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Twitter,向教育“推”来了什么? 总被引：7，自引：1，他引：6
文章由新闻引入话题,微博客在慢慢渗透并影响着人们的生活,接着对微博客以及国外最流行微博客Twitter进行了介绍,列出在国内可以利用的微博客,阐述了Twitter的重要性。然后根据Twitter的特征探讨了微博客在教育方面的应用和一线教师的具体应用方法,最后列出几个已经尝试的典型实例,期待微博客带给教育更广的天地。 相似文献
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邵珊珊 《佳木斯教育学院学报》2012,(4):252-252
教学手段的发展与技术的发展是相辅相成的,随着微博技术的日臻成熟,其在英语教学中的应用在不断完善。介绍微博的概念、特点和学者对其研究现状,针对目前开展的大学英语第二课堂教学的不足,探讨微博在大学英语教学中应用的优势、策略和注意事项。博客平台下拓展大学英语第二课堂教学的交互活动,为大学英语第二课堂学习提供了全新的视角。 相似文献
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苗坤 《辽宁科技学院学报》2016,18(6):56-58
基于新兴网络技术与信息技术的微博客平台,为现代人的日常交流、工作与学习提供了一种新的渠道.鉴于微博在互动领域的强大功能,越来越多的教育界学者开始尝试将微博作为一种教学手段引用到大学教育当中.针对大学英语在传统课堂教学中存在的某些不足,首先从微博概念、特点与研究现状出发,对其应用于大学英语第二课堂教学的诸多优势进行分析,并在此基础上展开微博应用于大学英语第二课堂教学创新途径探讨,为大学英语教育提供一种新思路. 相似文献
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微博客及其教育应用探析 总被引：19，自引：0，他引：19
微博客是Web2.0的最新技术应用形式。根据其特点本文分析了以Twitter为代表的微博客在教育领域应用的可能性和潜力,并通过国外开展的一些微博客教育应用实践,探讨了将微博客引入教育教学中的主要应用范畴和面临的主要问题,最后笔者就此提出了一些相关的推广建议。 相似文献
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阐述了开展大学英语第二课堂扩展性教学的意义和必要性以及其框架设想;重点探讨了如何突破大学英语第一课堂教学局限,努力发掘、拓展第二课堂教学来延伸、补充、加强大学英语第一课堂教学,为学生提供更多的自主学习和语言实践机会。本文提出大学英语第二课堂扩展性教学实践可分为三个组成部分:丰富多彩的大学英语第二课堂教学实践活动;层次化、自主化的大学英语网络教与学活动;及时、有效的大学英语教师课外辅导、答疑以及学习过程监督、检查活动。学生通过积极参与丰富多彩的大学英语第二课堂扩展性教学各项活动,在实践中体验英语,实践英语,不断提高感悟语言、运用语言的能力。 相似文献
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充分发挥大学英语第二课堂的能动性 总被引：1，自引：0，他引：1
闫子真 《中国校外教育(理论)》2010,(1)
随着大学英语教学改革的不断深入,现代大学英语的教学方式已经发生了巨大的变化,教师和学生都不再满足于单一的传统课堂教学模式.为了适应当今社会快速发展的要求,广大教师和学生都积极地投入到丰富多彩的大学英语第二课堂活动中.第二课堂强调以学生为中心,满足学生的个性化发展需要,提供比课内学习丰富得多的教学手段和内容,而且不受时间和地点的限制,是英语课堂教学的有力补充.学生以第二课堂活动为平台,对所学知识进行对应性的操练,以达到学会使用语言的最终目的.大学英语第二课堂教学的开展与新的高校课堂模式、教育理念和现代化教学手段所提供的教学氛围相吻合. 相似文献
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英语第二课堂作为大学英语教学的必须部分,在弥补第一课堂教学不足和培养学生英语自主学习能力方面均有着重要的作用,本文通过介绍建构主义的教学理论,讨论了如何在理论指导下开展第二课堂活动,为非英语专业学生搭建丰富的英语交际平台,使之成为英语学习的主角。 相似文献
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运用文献资料、专家访谈等研究方法,厘析了大学英语第二课堂的一般意义,深度解读了优化大学英语第二课堂的重要性,即是大学英语课程教学的客观要求、大学英语第二课堂具有特殊的价值功能、迎合了社会发展的要求,并揭示了当前大学英语第二课堂存在的问题,即监管与指导的缺失、经费短缺、目标与评价体系的缺失,最后提出了优化大学英语第二课堂教学的对策,即加强监管与考核、加强硬件设施建设、定期开办英语角、丰富多样的英语竞赛活动、举办大学生英语文化节,为促进大学英语教学提供理论参考。 相似文献
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有限的大学英语课堂教学时间难以提供充足的语言应用机会,为更好地提高学生英语应用能力,必须丰富大学英语第二课堂活动,加强第二课堂体系建设。该文围绕建设大学英语第二课堂活动体系的理论依据、重要作用和实践活动,阐述了大学英语第二课堂作为英语教学的延续与补充,具有非常重要的作用。 相似文献
10.
《校园英语(教研版)》2015,(5):48-49
大学英语第二课堂为学习者创造提供了自主建构、交互合作、学以致用的机会,是学习者全面发展的客观需要。本文从独立学院大学英语的传统课堂的教学现状及构建第二课堂的必要性出发,论述构建第二课堂模式的理论基础,从而得出构建科学的大学英语第二课堂模式需要有效的激励机制。 相似文献
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Rahman Tazizur Kim Yang Sok Noh Mijin Lee Choong Kwon 《Educational technology research and development : ETR & D》2021,69(2):1325-1351
Educational technology research and development - Social-Media-Based Learning (SMBL) is the use of social-media-based platforms, such as Twitter, Google Plus, Facebook, and YouTube, for learning... 相似文献
13.
Chris Evans 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):902-915
Can social media be used to enhance the process of learning by students in higher education? Social media have become widely adopted by students in their personal lives. However, the application of social media to teaching and learning remains to be fully explored. In this study, the use of the social media tool Twitter for teaching was considered. Undergraduate students in Business and Management (n = 252) were encouraged to use Twitter for communicating with their tutor and each other during a 12‐week course. Their involvement was evaluated using a survey considering amount of Twitter usage and students' attitudes and experiences. The data were analysed using factor analyses, which revealed a single usage construct and three attitudinal factors. Three findings emerged. Firstly, a positive correlation was found between amount of Twitter usage and student engagement in university‐associated activities including organising their social lives and sharing information. Secondly, course‐related tweeting was not related to interpersonal relationships between students and their tutor. Thirdly, Twitter usage did not impact class attendance. The results are salient for educational practitioners wishing to introduce social media into their teaching. 相似文献
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Researchers in violence prevention areas seek to disseminate work for impact to practice and policy. Knowledge transfer, exchange, and mobilization are common terms for research knowledge utilization where public communication platforms are playing an increasing role, having unique capacity to connect stakeholders in advocacy and lived experience, academia, non-governmental organizations, government-supported organizations, such as child welfare, and research funding bodies. Social networking platforms provide a communication intervention opportunity to test the effectiveness of the research reach. A Canadian Institutes of Health Research- funded team grant in boys’ and men’s health, focusing on sexual violence (SV) victimization, health, and resilience undertook an evaluation to examine whether a strategic approach involving a cadre of SV experts (n = 46) and their research increased engagement. Using a unique identifier (#CIHRTeamSV) content was shared on social media (Twitter) within an ABABAB experimental monthly format (A = no sharing; B = sharing content), following a baseline entry of researchers. Active Twitter engagement lead to increases in the number of individuals’ profile views, article downloads, and citations. These findings encourage further research into the utility of social media for disseminating sexual violence research, and that social media has developed as a forum for evidence-based conversation on sensitive topics of public health import. 相似文献
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"通信原理"课程存在理论知识难、实践性强、传统教学方式单一等问题。为了改善教学效果,在教学方法和手段上做了一系列改革和尝试,将"层次化实验教学法"、网络教学平台及虚拟实验平台引入到教学工作中,以此激发学生的学习兴趣,提高学生学习的主动性。经实践证明,教学改革取得了一定的成效。 相似文献
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Tweet Up? Examining Twitter's Impact on Social Capital and Digital Citizenship in Higher Education 
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下载免费PDF全文 Danielle Morgan Acosta 《About Campus》2014,18(6):10-17
Twitter is a highly accessible communication venue that is embraced by great numbers of traditionally aged and ethnically diverse college students. Danielle Morgan Acosta challenges us to turn our research and teaching attention to the potential of Twitter to support student learning. 相似文献
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针对新冠肺炎疫情对2020年春季高校开学和课堂教学工作所造成的影响,本文重点研究了高校如何实施并保证开展外语线上教学。文章分别从教师、学生和技术层面提出如何利用外语学习平台制定线上课件、鼓励学生自主学习等,旨在此疫情特殊时期推动高校外语教学的实效性,保证高校外语教学的正常进行和教学质量。 相似文献
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Denise P. Domizi 《TechTrends》2013,57(1):43-51
This study investigated the use of microblogs to enhance content learning and to foster community between participants in a weekly multidisciplinary graduate seminar on teaching and pedagogy. Data included students’ and instructor’s Twitter posts, an initial reaction paper, and an end-of-semester survey to determine if and how students’ attitudes about using Twitter had changed over the course of the semester. A content analysis of the data indicates that students did use Twitter to connect to the content and to each other. Recommendations are given for both instructors and students interested in using social media to extend the college classroom. 相似文献
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Spencer P. Greenhalgh Joshua M. Rosenberg Annelise Russell 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):2020-2037
Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag- and account-level activity in these hashtags, we use an analytic approach heretofore uncommon in social media-focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student-to-teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left-leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right-leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic
- Many teachers use Twitter (and other social media platforms) for professional purposes.
- Teachers have identified professional learning—among other purposes—as motivating their use of Twitter.
- Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders.
- Local context and policy factors help influence teachers’ use of Twitter.
- Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities.
- Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media.
- Informal spaces like social media may supplement formal support mechanisms for teachers.
- Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms.
- Support for teachers should be conceived holistically and include emotional and political support.