scholarly journals Autonomy Support Teaching: Teaching Reform of Basic Computer Courses in the University

Author(s):  
Kai ZHENG
2021 ◽  
Author(s):  
Zhu Duan ◽  
Zhongqiu Zhang ◽  
Lei Ma

2010 ◽  
Vol 32 (3) ◽  
pp. 305-328 ◽  
Author(s):  
MICHAEL V. WHITE

In 1883 Henry Sidgwick complained that, with the recent undermining of the authority of political economy, “utterances of dissent from economic orthodoxy” could obtain a ready hearing. This was of particular concern to those writing and teaching on political economy at Cambridge University. As Henry Dunning Macleod was one of the dissenters named by Sidgwick, it appears odd that Macleod was also recognized as a lecturer in political economy at Cambridge between the late 1870s and mid-1880s. This article examines that peculiar occurrence, showing how Macleod exploited the struggle between reformers and conservatives over teaching reform in the university.


2021 ◽  
Vol 7 (5) ◽  
pp. 4384-4392
Author(s):  
Hongxuan Ma

Objectives: With the arrival of the era of big data, the use of cloud computing technology has the characteristics of large capacity, variety and speed. Big data makes the teaching of financial accounting more convenient and efficient. Methods: It is an effective way to realize the goal of modernization of education in China by paying attention to the development and application of the reform of accounting teaching in Universities under the educational technology of big data. Results: This paper from the transformation of the university accounting education concept, in the era of big data under the background of accounting education in Colleges and universities how to give full play to the advantages of cloud computing, cloud platform construction of accounting education, then explore the reform of accounting education mode of. Conclusion: Therefore, this paper from the perspective of big data technology background, starting from the reform of the teaching mode of accounting and accounting industry background, considering the direction from the accounting personnel training, put forward the corresponding countermeasures for accounting teaching methods and teaching contents, promoting college accounting teaching reform.


Author(s):  
Gilberto Pereira ◽  
Décio Martins ◽  
Carlos Fiolhais

Resumo A criação, em 1961, de um Centro de Estudos de Cartografia Antiga, anexo à Faculdade de Ciências e à Faculdade de Letras da Universidade de Coimbra, foi um importante factor que conduziu à introdução na Universidade de Coimbra do ensino da História da Ciência, em particular da História da Ciência Portuguesa. Armando Cortesão, que liderava esse grupo de investigação, ministrou, desde o ano lectivo de 1961/62 até pelo menos 1975, um curso livre sobre história da cartografia. Foi a convite de Armando Cortesão que, em 1962, Reyer Hooykaas, professor de História da Ciência da Universidade Livre de Amesterdão, chegou a Coimbra para proferir duas palestras que, nas palavras de Luís de Albuquerque, o professor de Matemática de Coimbra que se notabilizou na História dos Descobrimentos, foram “memoráveis”. Hooykaas considerava que todo o cientista, pelo menos de um modo geral, deveria conhecer a história do desenvolvimento da sua própria ciência, “os seus avanços, conquistas e recuos”. Em 1963 e 1964 Hooykaas leccionou um curso livre intitulado “Introdução à História da Ciência”, que descreveu os feitos científico-técnicos alcançados pelos portugueses ao longo da expansão marítima iniciada no século XV. A reforma do ensino de 1964-65 introduziu oficialmente o ensino da História da Ciência na Faculdade de Ciências da Universidade de Coimbra. Tornava-se nessa altura evidente a necessidade desta disciplina para formar cientistas e professores.Palavras-chave: Universidade de Coimbra; Reyer Hooykaas; Armando Cortesão; Luís Albuquerque. Abstract The creation in 1960 of a Center for Ancient Cartography Studies associated with the Faculty of Sciences and the Faculty of Arts and Humanities, was a key factor which led to the modern introduction of the teaching of History of Sciences at the University of Coimbra, in particular History of Science in Portugal. Armando Cortesão, who was the head of this research group, was responsible for teaching a free course on ancient cartography every year (a course he taught since the school year of 1961/62 at least until 1975). Reyer Hooykaas, professor of History of Science at the Free University of Amsterdam, arrived in Coimbra in 1962 at the invitation of Armando Cortesão, to deliver two lectures that, in the words of Luís de Albuquerque, professor of Mathematics in Coimbra who became famous in the History of Portuguese Discoveries, were "memorable". Hooykaas considered that every scientist, at least in general, should know the history of the development of his own science, "its hopes, conquests and recoils". In 1963, 1964 and 1967, Hooykaas started teaching a free course entitled “Introduction to the History of Science”, where he described the scientific and technical achievements of the Portuguese during the maritime expansion which started in the 15th century. The teaching reform of 1964-65 introduced officially the teaching of the History of Science in the Faculty of Sciences of the University of Coimbra. By then it was clear the need for this new discipline to form scientists and teachers. Keywords: University of Coimbra; Reyer Hooykaas, Armando Cortesão; Luís Albuquerque.


2020 ◽  
Vol 44 (3) ◽  
pp. 3
Author(s):  
W. L. Quint Oga-Baldwin

Moving from secondary to tertiary education, students in Japan often need extra support to become accustomed to the more autonomous learning environment of university. In order to document the influence university teachers may have on this process, I investigated how teachers support or thwart students’ autonomy, and the effects of these practices on attendance and achievement. 250 students from 4 universities completed surveys on their instructors’ teaching styles. Students who perceived more support from their teachers showed higher attendance and achievement, while students who perceived more intrusive teaching had lower attendance and course grades. Implications for teaching at the university level are discussed. 中等教育から高等教育へ移る中で、学生は、より自律した学習環境に慣れる為のサポートがしばしば必要になる。この論文では、大学教員の学生に対する自律の支援または自律へのお節介な介入が出席率や学習達成度に及ぼす影響を検討するため、四校の大学から250名の学生を調査し、教員による自律への支援・介入の授業スタイルについてアンケートを実施した。アンケートの結果、自律支援が学生の出席率と学習達成度を高める一方、自律への介入を感じた学生は出席率と学習達成度が低くなったことがわかった。この調査結果がもたらす高等教育現場への影響を論じる。


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