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1.
工匠精神的培育是职业教育的重要任务。培育工匠精神需要实施学徒式的教学,学徒课堂的价值指向包括工匠精神,二者紧密联系。学徒课堂培育工匠精神的理念有情境学习、自我效能、合作学习。学徒课堂上,工作化的教学任务为培育工匠精神构建认知基础,师徒化的师生关系为培育工匠精神催化职业情感,职场化的教学情境为培育工匠精神提供践行平台。师傅示范、学生演示、文艺欣赏、档案式学习、环境影响是学徒课堂培育工匠精神的主要策略。 相似文献
2.
This study examined situation-specific coping strategies of students with different achievement goals as they take part in
inquiry learning. A case study was conducted in a Finnish elementary school. 21 ten-year-old students participated in the
study. Two types of data were collected: (1) Students self-reported questionnaires on achievement goals, (2) Video data on
the students' learning processes and social interaction. The results revealed the importance of a situative perspective in
instructional design, since the students not only differed in their coping attempts regarding their initial goals but also
according to their individual situational interpretations that mediated their active coping attempts. Some of the non-learning-focused
students had difficulties engaging in the working procedures. A lack of teacher's concrete and precise guidance in both cognitive
and motivational sense appeared to explain this phenomenon. 相似文献
3.
In this study, we examined the instructional coherence in a Chinese mathematics classroom by analyzing a sequence of four
videotaped lessons on the topic of fraction division. Our analysis focused on the characteristics of instructional coherence
both within and across individual lessons. A framework was developed to focus on lesson instruction in terms of its content
and process and the teacher's use of classroom discourse. The analyses of lesson instruction were further supplemented with
the analyses of teaching materials and interviews with the teacher. The findings go beyond previous studies that mainly focused
on a single lesson to provide further evidence about Chinese teachers' instructional practices and their possible impact on
students' learning. In particular, the teacher tried to help students build knowledge connections and coherence through lesson
instruction. Results also suggest that coherent curriculum and the teacher's perception of the knowledge coherence facilitated
the teacher's construction of coherent classroom instruction. 相似文献
4.
Observer ratings are often used to measure instructional quality. They are, however, usually based on observations gathered over short periods of time. Few studies have attempted to determine whether these periods are sufficient to provide reliable measures of instructional quality. Using generalizability theory, this study investigates (a) how three dimensions of instructional quality – classroom management, personal learning support, and cognitive activation of students – vary between the lessons of a specific teacher, and (b) how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions. Analyses are based on ratings of five lessons for 38 teachers. Classroom management and personal learning support were stable across lessons, whereas cognitive activation showed high variability. Consequently, one lesson per teacher suffices to measure classroom management and personal learning support, whereas nine lessons would be needed for cognitive activation. The importance of advancing our theoretical understanding of cognitive activation is discussed. 相似文献
5.
Kelly R. Fisher Peter J. Marshall and Ajantha R. Nanayakkara 《Mind, Brain, and Education》2009,3(1):56-63
ABSTRACT— Previous research suggests that academic motivation orientation relates to students' causal interpretations about academic outcomes and their emotional reactions to those outcomes. The current study examines how student motivation may relate to certain neurophysiological systems that are thought to underlie the processing of successes and failures. In the cognitive neuroscience literature, the error-related negativity (ERN) in the event-related potential has been associated with error processing and the degree of an individual's emotional investment in his or her performance. The current study examined the relation between academic motivational characteristics and ERN amplitude during a speeded reaction time task in 3rd- to 5th-grade students ( n = 17). Intrinsically oriented students displayed larger amplitude ERN responses and made more internally directed attributions about their task performance. The findings suggest that students with high intrinsic orientation attribute performance to personal control and that their error-monitoring system is more strongly engaged by performance errors. 相似文献
6.
Yasemin Tas 《European Journal of Psychology of Education - EJPE》2016,31(4):557-577
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively. 相似文献
7.
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school. 相似文献
8.
Eugenia Etkina Anna Karelina Maria Ruibal-Villasenor David Rosengrant Rebecca Jordan Cindy E. Hmelo-Silver 《学习科学杂志》2013,22(1):54-98
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment (ISLE), students construct physics knowledge by engaging in inquiry cycles that replicate the approach used by physicists to construct knowledge. A significant portion of student learning occurs in ISLE instructional labs where students design their own experiments. The labs provide an environment for cognitive apprenticeship enhanced by formative assessment. As a result, students develop interpretive knowing that helps them approach new problems as scientists. This article describes a classroom study in which the students in the ISLE design lab performed equally well on traditional exams as ISLE students who did not engage in design activities. However, the design group significantly outperformed the non-design group while working on novel experimental tasks (in physics and biology), demonstrating the application of scientific abilities to an inquiry task in a novel content domain. This research shows that a learning environment that integrates cognitive apprenticeship and formative assessment in a series of conceptual design tasks provides a rich context for helping students build scientific habits of mind. 相似文献
9.
Kristina Zoldosova Pavol Prokop 《International Journal of Science and Mathematics Education》2006,4(4):669-688
Pupils' motivation and interest are identified as important influences on learning. Motivational orientation is a construct that links motivation and epistemology. This study attempted to explore motivational orientation as it relates to science education and two different instructional approaches. A published instrument standardized with a population from the United Kingdom that purports to identify students' preferred motivation orientations as social, consciousness, effort, or curiosity was applied to two instructional contexts (traditional school program and field centre program) in primary schools in Slovakia. Results indicated that a very high percentage of the pupils could not be classified into one of the four categories, that the traditional classroom sample differed significantly from the United Kingdom population, and that the preferred motivational orientations expressed by the pupils in the field centre sample did not differ significantly from those expressed by the pupils in the traditional classroom sample. 相似文献
10.
合作学习的基本理论及其借鉴意义 总被引：9，自引：0，他引：9
合作学习是20世纪70年代初在美国兴起的教学理念。合作学习理论的代表人物之一罗伯特.斯莱文在其文章中着重阐述了合作学习的动机理论、社会凝聚力理论、认知发展理论和认知精致化理论;另两位代表人物约翰逊兄弟则将合作学习理论分为认知发展理论、社会行为理论和社会互赖理论。合作学习是以学生为中心的教学理念;它的动力理论及凝聚力理论也与归因理论有着密切的联系。合作学习的中心是合作,但它也强调了如何尊重学生,如何调动学生的学习兴趣、提高他们学习的动机,如何组织教学和改革教学的形式,如何改进学习方法和教学环境,尤其是如何培养学生的综合素质。 相似文献
11.
Leon R. de Bruin 《Teaching in Higher Education》2018,23(1):84-103
Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice. 相似文献
12.
Contextual differences in student motivation and self-regulated learning in mathematics,English, and social studies classrooms 总被引：8，自引：0，他引：8
Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students' task value, self-efficacy, test anxiety, cognitive strategy use, regulatory strategy use, and classroom academic performance by gender and across the subject areas of mathematics, social studies, and English. In addition, the relations among the motivational, strategy use, and performance measures were assessed using multivariate regressions. The participants were 545 seventh and eighth grade students (51% females) who responded to a self-report questionnaire. Results revealed mean level differences by subject area and gender in the motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance. In contrast, results indicated that the relations among these constructs was very similar across the three subject areas examined. Findings are discussed in terms of their importance for understanding the contextual nature of students' self-regulated learning. 相似文献
13.
14.
With the aim of bridging research in educational psychology and teacher education, we designed a research-practice partnership to unpack the concept of relevance from a race-reimaged perspective. Specifically, we employed a mixed-methods sequential explanatory research design to examine associations between the communal learning opportunities afforded to Black and Latinx students, and their engagement patterns during STEM activities. Within a nine-week instructional unit we provided students six opportunities to rate their scholastic activities. High levels of behavioral engagement were sustained over the course of the instructional unit. On weeks when students rated the activities as higher in communal affordances, they also reported more behavioral engagement. Classroom observations facilitated our efforts to create state space grids that show when and how teachers used emancipatory pedagogies to support students’ learning. We used these state space grids, along with teacher interviews and student focus groups, to develop contextualized illustrations of two teachers of color as they successfully provided communal forms of motivational support over the span of six observations per teacher. These strategies differed based on three key factors: where the lesson was placed within the larger instructional unit, the way teachers interpreted and responded to their students’ engagement patterns, and how the demands of the larger school environment impacted classroom dynamics. 相似文献
15.
The current study examines students’ emotional responses to instructor swearing and extends previous research to validate functions and targets of instructor swearing. A measure was created to assess college students’ perceptions of instructor swearing. A principle components analysis yielded a seven-factor structure that supports past functions and targets of classroom swearing: at self/job tools; at students/assignments; to elaborate course concepts; part of the instructor’s disposition; to gain attention; accidental swearing; and, to converge/be humorous. Framed by emotional response theory (ERT), instructor swearing behaviors significantly predicted students’ pleasure and dominance emotions. Additionally, students’ emotional responses in the classroom explained significantly more unique variation in students’ cognitive and affective learning, and motivation, compared to instructor swearing. Implications for instructional practice and instructional communication theory are addressed. 相似文献
16.
Marko Lüftenegger Rens van de Schoot Barbara Schober Monika Finsterwald Christiane Spiel 《教育心理学》2014,34(4):451-469
Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations. 相似文献
17.
ARCS动机设计模型在中学语文课堂教学中的效度分析 总被引：2，自引：0，他引：2
本研究旨在探讨ARCS动机设计模型在我国课堂教学中的适用性和有效性。采用定量研究与定性研究相结合、前后测现场教学实验的方法,在不中断正常教学秩序的前提下,进行了语课ARCS动机设计模型的教学干预,为期四个月。教学实验班分别为初一年级两个班和高一年级一个班。结果表明,ARCS动机设计模型能被中学语教师有效采纳;在中学语教学中,ARCS动机设计模型的有效性具有一定的年级差异：它能提高初中生的学习动机、学习的努力程度,提高学生的学习成绩,改善差生的学习状况;在高中语教学中,它的有效性不明显。 相似文献
18.
概念图是一种教与学的认知工具,同时也是一种学习策略,在教学中具有促进知识整合、促进学生意义学习、促进学生思维发展、改善教学设计方式、革新传统评价方式等方面的优势,教师可以在备课、课堂教学及评价时以概念图为教育技术支持,以达到提高教学效果的目的。 相似文献
19.
课堂环境与学习成果的关系一直是西方课堂环境研究的热点。本研究运用《中学英语课堂环境量表》作为测量工具,测量了高中生对英语课堂环境的感知与其英语学习态度和学习成绩之间的关系。研究结果表明:课堂环境是影响二语学习成果的主要因素之一,积极的课堂环境可以改善和提高学生的二语学习成果。课堂环境通过直接效应和中介效应共同影响二语学习成果,其中任务取向对二语学习成果的预测力最大。 相似文献
20.
Yam San Chee 《Instructional Science》1995,23(1-3):133-161
With the rise of the situated cognition paradigm in cognitive science, cognitive apprenticeship has become increasingly prominent as a model of instruction. This paper critically reviews traditional approaches to learning and education to motivate the need for fresh ways of thinking about these topics. Cognitive apprenticeship as an approach to improving learning and education is described. We present an overview ofSmallTALKER, a learning environment for Smalltalk programming, and illustrate how the instructional methods of cognitive apprenticeship have been applied in developing that system. The paper concludes with a discussion of issues related to system development effort, evaluation, perceived limitations, and plans for related work. 相似文献