共查询到19条相似文献，搜索用时 125 毫秒
1.
本文构建了自我导向学习模式的四点理论框架：SDL的导入应符合学习者的专业知识水平和SDL能力;由教师导向逐渐发展为学生自我导向的学习过程;在SDL学习过程中辅以专业课程知识教育与培训;以任务型学习的方式进行SDL技能实践。在此理论框架下,笔者提出了网络环境下大学英语自我导向学习能力培养的四个步骤。 相似文献
2.
目的:调查自我导向学习(self-directed learning,SDL)教学法在《细胞生物学》教学中的应用效果。方法:将08级生物专业的学生分为两组,分别进行两种方法教学,实验组采用SDL教学法;对照组采用传统教学方法。在实验组同学中发放问卷,调查SDL对学生各项能力的影响。对两组的教学质量进行综合评估。结果:SDL教学模式组学生的成绩优于传统模式组(P<0.01)。结论:SDL教学法在培养学生综合素质与自学能力方面优于传统教学方法。 相似文献
3.
地理新课程的实施，展现了适应时代要求的全新的教育理念，对教师的素质提出了更高的要求。“储存一桶水，够用一辈子”传统的学习观已严重滞后于教育改革和发展的需要，树立终身学习的理念，拥有自主学习、自我发展的能力，成为能够不断进行自我更新，充满生机和活力的“一眼泉”——学习型教师，不仅是教师自身成长的需要，也是新课程实施成败的关键。 相似文献
4.
培养大学生自主学习能力适应终身学习需要 总被引：8，自引：1，他引：8
人才培养工作的核心是学生的学习能力，未来社会竞争的焦点也在于学习能力。近年来，各高校对大学生自主学习能力的培养给予了越来越多的重视。大学生自主学习能力的培养，不仅是大学生在校期间学好知识的需要，也是人的可持续发展的需要。在终身学习的背景下，教师不可能、也没有必要把浩如烟海且会很快过时的知识全部教给学生，而帮助学生掌握学习的方法、特别是掌握终身学习的方法才是教师的明智选择。 相似文献
5.
何美珑 《上海师范大学学报(哲学社会科学版)》2004,33(2):6-10
新课程“以学生的发展为本”的教学理念，改变了以往对教师教学能力、教学行为的价值认定：教师的一切劳动都必须为学生的学习和发展服务。作为教师自我适应与专业发展的核心手段，教师的课堂教学反思需要从学生学习的效度、教师教学行为和学生学习行为之间的关系、教师有效促进教学的专业能力提高等方面展开。课堂教学反思的重心必须围绕“能否实现或能否让更多的学生在更大程度上有效学习”进行。 相似文献
6.
在线教育对教师教学能力提出了新的挑战，传统教学模式的变革和“互联网+教育”的发展也给教师教学能力带来了新的挑战。在线教育依托互联网技术和网络资源，改变了传统的课堂教学模式，通过网络平台上师生之间、生生之间互动，实现了信息和知识共享。教师教学能力的提升是教师职业发展的关键，也是高等教育质量提升的重要抓手。在新时代，在线教学的大规模普及，使得教师面临更大的挑战，教师需要结合在线教学的特点进行教学设计和组织管理，同时利用在线平台进行有效的教学反思。因此，在这一时期，有必要对教师教学能力进行系统深入的研究。 相似文献
7.
作为研究教师学习的新视角，拓展性学习通常需要依托组织化的学习共同体才能有效实现，特级教师工作坊即是重要途径之一。以第三代“文化—历史”活动理论为分析框架，透过对Z特级教师工作坊的质性分析可以发现：在运行机制上，教师通过开放认知、应对矛盾、扩展边界的过程来实现拓展性学习。其中，教师需要与他人互动引发质疑，陷入“双重束缚”的困境，借由对历史与现实情境的分析，框定新的解决方案。在实践效果上，拓展性学习模式的实施促进了教师专业能力的良性发展，激活了教师间基于意义协商和知识融合的良性互动，构建了宽口径发展的学习型组织。进一步反思教师拓展性学习模式，应当关注拓展性学习“发生”层面的复杂性和“发展”层面的曲折性，同时以开放的视角关注拓展性学习中活动对象的变动性。 相似文献
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9.
2003年颁布的《普通高中英语课程标准（实验）》指出：“高中学生应该形成自己学习特点的学习策略，并能根据自己的学习需要不断地调整学习策略。教师要引导学生主动学习，帮助他们形成以能力发展为目的的学习方式；帮助学生发展探究知识的能力、获取信息的能力和自主学习的能力。”笔认为要达到这个目标，教师在教学实践中，必须注意体现学生的主体地位，充分发挥学生在学习过程中的主动性和积极性，通过引导学生学会学习，循序渐进地培养学生主动的学习能力。 相似文献
10.
新课标提出了“自主、合作、探究式学习”的新理念。所谓“自主学习”是指学生在教师引导、启发、扶持下，积极主动地参与教学活动，通过与教师及同学的合作，探究科学知识，提高解决问题的能力，形成和发展学生正确的价值观和良好个性。也就是说学生应把学习看作是自己的事情，是自身发展的需要，是为终身学习奠定基础。近几年来的大胆探索，积极实践，我在培养学生自主学习能力方面作了一些尝试，下面与老师和同学作一些介绍：[第一段] 相似文献
11.
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning 总被引：4，自引：3，他引：1
Sofie M. M. Loyens Joshua Magda Remy M. J. P. Rikers 《Educational Psychology Review》2008,20(4):411-427
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates
to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between
SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving
students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does
not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are
developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity
of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners. 相似文献
12.
The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college. 相似文献
13.
Present paper explores the implications and barriers associated with the transition from teacher-directed learning (TDL) to self-directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers’ views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi-structured interviews. The results show that teachers view SDL with a potential to make students self-sufficient and autonomous, but Pakistani education system, cultural background, and learners’ psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers. 相似文献
14.
Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students. 相似文献
15.
R. A. Stewart 《European Journal of Engineering Education》2007,32(4):453-465
Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes. 相似文献
16.
Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
17.
Campos-Sánchez A Martín-Piedra MÁ Carriel V González-Andrades M Garzón I Sánchez-Quevedo MC Alaminos M 《Anatomical sciences education》2012,5(5):273-280
Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
18.
Improving learning skills: a self-help group approach 总被引：3，自引：0，他引：3
Dejano T. Sobral 《Higher Education》1997,33(1):39-50
A self-help group approach was used to enhance medical students' self-directed learning (SDL) skills within an elective course. The SDL task profile envisaged included personal responsibility for, self-direction, and self-monitoring of learning. Reflection and learning partnerships were supported and facilitated by discussion and exercises in a small group context. Self-assessment of SDL tasks, as well as measures of approaches to study using the Approaches to Studying Inventory, were obtained. The results showed increased level of self-efficacy regarding the SDL tasks at the end-of-course. The task self-ratings had significant relationships to measures of deep approach to study. Academic achievement (GPA) was significantly higher for students who participated in the elective experience than for controls. Among the participants, 67% showed enhancement of the SDL task profile. Reasons for lack of improvement are discussed. The findings suggest that the approach used maybenefit most, but not all students under constraining conditions. 相似文献
19.
自主学习作为一种主动性、探索性的学习状态,它已然成为社会发展的必然趋势。目前,高校课堂教学中大学生自主学习缺失,究其原因主要是大学生学习能动性较弱、教师教学理念陈旧、学习目的功利化、教师责任意识淡化等。这就需要对其进行重构:帮助大学生形成自主学习意识;激发大学生的内在动机;培养大学生的学习策略;发挥高校教师的辅助作用;营造个人自由的学习环境。 相似文献