The digital transformation of education requires university teachers to improve their digital literacy. Teaching the general education course on line reflects the challenges and difficulties of digitalization of the teaching process, which is manifested in the characteristics of interactive isolation, thinking isolation and technology isolation. This study focuses on the online teaching strategies, interviews 7 teachers from T University and analyzes the first-hand data of their online general education courses taught in the spring semester of 2020. The transformation from the face-to-face lecturing to live online teaching includes of three stages:the coordination, the conflict, and the integration. Teachers lack the sense of teaching presence, thus their good teaching performance in face-to-face classroom cannot be automatically transferred into online teaching. Accordingly, teachers could effectively use and integrate the online resources, Information and communications technologies and their successful experience from face-to-face teaching. When they are familiarizing online teaching and enhancing the sense of presence, they can improve their online teaching performance, to motivate students and facilitate their learning more effectively. This paper analyzes the teaching process of many general education courses in depth, which can provide support for improving similar courses’ online teaching.
Online courses have become a regular part of higher education as offline teaching order is gradually restored after the epidemic. This study empirically analyzes Chinese college students’ normalized online course learning behavior by using data from the 2021 National Survey of The Tracking Study of College Students’ Learning and Development（CCSS） conducted by the Institute of Education of Tsinghua University. The results show that compared with the emergency teaching period, the form,platform and content of regular online courses are more diversified and reflect students’ personalized needs. There are significant regional differences in online course learning behaviors of students from non-double first-class universities. Some rural students face the challenge of a "new digital divide" in adapting to the online course learning.
基于高职院校学生群体的扎根理论分析,透视其参与收获的结构维度与内在要素,进而勾勒出高职院校学生参与校企合作收益模型.文本通过对"涵养班"18位学生的学习日志及访谈资料进行三级编码,梳理出学生参与校企合作收益的五个结构维度,分别是通用能力、专业能力、领导能力、社会与情感能力、价值实现,并呈现出学生参与校企合作收益的主要"故事线":经校企合作全方位培养,学生在通用能力、专业能力和领导能力方面实现螺旋式递增,同时社会与情感能力得以培养提升,并作为重要的中介变量,促使学生最终的价值实现.校企合作实践中,可发挥企业在教学中的主体作用,提高学生的专业能力;建立有效的师生合作沟通机制,注重学生通用能力和社会与情感能力的培养;激发企业资源投入,充分发挥行业的育人作用.
理智教育和智识锻炼是大学的独特性优势,是教师深思熟虑的思维能力与理性完整之基础.由于师范教育改革中的技术性、实务性、功利化取向,大学师范教育饱受批评与质疑,如重理论、轻实践、缺技能、脱离现实要求等.思考大学到底能为师范生贡献什么,需要厘清教育理论与实践的关系,探究何为好教师及普遍性所需,而非局限于具体的特殊境遇下之考量.大学对师范生的培养必须立足于人的美好生活和全面发展.这意味着大学师范教育需要坚守与创新博雅教育,进行普遍性和综合性的知识学习,提供先进教育理论体系和教育之道的学习.在大学师范教育日趋技术化、实务化、细碎化的境况下,上述做法具有正本清源之功效.
目前,我国各地高校都在探索思想政治理论课教学新方法,尤其是新冠疫情的影响,"互联网+思政课"建设,成为思政课程教学创新的主要形势.《互联网+视域下思政课教学理论与实践发展研究》一书不仅对"互联网+"教育的功能、定位、内涵等进行了详细阐释,更指出了互联网视域下高校思政理论课教学模式创新办法.本文围绕着该书内容进行研读,提出高校思想政治理论课教学改革与创新措施,更好地发挥出思政课主阵地、主渠道的作用.
