高中思想政治教学中的有效提问原则

高中思想政治课概念众多、知识抽象、理论性强,学生的社会经验又不足,因此,在高中政治课堂中,教师注重有效提问,可以吸引学生的注意力,调动学生的积极性,深化对所学知识的理解,培养学生分析解决问题的能力,激发学生对政治课的学习兴趣。有效的提问可以开启学生的创新思维,直接影响着政治课堂教学的效果。     

试论初中生物“有效教学”的一般策略

课堂教学是教学的基本形式,是学生获取信息、培养多种能力的主渠道。然而课堂教学的时间是有限的,要实现用最少的时间使学生获得最大的进步与发展,进行有效的课堂教学是解决问题的重要途径。     

Service as a Subversive Activity: On the centrality of service to an academic career

In the normative view of academic life, service is presented as an unfortunate inconvenience, a dull distraction from the real work of the academy, which is taken to be teaching and research. Service is also presented to the novice academic as an activity that is completely unconnected with the real work of teaching and research. Jan Monk has made service central to her academic career. A brief overview of her service activities shows how closely intertwined they have been with her scholarship and teaching. Moreover, I believe that Jan's service work demonstrates not only how service is central to a vibrant, meaningful, and rich academic life; it is also an essential vehicle for creating change within, as well as outside of, the academy.     

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.     

Using blended learning to facilitate large room seminar provision in the era of TEF: reflections from a year two cultural geography module

The introduction of the Teaching Excellence Framework (TEF) in 2016 has placed the practice and quality of teaching centre of the UK university agenda, with concerns around contact, delivery, research/teaching balance and facility support framing debates within institutions. Situating the implementation of blended learning on a year 2 cultural geography in the broader context of these discussions, this paper explores some of the challenges and opportunities this approach has in addressing some of these broader concerns, whilst improving student engagement and performance.     

Instagram photography and the geography field course: snapshots from Berlin

Although geography has long associated itself with photography, the rapid advancement of technology has created a clear divide between the visual practices regularly used in wider society and the way photography is utilized by critical geographers in their teaching. We suggest the door is ajar for new modes of (geo)photographic thinking, and one visual tool at our disposal is social media applications that allow images to be instantly shared, analysed, and discussed. This article critically reflects on the use of Instagram to enhance student participation, engagement, and learning on a geography field course in Berlin. Based on interviews with students, their field journals, and our own critical reflections, this paper looks at some advantages of using Instagram in teaching geography, but also promotes caution and presents drawbacks to relying on instant visual digital methods.     

Rodrigo Gil de Hontañón and 16th-Century Building Techniques: The Cimborio Vault of Archbishop Fonseca College Chapel in Salamanca (Spain)

Rodrigo Gil is one of the greatest masters of Spanish architecture. His brilliant career is partially explained by the efficiency of his design methods and his building techniques, especially evident in his ribbed vaults. If we examine the latter as a whole, the first aspect to be noted is undoubtedly their great formal complexity. However, the detailed study discloses that rather limited geometric and building techniques are hidden behind those elaborated patterns, aimed at simplifying and making the execution more economical. In order to bring some of these devices to light, one of his best-known vaults was selected for an in-depth study. The construction of a large-scale model of it also revealed some interesting features regarding the placing of the centerings and shorings during the erection.     

浅谈初中体育教学

我国目前正在全面实施素质教育,这是现阶段我国基础教育发晨和改革的总趋势。本文就中学体育教学的现状和存在弊端及改革体育教学提出一些建议,对于全面实施素质教育有着积极的现实意义。     

Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum

This article discusses attempts to revive gender in the context of the geography curriculum at the University of Groningen in the Netherlands. The reluctance of Dutch geography/-ers to embrace gender geography is related to the way in which the discipline has been understood and practised in the past and by whom as well as to the neglect of gender issues at the societal level. Both trajectories may account for a lack of awareness by students and staff of the relevance of gender to Dutch geography.