[雙語(yǔ)翻譯]創(chuàng)新教學(xué)外文翻譯--學(xué)生和教師對(duì)創(chuàng)新教學(xué)的認(rèn)識(shí)

1、3850 英文單詞， 英文單詞，22500 英文字符，中文 英文字符，中文 6700 字文獻(xiàn)出處： 文獻(xiàn)出處：Jaskyte K, Taylor H, Smariga R. Student and faculty perceptions of innovative teaching[J]. Creativity Research Journal, 2009, 21(1): 111-116.Student and Faculty Perc

2、eptions of Innovative TeachingKristina Jaskyte, Heidi Taylor, and Robert SmarigaThis study explored student and faculty perceptions of innovative teaching. Forty-eight faculty and 52 students at a southeastern university

3、 participated in interviews during which they were asked to free-list characteristics of innovative teaching. At the second stage of the study, separate lists for faculty and students were developed and e-mailed to parti

4、cipants, which produced faculty and student profiles of perceived characteristics of innovative teaching. Interestingly, although cultural consensus analysis indicated within-sample agreement for the faculty and student

5、samples, the descriptors/characteristics of innovative teaching and their rankings differed for the two samples. Implications for education are discussed.The importance of innovative teaching has been emphasized in a num

6、ber of professional journals and across variety of disciplines (Esquivel, 1995; Simplicio, 2000). Innovation and creativity in teaching can benefit both students and faculty. It can help sustain interest and professional

7、 growth of faculty, broaden student engagement in the curriculum, increase students’ sense of efficacy, help faculty and students overcome structured habits of mind, and increase student understanding and retention of th

8、e course content (Gow, 2000; Ritchhart, 2004).Universities and colleges have been experiencing increased pressure to offer innovative programs that meet the changing demands of students, government, and accrediting or

9、ganizations (Albers-Miller, Straughan, Ritchhart, 2004). A creative teacher is seen as the one who is consistently curious and constantly seeks out new ways to improve her or his teaching abilities. In addition to impro

10、ving their skills, teachers must also increase their understanding of student needs and preferences and constantly seek out new ways for transmitting knowledge (Simplicio, 2000).Fatt (2000) asserted that great teaching r

11、equires an open relationship between the teacher and students. Teachers should provide students with opportunities to have input into classes. This interaction between teacher and student helps the teacher identify the p

12、articular abilities and needs of each student. Ritchhart (2004) also emphasized the importance of teacher–student interaction. In a truly creative classroom, the students are doing more than learning the curricular conte

13、nt. Innovative teachers create opportunities for student expression, such as open-ended assignments or student-led discussions. Ritchhart (2004) identified two areas of creative teaching—curriculum and instruction. Accor

14、ding to him, creative teachers look to shape curriculum and present it in Design, Fine Arts, Family and Consumer Sciences, and Environmental Sciences. The following departments were also represented: history, english, cl

15、assical studies, dance, music, chemistry, math, physics, botany, cellular biology, art history, film and theater, political science, marine sciences, geography, public administration, foods and nutrition, and finance.Pro

16、cedureAt the first stage of the study, respondents participated in face-to-face interviews. When scheduling the interviews, the purpose of the study was explained in very generic terms in order to avoid response contamin

17、ation issue. The vast majority of faculty interviews took place during working hours in the participating professor’s on-campus office. Conversely, the student interviews took place in a variety of locales including but

18、not limited to coffee shops, personal residences, and classrooms.At the beginning of each interview, after brief introductions, participants were given an informed consent form, which explained the research process and a

19、lso stated their privacy rights as research subjects. Next, they were asked to free-list characteristics/descriptors of innovative teaching. Free listing is a technique used in the field of cognitive anthropology, which