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bhdxzxg至尊木虫 (知名作家)
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[交流]
求高手翻译，英译汉，本人体育的，能力有限，求帮助！
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Throughout the year, we assist the teachers in planning their practicum activities.We give written directions for each step in their projects, worksheets for completing the activities, and case study examples showing how course concepts may be applied in real life situations. During class meetings, we review the past week’s practicum assignment and plan the next set of activities. We also make visitations to each site to obtain firsthand information about the circumstances in which the trainees teach and to supplement the feedback we give. By combining e-mail and fax transmissions with site visitations, we can give very detailed and situation-specific feedback to each student, bringing a high level of supervision and advice not just to their understanding of course concepts, but to their application of these concepts in reallife settings. Approach to Teacher Education In order to deliver CTEP to local communities, we utilized technologies that can operate reliably during a 2 1/2 hour class session and that can also handle the array of inclass and out-of-class activities that we have in our courses. Over the years we have broadened the technologies we use as the School of Education and rural school corporations in Indiana have acquired more sophisticated technologies and as the technologies themselves have become more reliable and easier to use. When we started CTEP thirteen years ago, the only technology option we had was two-way voice communication over speaker phones supported by audiographic computer software operating over dedicated telephone lines. Now we offer courses using Ameritech’s Vision-Athena, a large-group videoconferencing system that transmits high quality video and audio over high speed telephone lines. Ameritech has equipped our School of Education and school buildings in several rural areas with large-screen monitors, speakers, built-in cameras and microphones. In addition, both origination and remote sites have computers, document cameras, and videotape units for displaying graphics, hard copies or videos. We have also begun integrating webbased conferencing in our program as well.We have found that web conferencing offers a powerful tool for creating an interactive, collaborative environment in teacher preparation. Because it promotes content-based discussion among students, it allows prospective teachers to share their experiences and concerns, to engage in group problem solving, and to develop and test out new ideas. For the past several years, we have been using SiteScape Forum that incorporates two key elements for discussion: forums and teams. A forum is a collection of related information or resources that allows learners to interact on key issues and course concepts with other class members. A team is a shared environment in which students in small groups work together on designated tasks and problem solving activities. We have students participate in at least three types of collaborative discussions: a. G roup discussion-students discuss specific issues and practices in the field. This approach allows students to advance their understanding of course concepts and procedures. b. Posting work samples-students post samples from their assignments, projects and practicum activities. This approach enables students to build a database of teaching examples and applications c. Cooperative projects-students work in teams on long term projects. This approach has students work together on assignments and lessons so they share common interests, suggest solutions to problem situations, obtain feedback and gain support from one another. In addition, we use basic technologies such as fax machines and e-mail. They are among the most powerful tools in our program because they give us continuous access to students and provide for rapid asynchronous communication. Teachers fax or e-mail assignments, test answers and practicum reports, or they send us notes when they need clarification or have difficulties with their assignments. Instructors give feedback by fax or e-mail so students can quickly find out how they did on the activities and put any advice or direction into practice with minimal delay. CTEP=合作教师培养计划 如果嫌金币少，我可以再加，先谢谢啦！ 我可以再加20金币！ [ Last edited by bhdxzxg on 2010-3-23 at 21:23 ] |
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2楼2010-03-23 22:06:53
ringzhu 
木虫 (职业作家)
- 翻译EPI: 24
- 应助: 5 (幼儿园)
- 贵宾: 1.318
- 金币: 1370.6
- 散金: 8739
- 红花: 60
- 沙发: 11
- 帖子: 4511
- 在线: 703.5小时
- 虫号: 825134
- 注册: 2009-08-10
- 性别: MM
- 专业: 药剂学
bhdxzxg(金币+5):谢谢你，但是， technologies 是方法的意思，不是高科技， broadened the technologies 是推广普及这种方法的意思，总之问题不少，您在看看！ 2010-03-24 15:33
bhdxzxg(金币+15): 2010-03-24 16:36
bhdxzxg(金币+15): 2010-03-24 16:36
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为了将CTEP推广到当地社区，我们利用高科技来进行一个2个半小时课堂的计划，同时解决我们计划中包含的课堂内外的活动。在过去的几年中，我们的“the School of Education”已经开始广泛的使用这些高科技设备。和印度合作的农村学校已经获得了很多尖端的设备，而且这些设备本身也越来越可靠和容易使用。13年前我们开始CTEP这个计划时，我们唯一拥有的一个设备就是可以进行双向交流的话筒。这个设备还是由电脑的语音软件在电话线上的操作完成的。现在我们使用Ameritech公司的 Vision-Athena设备，它可以通过高速电话线提供高清质量的画面。Ameritech公司已经为我们的the School of Education和一些农村地区的教育楼提供了大屏的监视器，扬声器，内置摄像头和手机。而且教育中心和学生客户端都配有电脑，摄像机，和影碟机等用来展示图片或录像的影音制品。 我们也正在筹建网络会议系统。我们发现网络会议可以为老师提供一个双向交流的环境。他可以为学生提供内容上的交流，让老师传授自己的经验和想法，进行小组讨论来解决问题，想出更新的点子等。在过去的几年中偶们开始使用SiteScape Forum ，它结合了讨论的两个关键因素：论坛和组队。论坛可以让学生和班级里的其他成员一起讨论相关问题，而组队就是几个学生组成一个小组然后完成规定的任务或是解决一定的问题。我们的学生参与的一般包括三种类型的协作讨论。 1.小组讨论--学生就特定问题进行讨论，然后在相关领域进行实践。这个方法能让学生进一步了解这个课程的理念和程序步骤。 2.记录作业模本--学生记录他们作业、项目、活动中的典范。这种方法可以让学生建立一个教学例子和方法的数据库。 3.合作项目--学生合作完成长期的项目。这个方法让学生一起完成作业和课程，这样他们可以分享自己的兴趣爱好，解决问题的方法，从其他组员那获得反馈和支持。 此外，我们也使用一些传统的技术如传真和电子邮件。这些也是我们项目中强有力的工具，他们可以使我们和学生保持联系并提供最及时的交流。老师可以使用传真和电邮来发送作业、考试答案和实践报告等。而学生也可以再需要帮助时及时向我们求助。导师可以发送反馈给学生这样他们就可以知道他们在活动中的表现，及时改进自己在实践中的方法等。 |
3楼2010-03-24 15:13:24
ringzhu
木虫 (职业作家)
- 翻译EPI: 24
- 应助: 5 (幼儿园)
- 贵宾: 1.318
- 金币: 1370.6
- 散金: 8739
- 红花: 60
- 沙发: 11
- 帖子: 4511
- 在线: 703.5小时
- 虫号: 825134
- 注册: 2009-08-10
- 性别: MM
- 专业: 药剂学
4楼2010-03-24 16:39:56
bhdxzxg
至尊木虫 (知名作家)
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- 散金: 1149
- 红花: 34
- 帖子: 9735
- 在线: 1972.9小时
- 虫号: 971151
- 注册: 2010-03-14
- 专业: 公共管理
5楼2010-03-24 18:22:30
