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1.
Self-efficacy Theory and Learning Environment Research 总被引：3，自引：0，他引：3
The purpose of this article is to bring to the attention of educators interested in student perceptions of the learning environment
the concept of self-efficacy. Social learning theorists define perceived self-efficacy as a sense of confidence regarding
the performance of specific tasks. Our premise is that student self-efficacy beliefs regarding academic performance can have
important implications for improving learning environments and, consequently, student outcomes. We believe that focusing on
students' academic self-efficacy could alter student perceptions of the learning environment. Unlike most beliefs systems,
which can be highly personal, academic self-efficacy is generally a belief that is addressable in a classroom context. Therefore,
understanding more about the reciprocal relationship between the learning environment and students' academic self-efficacy
beliefs should be a fruitful focus for learning environment research.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
研究生培养机制改革真的促进了学生学习吗？ 总被引：1，自引：0，他引：1
结合问卷调查数据分析结果,发现研究生培养机制改革有效地增强了学生的课堂参与意识及课堂讨论、专业实践、课外学习的时间投入,这说明培养机制改革在改善和保障学生学习上发挥了有限的价值和功用。 相似文献
3.
高校图书馆是大学生的活动中心之一,它与大学生的素质教育有着十分密切的联系。图书馆既是大学生思想道德教育的重要场所,课堂教学的延伸,又是获取终身教育能力的课堂。可以通过强化文献资源建设、加强大学生利用文献检索教育的能力、多媒体技术的应用和开展丰富多彩的教育活动等途径对大学生进行素质教育。 相似文献
4.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引：2，自引：0，他引：2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
5.
In this paper I discuss my experience in using the inverted classroom structure to teach a proof-based, upper level Advanced Calculus course. The structure of the inverted classroom model allows students to begin learning the new mathematics prior to the class meeting. By front-loading learning of new concepts, students can use valuable class time for exploring and solving complex problems, with the instructor available for guidance and assistance. This paper compares student performance in the inverted classroom with student performance in the direct instruction classroom. I also share student perceptions of the inverted classroom experience. 相似文献
6.
One of the strongest traditions during the past decade of classroom environment research has involved investigation of the predictability of students' cognitive and affective learning outcomes from their perceptions of psychosocial characteristics of their classrooms. Moreover numerous research programs involving many thousands of students from various nations have provided convincing and consistent support for the incremental predictive validity of student perceptions in accounting for appreciable amounts of variance in learning outcomes beyond that attributable to initial student characteristics such as pretest performance and general ability (see Walberg, Singh and Rasher, 1977; Haertel, Walberg and Haertel, 1979; Walberg, 1979; Fraser, 1980; Walberg and Haertel's paper in this issue).Although consistent with the previous research tradition involving the predictive validity of students' perceptions, the study reported here represents an important extension to prior research in two key ways. First, the present investigation involved the use of a new instrument, the Individualized Classroom Environment Questionnaire (Rentoul and Fraser, 1979), which measures perceptions of those learning environment dimensions which differentiate individualized and conventional classrooms. In contrast, previous studies have employed instruments such as the Learning Environment Inventory (Anderson and Walberg, 1976) or the Classroom Environment Scale (Moos and Trickett, 1974) which exclude some aspects of classroom environment particularly salient in individualized settings involving open or inquiry-based approaches. Second, while prior research has concentrated on the predictive validity of perceptions of actual classroom environment, the present study also examined the predictability of learning from the congruence between actual and preferred classroom environment (as derived from student perceptions on the individualized Classroom Environment Questionnaire). This proposition is based on the intuitively plausible notion that students who differ in their preferences for classroom individualization could achieve differentially depending upon the amount of actual individualization present in their classrooms. The major purpose of the present paper is to report analyses into the predictability of some cognitive and affective outcomes from (a) actual classroom individualization and (b) the congruence between actual and preferred individualization. 相似文献
7.
《校园英语(教研版)》2016,(23)
As a forefront of student learning, English classroom plays a very crucial role throughout students' learning process. Teachers must lead students to grasp the classroom, so that students can gain something important in the classroom, and learn efficiency, so as to receive significant results. However, high school English teaching today still has lots of problem: simply focus on teaching instead of students' own studying, pay more attention to instill the knowledge but ignore the importance of cultivation. This results in students' lacking interests in studying English, what's more,the classes are also boring. So the traditional teaching methods are in great need of reform, updated and improved. Only the teachers are able to connect the English class to the real life, can students be more interested in the classroom. Here are some suggestions, for reference purposes only. 相似文献
8.
Jennifer King Rice Robert G. Croninger Christopher F. Roellke 《Economics of Education Review》2002,21(6)
Block scheduling involves the reallocation of instructional time into longer class sessions to encourage more active teaching strategies, reduce fragmentation inherent in single-period schedules, and improve student performance. To the degree that such policies reallocate existing resources to realize higher levels of desired educational outcomes, the goal of productivity can be served. Despite widespread experimentation with various forms of block scheduling, there is conflicting evidence on the impact of these innovations on student achievement, and little evidence of their effect on classroom practice. This study explores these relationships. More specifically, the study draws on data from the National Education Longitudinal Study: 1988 to estimate the impact of block-scheduled mathematics courses on tenth-grade student achievement and teachers' use of class time. Findings suggest that while block scheduling is positively associated with teachers' use of multiple instructional methods and more individualized instruction, this scheduling reform has a negative impact on students' tenth-grade mathematics scores, controlling for other factors. Implications for educational productivity are discussed. 相似文献
9.
基于视频案例下初中数学课堂学生参与度分析 总被引：1，自引：0，他引：1
学生是知识建构的主体,其课堂行为既能反映学生参与学习、知识建构的程度,同时也能体现教师教学的特点.课堂视频可以有效记录学生课堂参与的过程,是课堂教学研究的新途径.对初中数学课堂视频分析,发现初中生课堂参与行为有以下特点:学生应答行为发生最频繁;学生集体回答次数远多于学生独立应答次数;学生应答和课堂练习所占时间最长;在课堂练习阶段,学生的参与行为出现的次数最多;学生在课堂上极少提问. 相似文献
10.
本文从运用多媒体信息技术,实现课堂中“以学生为主体”的教育理念;实现课堂导入情景化,激发学生求知欲;培养学生“自主”“合作”“探究”学习方式以及运用多媒体信息技术扩充课堂容量,实现知识的当堂检测反馈,这几个方面来阐述如何恰当地运用多媒体信息技术打造语文高效课堂。 相似文献
11.
开放实验室是大学生的第二课堂 总被引：10，自引：2，他引：10
陈小嫣 《实验室研究与探索》2001,20(1):100-101
高等学校在人才培养方面不能只仅仅限于单一的课程教育，而需要将第二课堂等多种形式的教育融入其中，实验室开放作为大学生第二课堂的一种形式，在培养和造就一批具有创新意识和创造能力的跨世界人才方面起到了重要的作用。第二课堂可以采取多种形式，高等学校应逐步完善实验室向学生开放的工作。 相似文献
12.
Luisa Rojas de Astudillo Mansoor Niaz 《Journal of Science Education and Technology》1996,5(2):131-140
Achievement in science depends on a series of factors that characterize the cognitive abilities of the students and the complex interactions between these factors and the environment that intervenes in the formation of students' background. The objective of this study is to: a) investigate reasoning strategies students use in solving stoichiometric problems; b) explore the relation between these strategies and alternative conceptions, prior knowledge and cognitive variables; and c) interpret the results within an epistemological framework. Results obtained show how stoichiometric relations produce conflicting situations for students, leading to conceptual misunderstanding of concepts, such as mass, atoms and moles. The wide variety of strategies used by students attest to the presence of competing and conflicting frameworks (progressive transitions, cf. Lakatos, 1970), leading to greater conceptual understanding. It is concluded that the methodology developed in this study (based on a series of closely related probing questions, generally requiring no calculations, that elicit student conceptual understanding to varying degrees within an intact classroom context) was influential in improving student performance. This improvement in performance, however, does not necessarily affect students' hard core of beliefs. 相似文献
13.
Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal
of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and
evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming
tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development
of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an
instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation
of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition.
Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures
students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions
have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument
complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive
orientation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
回顾与反思:二十世纪课堂教学中学生主体参与的研究 总被引：11，自引：0，他引：11
在课堂教学中注重学生的主体参与是20世纪教育改革的重要趋势和现代教学的标志,纵观20世纪国内外关于课堂教学中学生主体参与的研究,发现主体参与是教育现代化过程中追求教育民主、公平、机会均等的产物,是现代教育追求的一种理想境界,其目标是促进学生的自由全面发展,它的研究涉及到课程、教学方法、教学原则、教学策略、课堂气氛和师生关系等方面。 相似文献
15.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
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18.
Elena Barbera 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):342-357
This paper presents an alternative application of e-portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e-portfolio concept. The use of a netfolio, a network of student e-portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e-portfolios because it offers students a better understanding of learning objectives and promotes self-revision through participation in assessment of other students' learning, as indicated through their portfolios. Class student e-portfolios are interconnected in a unique netfolio such that each student assesses their peers' work and at the same time is being assessed. This process creates a chain of co-evaluators, facilitating a mutual and progressive improvement process. Results about teachers' and students' mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed. 相似文献
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20.
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom.
Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information
for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and
students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for
which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should
be important to all those who use, write and publish high school science textbooks.
Specializations: science education. 相似文献