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黄华 《试题与研究：高中理科综合》2021,(26)
在高中结构化学学习中,教师通常会借助模型进行教学。实践证明,模型辅助教学是一种非常有效的方式,但如何准备模型并实施教学则事关教学效果。本文探讨了在高中结构化学教学过程中,如何使用物质模型和思维模型,以及教学过程的实施方法对培养学生模型认知素养的影响。这些结果,可以为中学结构化学内容教学提供参考。 相似文献
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结构主义教学强调知识结构的重要性,运用解释结构模型（ISM）来构建和分析知识结构的优势是显然的。本文通过数学教学实例展示了解释结构模型在结构主义教学中的应用,为结构主义教学的实现提供了运用实例。 相似文献
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本节教学以DNA结构模型构建的探究为主线,通过探究式教学引导学生在不断思考总结修改DNA结构模型的过程中自主总结出DNA的结构特点,并在此基础上组织学生制作简易的DNA结构模型,在模型的制作过程中体会DNA的结构特点和DNA结构具有多样性和特异性的原因,以调动学生的积极性,培养学生科学探究能力、动手能力和合作精神。 相似文献
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随着STEM教育的快速发展,STEM教师教学能力的构成及其关系亟待研究。基于此,文章首先在反思STEM教师教学能力相关研究的基础上,运用文献研究法和编码分析,整合了STEM教师的教学能力要素,形成了模型的维度及其内容,在此基础上构建了中学STEM教师教学能力的结构模型。随后,为更进一步探讨中学STEM教师教学能力要素之间的深层次关系,文章采用德尔菲法,对结构模型的内容进行了修改。最后,文章参考洋葱模型,形成了中学STEM教师教学能力的递进模型和互动模型,以分别体现教学能力的重要性程度和不同能力之间的相互关系,实现了结构模型的进一步完善。文章指出,结构模型可以被STEM教师作为教学设计框架用以提升教学能力,可以被学校管理者作为教学能力框架用以科学评价STEM教师,并且可以被教育行业作为教学培训设计的依据用以提升STEM教师水平。 相似文献
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高等教育类型决定高等教育的人才培养类型,高职本科培养技术型人才是由其类型决定的。依据技术型人才培养类型的内涵要求,确定技术型人才培养定位模型开发原则,建构技术型人才培养定位模型。定位模型呈魔方型结构,由素质结构、课程结构、教学路径结构构成。素质结构主要包括通识素质、专业素质、技术创新素质;课程结构由通识课程、专业课程、实践课程组成;课程实施的教学路径为课堂教学、车间教学、社会(田野)调查。 相似文献
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根据USEM模型结构,分析阐述了机械工程师的能力需求;按照模块化教学理念,建立机械工程人才培养的教学课程体系;以CDIO为宗旨,以重组知识点为手段,形成实践与课程并行教学链,进行分段及其课程群和实践群的设置,构建了贯穿基本教学链与能力拓展链相结合的并行链式教学课程体系结构和教学模式。 相似文献
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基于KPI的“双师结构”教学团队绩效考核指标模型设计 总被引：2，自引：0，他引：2
双师结构教学团队建设是示范性高职院校示范建设的关键要素,也是创造性实施师资队伍建设的重要举措,对双师结构教学团队实行KPI绩效考核,有利于保证团队建设效果。文章以当前示范性高职院校双师结构教学团队KPI绩效考核为切入点,对示范性高等职业院校双师结构教学团队绩效考核指标模型进行了设计。 相似文献
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Many instructional designers and numerous organizations have adapted the Dick and Carey model for use in their training functions. This article reviews the changes that have occurred to the model in the 20 years since its original publication, and identifies various influences that may determine whether it will continue to be useful in the years ahead. Consideration is given to alternative instructional design textbooks and the potential decline in interest in instructional design within academic programs. The influence of constructivist theory on the 1996 version of the Dick and Carey model is described, and the long term impact of constructivist and objectivist models on public education and business and industry is assessed. 相似文献
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作为当代美国教学设计领域的领军人物,乔纳森提出了建构主义学习环境设计的理论与模型,对教学设计的发展产生了很大影响。本文主要针对建构主义学习环境设计模型,以及与该模型相关的研究和案例进行了系统的分析与评介,并基于对乔纳森建构主义学习环境设计理论的理解,从教学设计方法、技术观和实践三方面提出了我国教学设计研究可借鉴的新思路或新路径。 相似文献
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As the need for instructing a globalized workforce increases, instructional designers must embrace the constraints and the
opportunities these projects provide in order to move the field of cross-cultural instructional design (ID) forward. Cross-cultural
projects offer multiple avenues for growth in ID practice, overcoming cultural barriers, and a venue to apply and test contemporary
models, methodologies, and theories in ID. This design-based research case study employed a rapid prototyping methodology
and the constructivist ID model, Layers of Negotiation, to collect critical cultural information for the design of this cross-cultural
instruction. Instructional strategies deemed effective for instructing an unskilled workforce in Dubai, United Arab Emirates,
included job aids, situated learning and apprenticeship principles consisting of modeling, coaching and scaffolding. Use of
the constructivist ID model and instructional solution for a cross-cultural workforce for The Dubai Mall are presented. Evaluation
results indicate the success of the instructional strategies varied dependent upon worker culture, and the sequential nature
of the instructional strategies. 相似文献
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Instructional models guide designer activity as they attempt to solve instructional problems. Models provide structure to the project, problem solving strategies, evaluation, and feedback. This paper is designed to examine Rapid Prototyping, a model born in the computer age. Rapid Prototyping embraces computer design strategies, constructivist learning theory, and cognitive psychology. This paper will first look at the “classic” forms of instructional design models, which form the foundation of instructional design. A review of the critical elements of these models will provide the framework to understand the concepts behind the Rapid Prototyping model. Next, this paper will examine how researchers define Rapid Prototyping, how the model is used, whether it is successful, and why some consider it a major shift in the way instruction is designed. By clarifying how RP is structured to solve instructional problems and the processes it uses to produce instructional materials, this paper will strive to determine whether it is a viable alternative to traditional design models. 相似文献
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Constructivist values for instructional systems design: Five principles toward a new mindset 总被引：2，自引：8，他引：2
In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles
that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist
philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD
methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches
are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist
philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers. 相似文献
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Evidence of the value of constructivist theory in the classroom is especially important for educational practice in areas of poverty and social challenge. Research was undertaken in 2010 into the application of constructivist theory on instructional design. The findings of this research are particularly relevant to the current curricular crisis in South Africa which threatens to side-line constructivist priorities and return learners to rote learning from textbooks. The findings are situated here within the national debate over curricular design and instructional models. Placing instructional design within the larger context of national pedagogical contestation provides important evidence of the central role of Freirean imperatives for South Africa’s educational future. This article indicates that a constructivist framework, when pertinently arranged, provides holistic and sustainable procedures for knowledge creation. The findings from the research project showed that, in an environment conducive to learning, learners become self-motivated and better able to master the next phase of the curriculum. As a result of the constructivist framing, participants grew into strategic and effective learners who took responsibility for their own learning. These findings add weight to the call for reconsideration of constructivist foundations in national curriculum design. 相似文献
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Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents 总被引：2，自引：0，他引：2
In this experimental study, 135 preservice teachers developed an instructional plan for a case study within the Multiple Intelligent
Mentors Instructing Collaboratively (MIMIC) computer-based environment. Three-dimensional, animated pedagogical agents, representing
constructivist and instructivist approaches to instructional planning, served as instructional mentors within the environment
and were available to provide advisements. The research design consisted of two factors, (a) instructivist agent (present,
absent) and (b) constructivist agent (present, absent), with two primary groups of dependent measures, (a) metacognitive awareness,
and (b) attitude. Regarding metacognitive awareness, when the constructivist agent was present, participants tended to report
a change in their perspective of instructional planning, reflected less on their thinking, and developed instructional plans
rated as more constructivist in underlying pedagogy. Regarding attitude, when the instructivist agent was present, participants
reported a more negative disposition regarding instructional planning. Results are discussed in terms of the impact on teaching
instructional planning to preservice teachers. 相似文献
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教学设计视域：大学教学模式的局限与走向 总被引：6，自引：0，他引：6
本文以教学模式的基本构成要素作为考察思维框架,在教学设计视域的观照下,认为当前大学教学模式主要存在十大局限:即客观主义倾向的教学理念、低阶能力的培养目标、重知轻行的价值取向、“权威-依存”的师生关系、方法滞后的信息技术应用、单一化的教学组织形式和方法、程式化的教学设计、机械接受为主的学习方式、标准化的培养方式,以及背离学习者发展的教学评价。针对上述局限,作者进而论述了目前国内外大学教学模式改革的十大走向:即建构主义的教学理念、高阶能力的培养目标、知行合一的价值取向、双主体和互动对话的师生关系、建构主义的技术应用观、多样化的教学组织形式和方法、弹性、灵活、递归的教学设计、创新性的学习方式、个性化的培养方式,以及促进学习者发展的教学评价。 相似文献
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网络课程中的教学设计 总被引：1，自引：0，他引：1
建构主义理论指导下的教学设计,在远程教育网络教学中的应用主要体现在网络课程资源的设计与开发和网络课程的教学过程控制两个方面。在遵循教学设计一般规律的同时,还应充分考虑网络环境的创设和条件的限制。 相似文献