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1.
王兆华 《山东商业职业技术学院学报》2007,7(5):48-51
如今的中国社会比以往任何时期都更加注重社会和谐建设，重视教育，接受高等教育的广大在校大学生的学习、生活、心理现状正受到社会各个层面的深切关注。 相似文献
2.
《教育心理学家》2013,48(2):117-127
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement. 相似文献
3.
Adventure Learning: Transformative hybrid online education 总被引：2，自引：2，他引：2
Aaron Doering 《Distance Education》2006,27(2):197-215
Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real‐world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. AL online spaces are collaborative spaces where students, teachers, subject experts, and AL team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students' roles transform due to the flexibility and design of the AL learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching. 相似文献
4.
With the development of the society & the economy,the pace of reformation & opening-up,and the modernization in China,English language,as a discipline,is being paid more and more attention to in the school.Good and high-standard English proficiency is required at present.With the influence of the traditional English teaching and learning mode,many students feel frustrated in the process of learning English.Therefore,the traditional English teaching and learning mode is greatly challenged.Based on the continuous development of the modern technology,the multimedia teaching and learning mode is widely applied.Multimedia,applied in the English teaching and learning process,create more authentic language environments,which enable the learners to communicate in English in real-life situations.Because both the authentic environment and communicative purposes are encouraged in modern EFL(English as a Foreign Language) teaching and learning classes,the combination of multimedia and basic teaching and learning skills will be a necessity.It is proved that the combination of the two is an effective way in the modern English language classes. 相似文献
5.
大学生学习倦怠心理探析 总被引：1，自引：0，他引：1
强健 《黑龙江教育学院学报》2009,28(10):76-77
学习倦怠作为当代大学生一种消极心理的表现形式,受到国内外学者越来越多的关注。对于正处于人生发展关键期的大学生,其学习状况如何将直接关系到将来人生的发展。引起大学生学习倦怠的原因是多方面的,生理、心理、社会等因素都与学习倦怠有着很大的关系。因此,针对大学生学习倦怠的解决策略,也要从这几方面来考虑。 相似文献
6.
J. W. Schramm H. Jin E. G. Keeling M. Johnson H. J. Shin 《Research in Science Education》2018,48(5):887-911
This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level. 相似文献
7.
本研究对中国、日本、韩国和美国高中生的学习环境、学习行为、学习目的与态度等进行了比较。通过对自编问卷中各题目选项的百分比进行比较发现,与其他三国相比,中国高中班级规模较大,座位安排以＂秧田式＂为主,走班制尚不常用,教学方式方法有＂应试＂倾向,学生学习压力最大;中国高中生课堂表现良好,学习行为积极,用于家庭作业和课外学习的时间也最长,但使用新媒体学习少于美国高中生;＂掌握社会的基本知识＂和＂对将来的工作有用＂是四国高中生共同的学习目的,但中国高中生更加重视通过学习来适应和融入社会,对个体独特性的追求较弱;中国高中生不想提高成绩的比例在四国中最少。 相似文献
8.
Maarit Mäkelä Bilge Merve Aktaş 《The International Journal of Art & Design Education》2023,42(1):139-154
Learning takes place in various spaces through human and nonhuman interactions. Considering the urgent need for rethinking how humans relate to nature, in this article we present a MA level course in the context of art, craft and design to discuss how learning with the natural environment approach can impact learning experiences. We introduce walking with nature as a creative method that fosters students’ ability to let the environment actively shape their creative events. The encounter with nature-based materials in their different forms and following the material's flow provides students with a foundation for their creative processes. This study proposes that walking can facilitate the entanglement between the student's knowledge and encountered materials, generating an emotional and dialogical relationship with the natural environment that contributes to a holistic learning experience. We propose that such an experience can help in comprehending the importance of the caring actions we need to take and maintain towards the nonhuman world. 相似文献
9.
David A. Tillyer 《College Teaching》2013,61(4):307-308
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes. 相似文献
10.
随着教师教学理念的转变,越来越多的教师和学生更注重学习过程的产出,由此推动VAK学习理论的普遍应用.VAK学习理论主要是根据学生的实际情况和喜好特点进行分类,根据学生感知渠道的偏好,能够将学生分为视觉型、听觉型和触觉型三类,有助于激发学生自身的潜能.在进行非英语专业研究生英语教学工作中,帮助学生了解自身的实际情况,找到... 相似文献
11.
交互影响距离理论以对话、结构、学习者的自主性三者之间的动态关系来分析远程教育,对远程开放教育学习支持服务具有重要的指导意义,即针对学生的需求特点,通过加强师生之间的对话交流,采用结构化媒体材料等支持服务缩短师生距离,并注意距离的适度问题,以有利于发挥学生的学习自主性。 相似文献
12.
Xi Xiang Yan Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1865-1881
There is a dearth of research concerning the learning effects of web-based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web-based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self-rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design. 相似文献
13.
周胜林 《牡丹江教育学院学报》2012,(5):72-73
当代大学生是推动历史发展和社会前进的重要力量,只有了解他们的行为方式、生活需求和心理特征,我们才能开展行之有效的管理工作,从而将大学生培养成中国特色社会主义事业的合格建设者和可靠接班人。文中从主体性、目的性、时代性、依赖性、复合性对大学生的特点进行了分析。学习型社会背景下大学生的管理引导是:坚定信仰,实施学习型的适应管理,明确大学生的生涯规划,重视大学生的精细化管理过程,推进大学生开展民主性的自我管理,制定、落实针对性的应急预案,从而切实有效的加强和改进大学生的教育管理工作。 相似文献
14.
浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
15.
Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students’ decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one’s own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N?=?242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. 相似文献
16.
杨琪源 《宁波教育学院学报》2013,(2):34-36
倦怠的研究主要在职业领域,近年来国外开始重视研究学生的学习倦怠,但是学习倦怠的界定与量化都还是借鉴职业倦怠的研究成果。学习领域里的倦怠与职业领域里的倦怠有本质的差别,因此研究学习倦怠,特别是大学生学习倦怠的成因,不仅要考虑影响倦怠的一般因素,更要考虑到大学生人群的心理需求。 相似文献
17.
农村幼儿教师具有不同于在校学生的学习特点,他们是成人学习者和全职工作者,其学习方式以日常经验学习为主,他们对培训效果的评价更倾向于可操作性和应用价值;与城市幼儿教师的培训需求相比,他们更重视直观经验的获取。基于这些特点,我们需要对当前教师培训的目标、课程设置、培训方式、培训评价等方面进行反思。 相似文献
18.
LES WATSON 《European Journal of Education》2007,42(2):255-263
Could it be that in our excitement about e‐learning we forgot about buildings? With the advent of the personal computer and ubiquitous networks were we enticed into thinking that they would suffice and learning would follow removing the need for places and communities for learners? We now seem to have woken up, however, as there is an enormous resurgence of interest in new building in Universities, Schools and Colleges — a real opportunity to ‘build’ our learning futures. But if the interest is just in building then it's an opportunity lost. However, if it is about transformation, place and community we could create the connected learning society, both physically and virtually, that we aspire to. New 21st century buildings and refurbished spaces should reflect our educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. The buildings that we build today can prevent us from doing what tomorrow might become the dominant ways of working and learning. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see. The Saltire Centre at Glasgow Caledonian University, which opened in January 2006, started from the premise of a building that is flexible and does not disable the future. The building, through its variety of spaces, embraces learner differences and supports a concept of learning as a social process putting human social interaction and conversation at its heart. This article uses the Saltire Centre as a case study to illustrate how some current key ideas in educational thinking can influence the learning facilities that we provide. 相似文献
19.
探究既是科学学习的目标,又是科学学习的方式。它不仅关注学生的动手能力,更关注学生的思维发展。教师应在课堂上通过各种方式促进学生思维的发展,如在观察的基础上了解学生,从而对他们提出质疑,为他们设置挑战,对他们的科学记录内容予以反馈等,所有这些都具有学习性评价的特征。在小学科学课上,如何运用学习性评价来促进学生的探究活动及他们的思维发展是一个非常值得探讨的问题。 相似文献
20.
李芳 《河北广播电视大学学报》2012,(1):72-74
建构主义在当今社会得到了广泛的关注,其崭新的学习观对当今的教学改革起着诸多的积极作用。基于建构主义学习观的教学方法一共有三种,其中的支架式教学方法能够在教师的帮助下有效地利用各种学习条件,于课堂内外培养学生的自主学习能力,比较适用于我国当今的大学英语教学。 相似文献