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1.
刘彦宇 《洛阳师范学院学报》2012,(2):80-83
艺术设计专业的学生在制作网页时具有艺术审美优势,但是由于高职院校在艺术设计专业领域开设的网页设计课程很少涉及到计算机科学及信息技术领域的相关知识,往往使得网页设计脱离实际,过于追求美观而忽视用户体验,华而不实.本文提出了一种基于学生先前知识的网页设计教学内容的选择方法.在有限的教学时间内,根据学生的先前知识状态,有针对性地扩展计算机科学及信息技术领域的相关教学内容.从学生的学习效果和学习水平测试分析中得出:这种方法可以更有针对性地选择教学内容,灵活地实施教学. 相似文献
2.
采用结构方程模型(SEM)研究教学文化(culture of teaching)的结构要素及其对学生学业成绩的影响效应。主要有以下发现:第一,教学的有效性(effective teaching)、学生的参与性(student engagement)和学习的主动性(learning motivation)是描述教学文化的有效要素。第二,教学文化的各结构要素与学业成绩具有显著相关性。第三,教学文化结构要素对学业成绩具有层次性影响关系:教学的有效性和学生的参与性对学习的主动性具有直接显著影响效应;学习的主动性对学生的学业成绩具有显著的直接影响效应;学习的主动性在教学的有效性、学生的参与性与学生学业成绩之间存在着显著的中介性影响效应;而教学的有效性、学生的参与性两个变量对学业成绩不存在显著的直接影响效应。本研究运用实证数据揭示了教学文化发生作用的动力机制,提出构建良性的教学文化必须以提高教学的有效性为前提,以提高学生学习的主动性为中心,通过提升教与学的品质,促进学生内生性的、可持续的发展。 相似文献
3.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
4.
Anne Christine Hume 《Research in Science Education》2012,42(3):551-565
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has
low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This
paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational
tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer
and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt
to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching
and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the
simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers. 相似文献
5.
王晓莉 《成都教育学院学报》2009,23(8):41-43
信息技术环境下学与教方式的演变过程是：第一阶段是以教师为中心,信息技术只是作为演示和个别辅导的工具。第二阶段,从以教师为中心向以学生为中心过渡,信息技术在教学中成为信息加工、协作和交流的工具。当下教学改革已逐步走向第三阶段,正在建立真正的“以学生为中心”的教学模式：混合式学习成为重要的教学模式,情境的创设成为支持有效学习的手段,信息技术成为学生认知和探索的工具,生态学习观成为信息化教育系统新理念。但要注意到可能出现的误区：盲目使用、学生主体绝对化、忽视知识和技能的重要性、学习工具冲淡教学内容、学生思考时间不充足等。 相似文献
6.
W. R. Klemm 《Community College Journal of Research & Practice》2013,37(5):507-518
For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own. Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing. In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work. 相似文献
7.
Course design,teaching method and student epistemology 总被引：3，自引：0，他引：3
Previous research into student learning in departments of higher education has shown that links can be established between students' approaches to studying and their perceptions of the academic environment. It has also been found that students with differing study orientations are likely to define effective teaching in ways which reflect those orientations. The study reported here began by identifying different types of student epistemology and then investigated those factors within the academic environment which appeared to influence their incidence. Employing a naturalistic methodology-observations, interviews and case studies - the study was conducted in four departments in one institution of higher education: two arts and two science. Through a process of progressively focusing upon emergent issues, the study evolved through three stages, culminating in a model of the factors appearing to influence the development of student epistemology. It is found that the development of student epistemology is influenced by the interrelated factors of student learning approach, perception of the academic environment and lecturers' theories of teaching, which tends to uphold previous findings. It is also found, however, that students' conceptions of knowledge and their learning approaches are influenced by the ways in which knowledge is structured and presented within departments. Most particularly, a relationship was found between historical and philosophical studies, the methods of teaching them, and the development of student epistemologies. 相似文献
8.
张韧 《青海师范大学学报(哲学社会科学版)》2005,(4):123-125
本从香港质素保证视学检视教育质量管理，当中论及质素保证视学的四个范畴及特征，其中校风及给予学生支援方面对我们从以人为本、以学生为主体从事教育管理工作及提升教学质量不无裨益。指明高效的领导与管理在于从影响学生成长的内外部环境着眼，协调教与学两方面，增强学校管理转变的能力，使学生取得更高的成就。 相似文献
9.
Lorraine Bennett 《Assessment & Evaluation in Higher Education》2010,35(4):357-365
One way many universities have approached the process of better understanding and meeting the needs of their students is through student evaluations. The evaluation data provide not only diagnostic feedback but also useful information in terms of the quality of learning and teaching experiences. In an effective quality cycle, the data gathered are analysed and used to make improvements. This is often referred to as ‘closing the loop’. However, for any evaluation data to be of value an important prerequisite for ‘closing the loop’ is that response rates should be sufficiently high to be representative of the student cohort. This paper describes how a faculty within Monash University utilising only web based surveys developed a successful communication strategy to elicit staff and student participation in the unit (subject) evaluation process which achieved a response rate as high as 83.2%. 相似文献
10.
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
11.
开放教育是以现代信息技术为传播媒介的数字化教育,是飞速发展的一种新型教育形式,是构建知识经济时代人的终身学习体系的主要手段。在开放教育的教学过程中,教师必须全面进行教学改革,探索以新的教学模式进行教学,教师的导学和学生的自主学习要有机结合。一方面要更新学生的学习观念,另一方面要培养他们在多媒体和网络环境中的高效学习方法和学习能力,使其行之有效地学习,从而提高自主学习能力和创新能力。通过提高对远程开放教育的认识,改变学习方式,体现开放特色,教师变“教”为“导”,为学生自主学习提供服务。 相似文献
12.
Judy Sheard Jason Ceddia John Hurst Juhani Tuovinen 《Education and Information Technologies》2003,8(3):245-266
Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports. 相似文献
13.
网络环境下的专门用途英语外语教学发生了巨大的变化。如何有效利用网络学习资源开展专门用途英语教学,如何整合资源架构有效的知识平台成为语言学者及外语教师关注的问题。 相似文献
14.
This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 相似文献
15.
Bobbie Gibson Warash 《Journal of Early Childhood Teacher Education》2013,34(4):437-442
Documentation of children’s projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn how to ask appropriate questions that reveal the progress of the project and then reflect the information onto a panel that preserves the growth of the child’s thinking. Panels are an effective way to help student teachers convey their knowledge about young children and appropriate methods of teaching. 相似文献
16.
本研究以西部某地方师范院校为依托,采用问卷调查法对小学教育师范生信息化教学能力开展了调查研究,结果显示:小学教育专业师范生信息化教学能力水平总体偏低;师范生年级之间的信息化教学能力差异较大;信息技术相关课程的学习经历对小教专业师范生信息化教学能力有重要影响。针对上述问题,结合抽样访谈尝试性提出了小学教育师范生信息化教学能力的优化策略,主要包括:丰富课程设置,完善培养模式;实施目标分层,满足各年级学习需要;更新观念,提高师范生对信息技术的认识;完善学校设施,创设良好的学习环境;加强教师队伍建设,培训教师信息化教学应用能力。 相似文献
17.
《College Teaching》2013,61(3):77-84
Tablet PCs have the potential to change the dynamics of classroom interaction through wireless communication coupled with pen-based computing technology that is suited for analyzing and solving engineering problems. This study focuses on how tablet PCs and wireless technology can be used during classroom instruction to create an Interactive Learning Network (ILN) that is designed to enhance the instructor's ability to solicit active participation from all students during lectures, to conduct immediate and meaningful assessment of student learning, and to provide needed real-time feedback and assistance to maximize student learning. This interactive classroom environment is created using wireless tablet PCs and a software application, NetSupport School. Results from two separate controlled studies of the implementation of this model of teaching and learning in a sophomore-level Introductory Circuit Analysis course show a statistically significant positive impact on student performance. Additionally, results of student surveys show overwhelmingly positive student perception of the effects of this classroom environment on their learning experience. These results indicate that the interactive classroom environment developed using wireless tablet PCs has the potential to be a more effective teaching pedagogy in problem-solving intensive courses compared with traditional instructor-centered teaching environments. 相似文献
18.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
19.