从教谕文献看古代埃及的伦理教育

关于言行和品性的教导是比较为人熟知的教谕文献的重点内容,但是实际上教谕文献当中还包含着伦理教育其他方面的重要内容.首先,文献中暗含着教导方式问题,即一种劝导或者说教的方式.其次,教谕文献的主旨在于以"明智"取代"无知",所以文献中也陈述遵从教导的益处以及忽视教导的害处.另外,和其它涉及伦理内容的文献相比,教谕文献真正地诠释了作为古代埃及伦理学中心概念的"玛阿特"的具体内容,"玛阿特"无疑就是伦理教育的原则.通过对伦理教育相关问题的探讨,可以更为深刻地了解古代埃及伦理教育的基本原理以及社会价值的取向.     

多媒体教学模式在大学英语教学中的应用

多媒体教学模式在大学英语中的综合应用有助于提高教学效果,并为探索新的教学方法提供新的契机。传统教学模式和多媒体教学模式有很大的差别,如何在大学英语教学中合理利用多媒体技术,提高教学质量,是本文探讨的中心。     

如何提高成人外语课堂教学的有效性

本文从成人外语学习的认知特点入手,探讨了外语教师应以科学的教育教学理论为指导,采取切实可行的教学策略,使成人学习者具有可持续发展的潜力,具备以外语作为工具进行有效交际的能力。     

Engaging students and maintaining quality in the era of massification: strategies and approaches for teaching large first-year courses

This article examines the nature of first-year international relations (IR) teaching in Australia. Cost pressures in the university sector have been met by economies of scale with foundational classes becoming very large, often with hundreds of students. The article critically reflects on current strategies for teaching these courses to meet the challenge of providing an engaging and high quality learning environment in large classes with widely fluctuating student entry scores, university preparedness, and educational capital and language competence. The article argues that a successful approach to improving the quality of first-year IR teaching and to accommodating the diverse learning needs of all students is to run these courses in multiple streams, with one dedicated to providing a richer, more active IR learning experience. In the era of ‘massification’, allowing students a level of guided autonomy in aligning their learning preferences with teaching methods is likely to increase engagement and motivation, thereby improving retention and degree progression.     

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students’ feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students’ satisfaction. OPR best fit the scaffold of RBL.     

Geography,GIS and employability in Turkey

Although higher education in Turkey does not have especially well-advanced systems and resources for addressing graduate employability, two developments are making it particularly important for Turkish geography departments to give increased priority to this agenda. One is the country’s new Higher Education Qualifications Framework and the other is a major increase in geography student numbers, which means that geographers seeking school teaching posts (traditionally seen as the natural career pathway) now hugely outnumber the posts available. Against this background, this paper proceeds to explore the potential of geographic information systems (GIS) to contribute to geographers’ employability in Turkey through a study involving the views and experiences of academic staff, students and employers. The paper reveals a mixed picture of both opportunities and challenges. It ends with a series of employability recommendations for geography and GIS in Turkey, a number of which could also be of wider relevance elsewhere.     

试谈当前高校中的中国古典舞身韵教学

本文从古典舞身韵教学的基本要点、课程特点、如何教学以及作为高校教师所应注意的要点四个方面来详细阐述和分析当前高校中的中国古典舞身韵教学。作为一个学科的建设,中国古典舞已经走向成熟,而身韵教学是这一学科建设在舞蹈本体观、舞蹈方法论方面成熟的标志。     

Producing Web Pages for Assessment

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research.     

Surviving the First Time Through: A New Instructor's Views on Designing and Teaching Economic Geography and how Mentoring Early-Career Faculty Can Help

This article presents the reflections of a new instructor of economic geography in the USA. The author offers practical advice for designing and delivering a course for the first time. Suggestions are given in support of the view that sharing knowledge of effective teaching practices is an important component of mentoring early-career faculty. By producing and publishing practical examples of teaching materials, experienced faculty may assist novice instructors in balancing time spent on teaching and research. The author encourages economic geographers to contribute to the health of the sub-discipline by supporting new faculty in this manner.     

Small core,big network: a comprehensive approach to GIS teaching practice based on digital three-dimensional campus reconstruction

Geographic information science (GIS) features a wide range of disciplines and has broad applicability. Challenges associated with rapidly developing GIS technology and the currently limited teaching and practice materials hinder universities from cultivating highly skilled GIS graduates. Based on the idea of “small core, big network,” a comprehensive and interesting approach to GIS teaching practice is introduced in which a variety of key knowledge areas and technologies are effectively incorporated into a single project. A year-long assignment based on this approach was conducted, providing the students with practical training and successfully resulting in a digital three-dimensional representation of the campus.