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闫兵 《天津职业院校联合学报》2005,7(1):69-73
职业教育肩负着为国家经济建设培养实用型人才的任务,教材质量的高低将直接影响职业教育的培养质量。针对职业教育电子(版)教材的使用及开发现状、电子教材的使用优势、特点及电子教材建设中的相关问题提出相应的对策,对促进职业教育教材的多元化建设,以适应现代化职业技术教育的需要有重要意义。 相似文献
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利用现代信息技术手段,进行射频电路与天线的立体化实验教材建设,初步形成了由纸质教材、电子课件、网络课程等构成的立体化教材体系,具体阐述了教材建设的内容、特点以及使用效果。 相似文献
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屠玲丽 《新课程学习(社会综合)》2015,(1):40-41
随着计算机技术在教育领域的广泛应用,传统纸质教材的地位出现动摇,而电子教材则应运而生。虽然在很大程度上电子教材较传统教材有一定的优势,但其缺陷也不容忽视,只重开发、不重评估的现状使得电子教材无法发挥其应有的作用。主要探讨了英语电子教材的特点,以及在传统教材基础上对其进行的评估,并认识到合格的英语电子教材应该满足教育性、科学性、艺术性、技术性四个方面的要求。 相似文献
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吉基兵 《中国现代教育装备》2010,(20):96-97
电子辅助教材就是利用计算机多媒体技术、软件技术编制的软件、录像、文字等形式的辅助教材。信息技术课程区别于其他学科,学生信息技术掌握程度差异很大,如何面对差异展开教学？学科教学中有很多重复性的机械劳动要做,如何避免？本文将从电子辅助教材在教学中使用这一点展开讨论,探讨电子辅助教材制作,使用电子辅助教材进行学科教学等问题。 相似文献
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职业教育电子教材建设的现状与对策研究 总被引：2，自引：0，他引：2
闫兵 《天津成人高等学校联合学报》2005,7(1):69-73
职业教育肩负着为国家经济建设培养实用型人才的任务，教材质量的高低将直接影响职业教育的培养质量。针对职业教育电子(版)教材的使用及开发现状、电子教材的使用优势、特点及电子教材建设中的相关问题提出相应的对策，对促进职业教育教材的多元化建设，以适应现代化职业技术教育的需要有重要意义。 相似文献
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随着平板电脑的大量普及应用,把这一新技术产品应用到远程教学中,并使用平板电脑建立一个教学移动交互平台,实现虚拟课本、虚拟教室、虚拟社区、视频教学、课件管理、电子考试、远程管理等教学功能很有必要。 相似文献
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随着平板电脑和智能手机等高性能终端设备的日渐普及,移动阅读等电子阅读方式已成为人们数字化生活的重要组成部分。在教育教学领域,数字教材作为推行教学改革、开启智慧教育、提升教学质量的关键环节与核心要素,也越来越受到人们的重视,成为当前的研究热点。准确把握数字教材的概念、形态与功能,是数字教材推广应用的前提。从媒体特征的差异性来看,数字教材经历了三种不同的发展形态--静态媒体数字教材、多媒体数字教材和富媒体数字教材,并且随着技术的发展,其媒体资源的丰富性、交互性、动态性始终在不断增强。从支持教与学的角度来看,数字教材功能模型应以数字教材内容为核心,以工具软件、终端设施及网络平台为支持环境,在此基础上再进行具体功能的设计,以为数字教材的标准化与规范化建设提供参考与借鉴。 相似文献
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《课程.教材.教法》2015,(4):121-125
"2014年数学教材研究与发展国际会议"主要包括教材研究、教材分析、教材比较或历史、电子教材与技术、教材使用与教材开发等主题。通过对会议研究报告作纪要式的梳理,展示了国际数学教材研究的热点、成果与观点,并给出了关于数学教材研究的若干启示与展望。 相似文献
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生源的增加，专业的扩展和教材品种成倍的增多，给教材征订和管理工作造成了困难。而计算机在信息管理方面具有无可比拟的优势，我院将教材管理的计算机化纳入校园网络建设工程之中。 在开始使用电脑进行教材管理工作时，我们选择了一些通用软件如 ＥＸＣＥＬ、ＦｏｘＰｒｏ等，它们可以完成简单的数据查询、筛选、排序等功能，但操作较繁琐．无法适应快速、简易情况下的多功能复合查询及数据的筛选工作。为此，我们与相关教师一起进行了研讨，开发了适应我院特点，兼顾各种需求的教材管理专用软件，效果良好。本软件主要有以下功能： 一、… 相似文献
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Ghislaine Gueudet Birgit Pepin Angela Restrepo Hussein Sabra Luc Trouche 《International Journal of Science and Mathematics Education》2018,16(3):539-558
This paper is concerned with the development of e-textbooks. We claim that analysis (and design) of e-textbooks requires the development of a specific frame. Digital affordances provide particular opportunities (e.g. in terms of interactions between users) that require specific considerations for their analysis, as teachers and students use them for their individual and collective purposes. In this study, we develop a framework for mathematics e-textbook analysis, based on the notion of “connectivity.” We introduce criteria to assess the different aspects of connectivity and build an analysis grid for e-textbooks. We illustrate the framework proposed by analyzing 2 commonly used French grade 10 mathematics e-textbooks. The results of the analyses show that there are major differences between the 2 e-textbooks in terms of connectivity, which can be related to differences in their design. Beyond these 2 examples, we claim that focusing on connectivity is a useful and relevant way of analyzing e-textbooks, as it can provide a window into issues of interactivity, both practically and cognitively. 相似文献
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随着网络技术的快速发展,以电子教科书为载体的电子阅读受到越来越多学校的欢迎。为满足电子阅读的需要,美国苹果公司研发了以iBooks 2为阅读程序的“三位一体”电子教科书。该教科书具有互动、开放、实时、普及等特性,我国电子教科书可以在提高平台优势、加强个性设计、整合资源优势等方面予以借鉴。 相似文献
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This article describes two separate studies: a survey of students’ textbook perceptions, purchases, and usage for e-textbooks and print textbooks and a conjoint analysis on e-textbook attributes. Print textbooks were perceived as easier to read, understand, and navigate, whereas e-textbooks were perceived to be cheaper. Students were willing to purchase e-textbooks, although most did not have e-readers. In the conjoint study, price was the most important attribute, followed by access to online study guides, videos, and quizzes and the duration of e-textbook accessibility. The ideal e-textbook was priced at 60% of the print textbook; was accessible for one year; and provided access to online study guides, videos, and quizzes. 相似文献
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The Internet has not only brought about a new technological era, but also seen the introduction of a number of emerging technologies such as e-textbooks. However, the slow acceptance of e-textbooks is an issue of concern. The objective of this study is to investigate students’ perceptions and use of e-textbooks. Data was collected by using a self-completion questionnaire and a focus group discussion. The results showed that the two major obstacles identified in literature in adopting e-textbooks, access to electronic devices and the lack of computer skills, were not an issue of concern in this study. Unfortunately, the results of this study show that although students are positive about e-textbooks, this positive attitude does not necessarily result in high usage. This has real implications for academics, as the challenge will be to encourage students to try out e-textbooks by incorporating this as part of a pedagogical model, whilst providing safeguards against academic risks. 相似文献
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Amanda J. Rockinson-Szapkiw Jillian Wendt Rebecca Lunde 《The American journal of distance education》2013,27(3):179-188
Because a majority of university students do not regularly read course textbooks, a study was conducted to determine if portable electronic textbooks (e-textbooks) would increase university student motivation to read by enhancing cognitive learning strategies and self-regulation of learning. The participants included 538 university students who self-chose to use either a print or e-textbook throughout the semester. The dependent variables self-efficacy, intrinsic value, cognitive strategies, self-regulation, and text anxiety were measured in each of two groups of participants using the Technology Confidences and Attitudes scale and the Motivated Strategies for Learning Questionnaire (MSLQ). The results of a multivariate analysis of variance (MANOVA) analysis indicated that there was a significant difference in the students’ MSLQ scores based on their choice of textbook format. These results imply that students who use e-textbooks are more likely to use cognitive and self-regulation strategies than students who use traditional print textbooks in their courses. 相似文献
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《College Teaching》2013,61(3):77-84
Tablet PCs have the potential to change the dynamics of classroom interaction through wireless communication coupled with pen-based computing technology that is suited for analyzing and solving engineering problems. This study focuses on how tablet PCs and wireless technology can be used during classroom instruction to create an Interactive Learning Network (ILN) that is designed to enhance the instructor's ability to solicit active participation from all students during lectures, to conduct immediate and meaningful assessment of student learning, and to provide needed real-time feedback and assistance to maximize student learning. This interactive classroom environment is created using wireless tablet PCs and a software application, NetSupport School. Results from two separate controlled studies of the implementation of this model of teaching and learning in a sophomore-level Introductory Circuit Analysis course show a statistically significant positive impact on student performance. Additionally, results of student surveys show overwhelmingly positive student perception of the effects of this classroom environment on their learning experience. These results indicate that the interactive classroom environment developed using wireless tablet PCs has the potential to be a more effective teaching pedagogy in problem-solving intensive courses compared with traditional instructor-centered teaching environments. 相似文献
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ABSTRACTPoor comprehenders (PCs) are characterized by poor reading comprehension despite intact decoding and general cognitive ability. Poor word meaning knowledge is one of the earliest deficits associated with a PC profile. We examined processes underpinning word learning in PCs using a category learning paradigm. Adolescent participants (20 typically developing [TD], 19 PC, ages 13–18 years) learned novel categories with two key manipulations: information type (verbal vs. nonverbal) and training type (directed vs. undirected). We found that PCs showed more benefit from directed training than TD individuals overall; however, both groups performed similarly when receiving directed blocks first. Moreover, when undirected training was received first, TD individuals showed better performance in directed as compared to undirected blocks, whereas PCs who receive undirected training first showed no significant difference between training types. Our investigation indicates that PCs may have different strategies for learning, especially when their attention is not externally directed toward relevant features. 相似文献
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Natalie Pareja Roblin Jo Tondeur Joke Voogt Bram Bruggeman Griet Mathieu Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction. 相似文献