据教学的实验项目,更新教学组织方式,并探索适合“食品微生物学实验”的学习效果考核方式。通过教学实验项目、教学组织方式及学习考核方式的重构,以期最大化达到课程教学目标,从而培养具备专业知识、素养和能力的学生。
