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1.
运用概念图进行生物教学对学生认知方式的影响 总被引：9，自引：0，他引：9
本研究以高二学生为被试，采用不同教学方法进行高中生物“新陈代谢”一章的教学后，对高二学生的认知方式及其学业成绩进行了分析。结果表明：(1)不同的教与学方法对学生的认知方式会产生显影响。(2)使用画概念图的实验班学生多选择“规则(P)”为其认知方式。这表明，学生主要以有意义的方式在进行学习和建构自己的认知结构，其生物学业成绩较好。(3)运用传统教学法的控制班选择“回忆(R)”为主要认知方式。这表明，控制班学生以机械记忆为主构建自己的认知结构。 相似文献
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一、问题的提出教师、家长对学生的学习成绩十分关注,然而对影响学生学业成绩的因素、学业成绩提高的背景等问题却注意不够。虽然,不少人发现,凡学业成绩优秀的学生,他们的自尊心、自信心较强,但多为经验之谈。为了搞清这个问题,笔者于1987.9—1988、1,进行了实验。目的在于探索增强小学生自尊心对于学业成绩提高的影响,试图说明小学生学业成绩提高的背景,为提高教育教学质量提供心理学根据。二、实验对象 (一)取样。依据课题的需要,为了尽可能地控制实验因素的影响,将实验组和对照组选择在同一个班内(五年二班),随机取样36名学生为被试。 (二)分组。依据上学期期末学生的语 相似文献
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教学法与学生认知方式对生物学业成绩的影响 总被引：1，自引：0，他引：1
张怡斌 《临沂师范学院学报》2004,26(3):129-132
以高二理科班学生为被试，研究信息转换教学法、常规教学法对不同认知方式被试的生物学业成绩的影响．结果表明：(1)从整体上看，场独立的学生在两种教学法的条件下，学业成绩均优于场依存的学生；(2)使用信息转换教学法的班级，不同认知方式的学生的生物成绩均高于使用常规教学法的班级，场依存的学生的学业成绩差异极显著． 相似文献
4.
刘刚 《首都师范大学学报(社会科学版)》2001,46(5):120-124
“兴趣选择，角色参与”地理教学模式根据学生的不同智力结构、认知结构和学习类型，以及不同的兴趣、爱好，设计开放式课堂教学情境，引导学生选择自己喜欢并胜任的角色参与教学。以学生在智力、认知及学习类型上的优势方向为突破口，使学习“个性化”。实验表明，这种开放式教学模式对于提高课堂教学质量，增强学生的认知，实践能力和学习兴趣，有较好效果。 相似文献
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本文以场独立—场依存性认知方式理论为基础 ,分析了学生认知方式与学业成绩关系 ,认为学生不同的认知方式对学业成绩的影响是复杂的 ,是非线性的 ,并进一步讨论了造成这一结果的原因 ,在此基础上 ,提出了今后该领域的一些研究方向。 相似文献
6.
在个体化目标结构下,以小学五年级学生为被试,考察了个体化目标公开范围、性别和认知方式对学业成绩的影响。结果表明:(1)制定个体化目标后,学业成绩进步显著,显著程度因被试变量的不同而不同;(2)个体化目标公开范围影响成绩进步的幅度;(3)个体化目标公开范围与两个被试变量存在交互作用。 相似文献
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国外自我监控学习理论综述 总被引：7，自引：0，他引：7
近年来,学生学习行为的自我控制与调节(以下简称自我监控学习)问题日益受到研究者的高度重视,成为国际认知心理学、学习心理学和教育心理学研究领域的一个新课题。大量研究和事实表明,学生对自己学习者角色的知觉以及随后对自己学习活动所实施的控制和调节是影响其学业成绩的关键性因素。本文主要对当前国外几种主要的关于自我监控学习的研究理论作一简要介绍,以供我国有关研究人员参考。 相似文献
8.
选取新泰市259名高一、高二学生为被试,考察了中学生成就目标定向与英语学习策略、学业成绩间的关系。结果表明:(1)掌握目标与各种英语学习策略都呈显著正相关,成绩接近目标与认知、调控策略呈显著正相关,而成绩回避目标与认知、调控、情感策略呈显著负相关;(2)掌握目标有助于学业成绩,而成绩回避目标不利于取得良好成绩;(3)不同目标组合的学生在英语学习策略的使用和学业成绩上存在显著性差异。 相似文献
9.
关于学生认知方式与学业成绩关系的探讨 总被引：1，自引：0，他引：1
本以场独立一场依存性认知方式理论为基础，分析了学生认知方式与学业成绩关系，认为学生不同的认知方式对学业成绩的影响是复杂的，是非线性的，并进一步讨论了造成这一结果的原因，在此基础上，提出了今后该领域的一些研究方向。 相似文献
10.
袁彬 《中国小学语文教学论坛》2003,(29)
合作学习(CooperativeLearning)是一种学习方式,同时也是一种教学策略。它在改善课堂内的社会心理气氛,同时大面积提高学生的学业成绩、促进学生形成良好的非认知心理品质等方面成效显著,但同时也存在着一定的局限,教师需要根据教学任务选择相互匹配和互补的教学策略来使用。下面是2003年4月-5月,我在江苏省N中学进行的作文合作学习的部分实验情况:N校初三年级共有6个班,除初三(1)班为重点班外,其余5个班随机分班。我选定初三(3)班为实验班,初三(4)班为控制班,并根据平时的语文成绩进行了配对。根据合作学习的要求,采取了以下步骤:①将实… 相似文献
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Two classes (one experimental and one control) in a public elementary school located in southern Taiwan participated in this study. Number sense activities were conducted in the experimental class as supplementary teaching materials, while the control class followed the standard mathematics curriculum. Data indicate that there are statistically significant differences between pretest and posttest (pretest and retention-test) scores for the experimental and control classes at the 0.01 level. The scores for the experimental class increased 44% after instruction (the mean score went from 12.35 to 17.81), while the scores for the control class increased only 10% after instruction (the mean score went from 11.29 to 12.42). Compared to the control class, the experimental class made much more progress on number sense tests. Results indicate that students in the teaching class (not including the students in the low level) advanced in their use of number sense strategies when responding to interview questions. The data demonstrate that the teaching of number sense activities, executed in the experimental class, is effective in developing children's number sense. Furthermore, the results of retention demonstrate that the students' learning was meaningful and significant. 相似文献
12.
韦储学 《广西梧州师范高等专科学校学报》2013,(4):113-117
以180多名非英语专业学生为实验对象,根据上课时间选择四个教学班为实验对象,其中两个班为实验班,另外两个作为参照班,实证研究了大学英语读写课教学改革模式。实验班学生的写作成绩与参照班学生的写作成绩存在较为明显差异,基于输出假设的读写课教学方法有助于提高大学英语学习者的输出能力。因此,教师应该重视学生的主体地位,积极开展合作性输入和输出实践,以读促写,以写促读,不断提高学生的英语输出能力。 相似文献
13.
ESP教学改革成效个案分析 总被引：1，自引：0，他引：1
本文以深圳信息职业技术学院大学英语教学改革为倒,分析该院在2007至2008学年进行的ESP教学改革试点工作的成效,重点在课堂效果和学生能力方面。课堂效果调查发现,学生评教的各项指数对照差距较大;而教师评学指数差距主要体现在课堂纪律、作业和听课上;督导组评价中对照组之间教学内容明显不同,试点班的课堂气氛明显优于非试点班。学生能力调查分析表明,试点班在英语流利程度、使用英语等方面优于非试点班。因子分析得出所有被调查学生的英语等级水平、应用水平与英语学习时间等呈正相关关系。 相似文献
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15.
李俊 《南昌教育学院学报》2013,(8):67-68
目的:探讨行动导向教学法在医学免疫学与微生物学教学中的效果。方法:以本院2010级大专学生为研究对象,将两个班级分为对照组和实验组,两组学生入学成绩无差异,对照组采用传统教学法,实验组采用行动导向教学法,比较两组教学效果。结果:实验组考试成绩优于对照组(P<0.05),且实验组学生普遍认为此种教学方法能够全面提高自身的素质。结论:行动导向教学法能够符合学生的需求,将学生被动接受为主动参与,可大大提高教学质量,可在教学中大力推广。 相似文献
16.
随着社会的进步与发展,传统教学方式方法的弊端也渐渐地显现出来。为增强学生的学习兴趣与动力,提高教学效率和效果,以辽宁民族师范高等专科学校为例,通过对普师2011级两个班级的对照实验研究发现:采用新模式的班级,通过优化教学设计、让学生参与全程、科学点拨指导、强化学习策略以及改革成绩考核等方式方法,学生的学习自主性大大提高,学习成绩相较对照班级更好。 相似文献
17.
Sharon Bramwell-Lalor 《International Journal of Science Education》2013,35(5):839-864
This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1)?=?21.508; p?<?.001) and higher-order (F(1)?=?42.842, p?<?.001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items. 相似文献
18.
Gwo-Jen Hwang Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357
With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment. 相似文献
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The first objective of this study was to investigate if the experimental students’ post‐test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self‐esteem, gender and socio‐economic background. Treatment involved teaching the experimental students under three learning modes—pure cooperative, cooperative–competitive and individualistic whole class interpersonal competitive condition—using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study’s second objective was to determine which of the three learning modes would produce the highest post‐test mean gain in the subjects’ knowledge of the two biology concepts. The study’s sample comprised 932 eighth graders (12–13‐year‐olds) in 14 co‐educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self‐esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self‐esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students’ knowledge, while the cooperative–competitive learning mode generated the highest mean gain for the control group students. 相似文献
20.
廖梦麟 《当代教育理论与实践》2020,(1):84-88
为有效开展讨论式、参与式教学,将"对分课堂"教学模式应用在大学英语教学中,在两个实验班和两个对照班开展实证研究,比较学生的前、后测成绩,通过问卷调查学生对"对分课堂"教学模式的认知。研究结果表明,该教学模式能显著减少学生之间的成绩差异,促进学生课堂参与,提高英语学习成绩。大学生对这一教学模式持欢迎态度。 相似文献