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1.
The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献
2.
Evangelia Marinakou 《美中教育评论》2014,(8):536-547
Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies. 相似文献
3.
陈勇 《通化师范学院学报》2005,(9):46-52
Learner autonomy has been a buzzword in foreign Language teaching in recent years. The concern with teaching and learning has shifted from the teachers‘teaching to the students＇ learning. This paper reports an experiment conducted by the author using tests, questionnaires and interviews in a senior middle school located in Hubei Province. It has proved the promotion of learner autonomy helps to improve students＇ foreign language proficiency and confidence in learning the language. 相似文献
4.
SHI Ru SHAN Shou-qin TIAN Jian-quan 《美中教育评论》2007,4(9):20-24
The Myers-Briggs Type Indicator （MBTI） was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion （I） and judgment （J）, whereas the extraverted （E） and perceptive （P） types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows： IJ 〉 SJ 〉 ST 〉 IS （S： Sensing; T： Thinking; J： Judgment）. This ranking indicates that a sensing personality also has a strong relationship to achievement in this pharmacy course when it is combined with judgment, thinking. Instructors and students need to be aware of the relationship between personality and learning so that they can modify their teaching style and learning behavior to enhance academic achievement. 相似文献
5.
Curriculum design is an aspect of education profession which focuses on developing curricula for students.Educators will take many factors in consideration when design a curriculum.In practical teaching,teacher as decision makers to design an appropriate curricu lum and teaching activities play an important part in the whole teaching and learning.Many classroom teachers are working with students of different levels of ability,and they need to be able to adjust the curriculum to keep all of the students engaged and learning.It may also be necessary to change the pace of a curriculum to deal with problems as they arise.The essay analyse five parts in designing the curriculum as a teacher decision maker and get a conclusion according to the whole analysis course. 相似文献
6.
In the present competitive society, English becomes more and more important, and how to master English becomes one popular topic for everyone. English is a communicative tool, however, traditional teaching method used in English teaching is not very suitable, and the traditional teaching is very boring and inefficient. The traditional teaching does not give students a real world situation to practice their English speaking and it does not cultivate their learning interests. This phenomenon continued in the students English learning for many years, and students can not use the English to communicate in their daily life. This phenomenon appears in oral English teaching in college schools as well, In order to solve the problems, the paper firstly describes the problem of English spoken teaching in college schools in Chi na. And then it analyzes the performance of problem and the cause of problems. The aim is that we find the problem and deficiency of Eng lish spoken teaching in college schools and use Role play as an effective way to solve these problems. Moreover, how to uses the role play specifically in the spoken English teaching, So that the role play can help teacher change traditional teaching method, enhance students’ oral communication ability, cultivate the students’learning interests and improve spoken English teaching in colleges. 相似文献
7.
Effective teaching methods-- Project-based learning in physics 总被引：1，自引：0，他引：1
Renata Holubova 《美中教育评论》2008,5(12):27-35
The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning seems to be one of the most effective methods for teaching science for understanding. It is necessary to provide in-service teachers instruction （seminars） and prepare sample projects with proposals how to develop, run and evaluate interdisciplinary projects. Projects are important ＂real-world＂ physics modules, modern physics and everyday life problems can be integrated into the high school curriculum. Examples of projects that were worked out are presented. 相似文献
8.
Thasaneeya Ratanaroutai Wasu Pathom-aree 《美中教育评论》2010,7(8):37-42,27
The purpose of this paper was to study the learning of DNA （deoxyribonucleic acid） by disadvantaged high school students in a Thai welfare school. Three DNA units of the genetics instructional units （GIUs） based on a social constructivist approach were implemented to 14 disadvantaged school students at Grade 12 in Bangkok. The data were collected from classroom observation, interviews, students＇ works, basic genetics concepts survey and advanced genetics concepts survey. It was found that before the implementation of the GIUs, the majority of students had ＂no conceptions＂ about gene, chromosome and DNA including their relationships. During the implementation of the GIUs, the teacher induced students into the lessons, checked students＇ prior knowledge, used practical-inexpensive-durable instructional materials, promoted social interactions through a variety of teaching strategies, periodically used dynamic assessments and assigned students into groups where they were able to communicate with others. After the implementation, the majority of students showed having ＂scientific conceptions＂ in the chemical components of DNA and ＂partial understanding＂ of the DNA structure and relationships among cell-nucleus-chromosome-DNA-gene concepts. 相似文献
9.
M Del Mar Marin Sanchez Alicia Mateos Ronco 《美中教育评论》2010,(3):53-61
The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including a more professional profile, with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes within the framework of training projects. However, students must also take a leading role in the educational process by adopting independent, meaningful and cooperative learning methods. This process will imply a notable change of mindset for the typical Spanish students and will involve a high degree of collaboration between students and teachers. Teachers will have to choose suitable methodologies for achieving those objectives, within the academic framework and considering the characteristics of professional training in skills. In addition, they must create the appropriate structural and organizational conditions to carry out these activities （class size, space, educational organization, etc.）. This paper describes the authors＇ experience in designing learning methodologies for the teaching of accountancy in the business administration degree course at the Polytechnic University of Valencia. The paper is divided into three parts. The first part describes the methodology designed for teaching accounting, based on PBL （problem-based learning）, compiled with Internet-based technologies. We analyze its use and evolution in two accounting subjects in the first and the fourth years of the degree. The second part presents the results for each subject in these years. The authors also point out the differences between students who chose the learning methodology described and those who used the traditional approach. The final part of the paper presents the conclusions obtained from the statistical treatment of the results and the analysis of different options for correlating the information obtained. These results show that there is a direct correlation between the use of an active learning model--through the teaching methodology--and obtaining satisfactory exam results in the subject. Finally, the authors analyze these results and consider how they should be used for evaluating the suitability of the methodology and to determine whether it is necessary to redesign the methodology to fit in with the characteristics, conditions and limitations of the teaching and learning processes. 相似文献
10.
黄辉 《读与写:教育教学刊》2011,(11):5-6,11
This study explored the potential of using peer-teaching as a pedagogy to promote college English majors’ learner autonomy.Data collected over 2 weeks through observations,interviews and questionnaires revealed that the students were highly motivated in their learning and their self-confidence was greatly improved.The study also proved peer-teaching had also developed the students’ metacognitive strategies and social strategies.Thus,peer teaching is effective in promoting language learner autonomy. 相似文献
11.
Eva Osterlind 《美中教育评论》2010,(2):16-27
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work （100 credits）. The preceding course Special Work （20 credits） was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students＇ development over time are explored. The results throw light on the relationship between different types of projects, grades and students＇ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students＇ difficulties turn out to be more of an educational challenge. 相似文献
12.
As part of a doctoral dissertation, Ben （2010） completed a study that extends to 462 pages. After a careful examination of this study and others that are in print, there seems to be a direct relationship between the decline in physics enrollment at the postsecondary level and the increase in the number of studies that have been carried out to determine why have we been off the mark in identifying the real problems that are contributing to the declining enrollment and the decreased student success in physics courses？ One problem is introductory physics books are generally written using a deductive approach, and because the teachers follow the organization of these books, they teach in a deductive, boring, and confusing way, and then, blame the students for being unprepared when they do not succeed. This approach distances the teachers--and physics--from the experience, knowledge, and initial interest of many beginning students. Another problem has been the absence of any alternative curriculum to the deductive one. In this paper, we describe a fully-developed alternative curriculum, really a detailed course design for Introductory College Physics I and II, each with its own text presented in the format of a three-ring binder, one for students and one for teachers which closely parallel one another. The course content is constructed to be both teacher and student friendly, so that a teacher can teach physics in an inductive, exciting, and clear manner. In addition, we describe and provide examples of the pedagogical and classroom management techniques that have proven extremely successful. 相似文献
13.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
14.
Devecioglu Yasemin Akdeniz Ali Riza 《美中教育评论》2010,7(8):95-101
It is very important to develop student teachers＇ skills and knowledge during the pre-service teacher education process. In this study, the effectiveness of the approach in which student teachers＇ gained skills of developing and using TGMs （teacher-guided materials） based on integration of technology on physics education in STMC-Ⅱ （Special Teaching Methods Course-Ⅱ） for pre-service physics teachers was evaluated. The study was conducted with 33 physics student teachers in KTU （Karadeniz Technical University）. Student teachers were required to develop and present TGMs, which were based on principles of special teaching approaches and techniques and integration of technology through instruction. The data of the study were gained from semi-structured interviews conducted with 14 student teachers, observations of the lessons conducted by each student teacher and document analysis of the student teachers＇ diaries collected during the term. The student teachers stated that STMC-11 was a very helpful experience to gain teaching skills. It is believed that all these activities, which are designed and performed in the classroom by student teachers during STMC-Ⅱ course, will not only prepare them for their teaching but also help them gain basic experiences that they will need in their future career. At the end of the process, it is concluded that all the student teachers gained nearly the whole defined aims--skills and knowledge of the STMC-Ⅱ. The implementation process should be organized very well to have advance of gaining many skills together. Key words： physics student teacher; STMC-Ⅱ; the skills of developing TGMs and integration of technology 相似文献
15.
Being a special teaching group in China, foreign teachers bring a new and fresh idea to ESL teaching. As it is believed that students＇attitude towards teachers is fundamentally significant in teaching and learning, this study is to examine wheather there exisis consensual and individual stereotypic beliefs about foreign teachers among Chinese college students. And it further asseses the content and favorablity of the stereotpyes if they exist. 相似文献
16.
The paper discusses an on-going research project that studies students＇ and teachers＇ conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed. 相似文献
17.
The renaissance of continuum mechanics 总被引：1，自引：0，他引：1
Wei-qiu CHEN 《浙江大学学报(A卷英文版)》2014,15(4):231-240
Continuum mechanics, just as the name implies, deals with the mechanics problems of all continua, whose physical （or mechanical） properties are assumed to vary continuously in the spaces they occupy. Continuum mechanics may be seen as the symbol of modem mechanics, which differs greatly from current physics, the two often being mixed up by people and even sci- entists. In this short paper, I will first try to give an illustration on the differences between （modem） mechanics and physics, in my personal view, and then focus on some important current research activities in continuum mechanics, attempting to identify its path to the near future. We can see that continuum mechanics, while having a dominating impact on engineering design in the 20th century, also plays a pivotal role in modem science, and is much closer to physics, chemistry, biology, etc. than ever before. 相似文献
18.
Lee Tan Luck Chew Fong Peng Alizah Binti Ali 《美中教育评论》2010,7(7):75-83
This research is attempted to examine universities＇ academic staffs＇ curriculum instructional design in the teaching and learning process in applying the technology enhanced classroom （TEC） learning. The universities have embarked on a costly project to create an innovative and creative learning and teaching environment to promote and establish a state-of-the-art, smart, efficient, effective and high quality education. The teaching and learning culture of universities have great influence on determining the level of students＇ achievement. Seven dimensions of public universities in Malaysia were examined to determine the percentage of academic staffs＇ self-efficacy in the application of TEC learning. There is a significant difference among factors concerning the academic staffs＇ self-efficacy in their teaching and learning processes in the classroom management. Their self-preparedness in using the provided technology is closely related to the experiences and practicality of the teaching materials. This study represents an addition to the extant literature on universities＇ academic staffs＇ self-efficacy in the application of TEC learning. Academic staffs＇ self-efficacy in using TEC learning instructional design is of the utmost important to disseminate knowledge to students, which will also fully help utilize the government＇s effort in providing technology to the additional instructional design, so as to achieve high quality education and technological enhance education to pave the way to achieve a techno-education environment for all public universities in Malaysia. This study provides furtber groundwork to assist existing tertiary educational managers to improve smart teaching and learning environment and to retain high quality academic staffs in the day-to-day classroom curriculum. 相似文献
19.
A Model of Teaching and Learning Online in Asian Context 总被引：1，自引：1，他引：0
Md Kabirul Islam 《开放教育研究》2005,11(6):63-67
Online teaching and learning practices in Asian universities are different from that in western universities. Western universities give emphasis on student-student interaction for learning. Online courses offered by most Asian universities are a kind of mixed mode that comprised simultaneous face-to-face tutorials and online interaction facility. In this situation most students use the online facility to collect resources and to contact their teachers. The quantity of student-student interaction was sporadic in many courses. So research is needed to improve the situation and create an environment for students where they can learn what peer group interaction is and practice it. This paper has presented for Asian universities. Possible barriers in teaching and learning have been considered to develop the model. a model of teaching and learning online situations in Asia and students＇abilities 相似文献
20.
Nowadays, the role of listening course is changed and listening teaching begins to gain high priority in foreign language learning and teaching. However, the English level of students in China is still poor, especially in the northwest of Guangxi. One of the reasons is that teachers in senior high schools have a tendency to ignore listening, because they think that listening is time-consumed. They have to finish the teaching scheme punctually, though listening is the basic and important skill among the other three skills, listening teaching gains no large progress. 相似文献