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蔡巧燕 《江苏经贸职业技术学院学报》2011,(1):79-81
高职院校不仅要重视学生职业技能的培养,更要重视提升学生的职业素养。体验式教学在传授知识、技能的同时,着眼于人的生命体验与发展,关注学生的认知过程而不仅是认知结果。在研究体验式教学的基础上,结合高职院校人才培养的内容和特点,对体验式教学在高职院校人才培养中的具体应用进行初步探讨。 相似文献
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当前初中阅读教学主要存在三个问题:一是重知识灌输,轻整体阅读感悟;二是重教师讲解,轻学生自主探究;三是重阅读分析,轻写作技巧渗透;四是重课内阅读,轻课外阅读积累。教师应当采取有针对性的措施进行突破:引导学生反复诵读,整体感悟文章内容;设置阅读分析提纲,引导学生自主探究;强化阅读写作联姻,提高语文综合素养;实施阅读拓展计划,课外积累深厚底蕴。 相似文献
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董慧 《西北成人教育学报》2014,(5):34-37
近年来,随着高职毕业生的数量逐年持续增加,就业竞争日趋激烈。国内高职教育为迎合市场需要,存在着不同程度的重技能、轻素质;重专业、轻做人;重教书,轻育人等问题。本文探讨高职学生职业素质缺失问题,并提出如何培养、提升高职学生职业素养的路径。 相似文献
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高职生人文素养缺失已经成为高职教育面临的一个严峻问题,也是急需解决的问题。加强高职院校人文素养教育是高职生全面可持续发展的需要,是企业选择合格人才的需要,也是实现高职院校人才培养目标的需要。加强高职院校人文素养教育的对策是转变重技能轻人文的办学理念,加强人文课程建设及人文精神渗透,营造具有人文气息的校园文化氛围,提高教师的人文素养,重视社会实践活动。 相似文献
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袁晓莉 《中国科教创新导刊》2012,(35):121+123
高等职业教育是一种职业性的教育,主要培养的是高素质的技术应用型人才.但是,有些高职院校在发展中往往步入了重技能,轻人文的误区,这将严重影响学生和学校的发展.本文主要阐述了培育提升高职院校学生人文素养的重要性,探讨了高职院校人文素养缺乏的原因,并有针对性的提出了相应的措施. 相似文献
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朗读教学是培养学生语文能力的一个重要手段 ,但对朗读教学在认识和理解上存在一些误区 ,一是重名家朗读轻自身示范 ;二是重技巧指导轻情感引导 ;三是重课内训练 ,轻课外训练 相似文献
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薄俊生 《中国小学语文教学论坛》2009,(5)
偶然看幼儿园老师们给小朋友上课。我发现,幼儿园孩子们在学习过程中所表现出来的观察能力、思维能力、语言能力、活动能力,大大超乎我的想象。我注意到,幼儿园老师不仅重视教给孩子知识,更重视引导他们在实践体验中获得生活的经验;不仅重视培养孩子学习的技能,更重视发展他们的思维;不仅重视发展他们的智力,更重视培养他们良好的自我意识, 相似文献
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(一)设计思路本案例设计旗帜鲜明地挑战传统说明文教学,试图引导学生从说明文学习中进行人文思考、科学思考、理趣思考,真正做到读写结合。说明文教学是语文教学的盲点,在易教易学或不教也懂的思想指导下,其不受师生重视的现状已到了令人担忧的地步。一般而论,说明文教学中普遍存在以下五个误区:一是重记叙轻说明的误区;二是重阅读轻写作或不写作的误区;三是重说明方法之类的肢解式机械传授,不重内在原理系统理解的误区;四是重表象分析,轻内在理趣发掘的误区;五是重课内阅读,轻课外积累的误区。而现实生活中的情形是怎样的呢?一方面是产品说… 相似文献
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李红 《新疆职业大学学报》2012,(4):24-25
目前高职学生的文学素养教育存在着一定的弊端,其主要原因有二：一是高职学生对文学作品的阅读兴趣有待提高：二是部分高职院校对学生文学素养教育缺乏足够重视和有力的激励引导措施。要改变这一现状,可以从重视高职生的文学素养教育,整合教材、发挥文学的育人作用,营造和谐的校园文化氛围三方面入手。 相似文献
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Elizabeth Hazel Michael Prosser Keith Trigwell 《International Journal of Science Education》2013,35(7):737-751
The manner in which students manage their learning activities in response to perceived task or course demands describes their 'learning orchestration'. This paper addresses relations between a student's learning orchestration and their learning outcome as a function of prior understanding in first year university biology courses. A cluster analysis of 272 Australian students revealed three different forms of learning orchestration - understanding, reproducing and disintegrated. In one cluster, students felt their environment was more supportive of deep approaches to learning and they adopted deeper approaches. They were the students who had the better prior understanding and they did best on measures of meaningful learning. However, less than one third of the students showed this coherent (and desirable) learning pattern. A second cluster of students showed a coherent but less desirable learning orchestration focused on more surface perceptions and approaches and they had significantly worse learning gains and achievement scores. The third cluster of students saw the learning environment as being more supportive of deep approaches, but, unlike the other groups, they did not adopt an approach consistent with their perception. We describe these students as having a disintegrated learning orchestration. A key finding is that the students with this orchestration also have very poor levels of prior knowledge and also have very poor achievement outcomes. 相似文献
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In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献
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Yu-ju Hung 《Assessment & Evaluation in Higher Education》2019,44(8):1191-1208
AbstractGrounded on the notion of observational learning in social cognitive learning theory, this study evaluated the effectiveness of repeated self-assessment on English-as-a-foreign-language learners’ oral performance and the perceptions of the students and the instructor of this practice. Ninety-seven students from three classes in a Taiwanese college participated in this study. The classes experienced five trials of self-assessment in which they used cell phones to record their oral responses. Instead of simply rating their own recordings, the students were provided questions to guide their examination of key components of their own talk. The results show that the students’ oral performance and evaluation abilities both improved over time, and they highly valued opportunities to detect their errors and observe their real learning outcomes. The findings suggest that self-assessment bridged the gap between repeated practice and English learning by allowing the students to reflect upon their performance, find their weaknesses, adjust their following talk, and recognize their learning outcomes. 相似文献
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Margaret Kiley 《Teaching in Higher Education》2013,18(3):345-356
A longitudinal study of Indonesian postgraduate students studying in an Australian university indicates that in terms of change the students clustered into three main groups: Transformers, Strategists and Conservers. Transformers (25% of the group) reported having undergone significant change in the way that they viewed the world and their learning compared with when they started. Strategists (approximately 50%) realised that there were certain skills and attitudes required of them if they were to be successful in their new learning environment. These students also reported that they were aware of the need to revert to other, more culturally appropriate, ways of interacting on their return home. Conservers (approximately 25%) reported that they were keen to increase their knowledge and skill, but at the same time they did not want to change who they were and the way they viewed the world. The characteristics of each of these clusters of students and the critical factors are reported. 相似文献
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《Learning and Instruction》2000,10(5):393-414
Research suggests that students' approaches to learning and hence learning outcomes are closely related to their conceptions of learning. This paper describes an investigation into conceptions of formal learning held by 22 Aboriginal and Torres Strait Islander students from three Australian universities in Queensland; categories of informal learning, reasons for studying and strategies used to learn were also investigated. The attrition rate for these students in tertiary education is higher than that of any other group of students. The main aim of this study was to determine their conceptions of learning in order to provide information that might facilitate instruction more suited to their needs in order to address the high attrition rate. Results showed that these students view and approach university learning in much the same way as other university students. It was also apparent that, for the most part, the strategies these students used did not match the conceptions of learning they held. An interesting result was the difference between the conceptions of formal learning and perceptions of informal learning. 相似文献
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Rabia M. Yilmaz Ozlem Baydas 《Educational technology research and development : ETR & D》2017,65(6):1547-1567
The aim of the study is to examine undergraduate students’ awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did not participate in all quizzes and most of the metacognitive strategy activities. Metacognitive Awareness Inventory and Metacognitive Strategies Evaluation Activities were used as data collection tools. The results showed that Computer Education and Instructional Technology students’ metacognitive awareness was at a high level and their metacognitive strategy levels and learning performances differed weekly. Post hoc results indicated no difference between metacognitive strategy and learning performance in the first three weeks. However, the results of the first 3 weeks differed from those of the 4th and 5th weeks. In addition, our regression analysis result indicated that using metacognitive strategies predicted 80% of students’ learning performance. This rate shows the importance of using metacognitive strategies for the learning process in pre-class asynchronous activity in the flipped classroom. 相似文献
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Helen Jossberger Saskia Brand-Gruwel Margje W. J. van de Wiel Henny Boshuizen 《Vocations and Learning》2018,11(2):179-204
In vocational education, workplace simulations (WPS) have been implemented to ensure a better connection between the educational setting and the labour market. Moreover, WPS are supposed to motivate students and promote self-directed learning. So far, however, not much is known about the way students experience these WPS. The aim of the present exploratory case study was to investigate students’ perceptions and preparedness for WPS and explore what factors they perceive to be relevant for their learning in these simulations. Forty students from three different pre-vocational secondary schools participated. Semi-structured group interviews were conducted and thematic analysis was used to examine the qualitative data. The results revealed that authentic WPS can increase student motivation and engagement. Learner characteristics regarded as relevant in WPS were motivation, responsibility, independence and discipline. For students, the presence and guidance of the teacher played an essential role in their working and learning effectively. They felt limited in making choices to direct their own learning. Assessment criteria were not transparent enough for students. Concluding, we found that students perceived factors closely related to self-regulated and self-directed learning to be relevant for their learning; however, these learning activities and processes have not yet been sufficiently promoted and supported in the investigated vocational schools. The study highlights design dilemmas for vocational practice and offers indications in how to match both learning environmental characteristics and teacher support tailored to learners’ needs. 相似文献
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Wen-Tsung Yang Yu-Ren Lin Kai-Yi Huang 《International Journal of Science Education》2013,35(10):1564-1589
This study investigated the effects of students’ prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students’ social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics. 相似文献
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《Teaching and Teacher Education》2002,18(5):593-607
Teacher educators, as mentors involved in developing student–teacher learning, encounter increasing demands to promote self-regulated learning (SRL) in their students. This study investigated how teacher educators are committed to promoting SRL in their students, as well as how they promote their own professional development as self-regulated learners, which may (or may not) mirror the way they support SRL in their students.In both the Israeli and Dutch teacher education contexts, the study investigated how teacher educators conceptualize SRL and what they mean by actively utilizing SRL approaches, both as a framework for their own professional development and as a way to involve their students in self-directed learning.The study notes several professional dilemmas teacher educators face with respect to SRL. These dilemmas seem to be connected to their underlying conceptions of teaching and learning, as well as the demands of the setting in which they teach. Furthermore, what teacher educators themselves are doing in terms of SRL does not align with what they are teaching others to do; this divergence was the case in the Dutch context more than in the Israeli context. As such, teacher educators struggled with both learning to use SRL approaches themselves, and teaching their students to use them. 相似文献
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This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献