小学教育技术应用方法实验(2017年)
本课程根据互联网时代小学卓越教师教学专业能力发展的现实诉求,聚焦小学课程与教学的场域,重点讲授数字教学资源与信息化教学方法的设计、开发与应用,培养学生开发知识导图、数字故事、移动端多媒体课件、微课等数字教学资源的能力以及应用APP、翻转课堂、探究学习、项目学习等信息化教学方法设计教学的能力,增强学生应用现代教育技术创新小学课程与教学的意识,提高学生应用现代教育技术解决小学课程与教学实际问题的能力。
《外国教育史》精品资源共享课程
在外国,师范学院设教育史课程始于19世纪末,在我国则始于20世纪初。建国初,我国在北京师范大学开设教育史研究班,由苏联专家执教,培养了一批中外教育史的学术带头人,我国师范院校自此普遍开设了中、外教育史课程。二十世纪八十年代以后,随着教育专业化程度提升,师范教育本科面向学校教育专业开设“外国教育史”课程,面向学前教育专业开设“外国幼儿教育史”课程,面向教育管理专业开设“外国教育管理史”课程。二十一世纪初,随着培养宽口径人才的呼声日高,不但外国教育史强调以教育通史为基础,而且出现了中、外教育史课程整合的趋势。
本课程是大学本科教育学专业教学计划规定的专业必修课,设置本课程的目的和本课程的主要教学任务是通过了解世界教育制度和教育思想的发展,总结学校教育发展的规律,与其他相关课程共同协作,培养有开阔的教育眼界、丰富的理论素养的学校教育工作者。
本课程教学采用的教材和主要教学参考书,应能简明扼要地阐述外国社会、经济、文化发展的一般历史、外国学校教育制度的发展与改革,以及外国历代教育家的教育思想,同时给予适当的分析和评价;应有助于提高学生运用现代教育理论分析、评价外国学校教育历史发展中的现象和思想观点的能力。
本课程教学可采用教师课堂讲授、师生课堂讨论与教师指导下学生自学的教学方法。在教学中应注意处理好相关知识的掌握与培养学生分析问题、解决问题能力的关系,教师教授与学生自学的关系,教学与科研的关系;从教育史学科本身看,则应处理好教育通史与幼儿教育史、教育管理史等专史的关系,古代、近代、现代不同时期教育发展的关系,以及各国教育发展之间的相互关系等等。
小学教育技术应用方法实验(2019年)
本课程根据互联网时代小学卓越教师教学专业能力发展的现实诉求,聚焦小学课程与教学的场域,重点讲授数字教学资源与信息化教学方法的设计、开发与应用,培养学生开发知识导图、数字故事、移动端多媒体课件、微课等数字教学资源的能力以及应用APP、翻转课堂、探究学习、项目学习等信息化教学方法设计教学的能力,增强学生应用现代教育技术创新小学课程与教学的意识,提高学生应用现代教育技术解决小学课程与教学实际问题的能力。
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