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“线上线下”混合式翻转课堂在大班教学中的应用 总被引:1,自引:0,他引:1
《山西农经》2017,(6)
大班教学天生的缺陷是班级人数过多,课堂纪律差,学习效果差,师生互动差,这些问题在传统课堂教学显得尤为显著。线上线下混合式翻转课堂是一种将线下的传统课堂教学与线上的网络教学相结合,注重学生的自主学习,教师的引导和辅助。本文通过阐述线上线下混合式翻转课堂的教学内涵、优势,论证在高职大班教学中实施这一教学模式的必要性,以期为提升高职院校大班教学质量提供参考。 相似文献
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在互联网大背景下,高校互动教学打破了传统模式中对课堂时间和空间的限制,利用教育改革转型的机遇把网络和课堂结合起来,提高会计的教学质量.本文针对目前高校财务会计课堂的改革,对线上线下互动模式的教学进行了研究分析,创新教学模式培养专业人才,让更多学生在学习中体会到会计知识的乐趣. 相似文献
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讲课导入是一个重要的教学艺术,也是教师智慧的体现.课堂伊始,若教师的导入别致新颖、引人入胜,那么则可以快速吸引学生注意,激发学生的探知欲,使其主动融入教学活动中,从而活跃课堂氛围,教学也渐入佳境.因此,在高中数学教学中,教师更应注重讲课导入艺术,让学生在心理上做好学习注备,拉近师生之间的心理距离,促进师生共同学习. 相似文献
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《企业会计》是会计专业课程体系中一门重要的专业课,具有科学性、系统性、抽象性和实践性的特点。在《企业会计》教学过程中使用多媒体技术可以化抽象为直观,激发学生的学习兴趣,提高课堂效率。在使用多媒体时教师要制作质量精良的课件,发挥学生的主观能动性,做到教与学互动、多种教学手段结合,提高学习效率。 相似文献
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提升中学数学课堂教学的有效性,已经成为当前深化中学数学课程改革的关键和根本要求。如何提高中学数学课堂教学的有效性,可以采取以下策略:创设实际生活情境,激发学生学习兴趣;注重知识生成过程,提高学生学习能力;因材施教,实施分层递进教学;统筹安排,调控好课堂"高潮"。 相似文献
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新农科建设着力于系统培养农林经济管理专业学生的理论知识、实践能力、创新创业能力与综合素养。基于"知识-能力-素养-个性"的人才培养要求,结合农林经济管理专业人才培养目标与专业课程框架体系,阐释了农林经济管理专业仿真实训教学的课程属性、设计理念、功能框架、运行机制与应用价值。提出了农林经济管理专业人才培养目标、培养模式、教学手段的新要求与新思路。 相似文献
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随着我国高职教育的迅速发展,以“工学结合”为特色的课程标准广泛应用于高职院校烹饪专业的教学中。食品营养与卫生课程是一门重要的课程,为进一步提升该课程的教学质量,培养学生的职业能力和职业素养。本文结合食品营养与卫生课程教学改革现状,提出教学改革途径,以期实现食品营养与卫生教学质量的进一步提升。 相似文献
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《国际农业可持续发展杂志》2013,11(4):236-247
Students in agricultural universities follow a rather conventional and structured sequence of courses in specific discipline subjects. Here, a BSc programme in agroecology is proposed that will build on the unique competencies and prior experiences of each student, and will combine individual paths through the learning landscape with team projects and other group work to ensure social learning. Drawing on experiential learning theory and action learning, and confronting some of the perceived weaknesses in these theories, the programme is geared to build confidence in graduates to deal with complexity and uncertainty in future agricultural and food systems. Academic study will therefore be combined with field internships and frequent interactions with a range of people who are active in the farming and food system. Much of the learning will be accomplished outside of traditional academic boundaries. This, as well as the proposed blended use of electronic media in education, may present challenges to teachers and faculties. Teachers will need support to reconsider their roles and to redesign courses. Yet, we believe that steps can be taken in the direction of the proposed programme. There are already several examples of models for organizing teaching that can offer inspiration. 相似文献
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Action education provides an appropriate set of methods for learning about the complexities of farming and food systems. Agroecology provides the framework to organise learning opportunities for students interested in solving challenges in today's world. Our programmes in agroecology concentrate on discovery and learning. Rather than agroecological theory having primary value, we immerse students in practical phenomena at the farming and food system level, and let these phenomena determine what theory is necessary and relevant. Teachers are converted from lecturers to leaders and catalysts in the learning process. In a learning landscape on campus, on farms, and in communities, we find direction by focusing on how students can become agroecologists. Students will have knowledge of farming and food systems, and the skills necessary to handle complexity and change, to link theory to real life situations, to communicate and facilitate in an effective way, and to be autonomous in their learning. Agroecology and sustainable agriculture are good places for training in these skills. Such skills will be vital for graduates to proactively deal with the challenges of specialisation, high technology, and use of non-renewable resources in modern society, in the quest for strategy to achieve sustainable development. 相似文献
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Despite recent interest in the effects of student-driven collaborations on learning outcomes, little or no empirical investigations examine the potential benefits from collaboration between instructors of separate, but related, courses. This study proposes a learning intervention that explicitly accounts for interdependencies across courses and extends the traditional definition of collaborative learning to include the synthesis of teaching and learning in four courses through bilateral, group activities between instructors and among students. A student-performance measure assesses the intervention. Statistical results suggest that the collaborative learning intervention improved student-writing performance. 相似文献
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我国水电企业如何与众多利益相关组织合作以顺利实现项目目标是需要解决的关键问题。基于我国水电开发现状的调研,研究了伙伴关系管理模式和激励机制的应用现状和作用机理。结果显示,水电企业与不同组织的合作重要程度和工作联系紧密程度呈正相关,且合作表现与合作重要程度具有一致性;建立合作伙伴关系能够为企业提供可持续发展空间、帮助企业树立良好形象、整合产业链资源、提高决策价值和加强组织间学习等效益;激励可以成为继信任之外另一个维持伙伴关系的重要手段,即通过合理的利益分配机制,能够减少项目参与组织间的目标差异性,从而使得伙伴关系得以建立和维系。 相似文献
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Smallholder agricultural carbon market projects have potential to achieve climate-smart agriculture (CSA), a “triple-win” for food security, climate change mitigation, and adaptation. Farmer participation is critical for achieving widespread impact, yet their adoption of sustainable land management practices is constrained by eligibility, willingness, and ability to participate. This research examines how the Kenya Agricultural Carbon Project enabled smallholder participation, with results emphasizing the importance of institutional conditions and farmers’ perceptions. Findings highlight the necessity of international collaborations and high levels of synergistic coordination. Building social capital and adopting participatory learning approaches are strategies that can increase participation and create inclusive climate-smart agriculture projects. 相似文献