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1.
目前,对学习的研究大多集中在学校环境,发生在校外的非正式学习尚未获得足够地重视。以科技馆、博物馆等为代表的场馆,既是丰富的教育资源,也是研究非正式学习的理想场所。通过对场馆环境中的学习特点、面临的问题进行分析,尝试从物理环境、展品、活动三个层面探讨场馆中的学习环境设计。 相似文献
2.
Nosisi Feza 《International Journal of Inclusive Education》2013,17(9):888-902
White Paper 5's aim is to provide South Africa's children with a solid foundation for lifelong learning and development. Children need to be nurtured and developed holistically for them to participate efficiently in their democratic society. However, South African students continue to perform poorly in Trends in International Mathematics and Science Study compared to other African countries. Contributing factors highlighted by research on this poor performance include students' lack of foundational knowledge. Hence, mathematics stimulation for young children has been suggested as a prompt intervention towards improving mathematics performance. This paper therefore evaluates the preparedness of practitioners who work with 3–4-year-olds as resources for facilitating mathematics stimulation, availability of mathematics stimulating resources and daily planning for mathematics stimulation. The findings of this paper indicate that mathematics development of children younger than five years is loaded with many inequity factors and continue to exclude the majority of black children. This paper recommends professionalisation of the early childhood education with emphasis on quality provisioning that can be achieved through norms and standards that are monitored continuously in all formal and informal settings that provide early childhood education. 相似文献
3.
Gilah C. Leder 《Educational Studies in Mathematics》1992,23(4):383-396
This article is concerned with the learning of mathematics before the commencement of formal schooling. The experiences of two students are described. Four main sets of data were gathered: formal and informal measures of mathematics achievement, the learning environment in the home, and observations during teacher-led sessions concerned with mathematical concepts delivered as part of the regular pre-school program. Particular attention was focused on the nature and quality of the students' interactions with their teacher during these sessions. 相似文献
4.
Children's home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months. During home visits, children's participation in literacy activities, the quality of mothers' engagements with their children, and the availability of learning materials were assessed, yielding a total learning environment score at each age. At 63 months, children's vocabulary and literacy skills were assessed. Six learning environment trajectories were identified, including environments that were consistently low, environments that were consistently high, and environments characterized by varying patterns of change. The skills of children at the extremes of learning environment trajectories differed by more than 1 SD and the timing of learning experiences related to specific emerging skills. 相似文献
5.
The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined. 相似文献
6.
刘铁中 《湖南广播电视大学学报》2014,(3):5-8
推动移动学习能够提升学生的学习参与程度,促进和谐师生关系的建立,完善学习支持服务体系,提高教学质量。积极推动移动学习促进远程教育发展,需要我们转变教育观念,正确认识移动学习;建立移动学习系统,并与互联网无缝对接;开发适用的教学资源,开展恰当的教学活动;开展移动考试,优化现有的评价体系;促进正式学习与非正式学习的协调发展。 相似文献
7.
This study focused on how to enhance the interactivity and usefulness of augmented reality (AR) by integrating manipulative interactive tools with a real-world environment. A manipulative AR (MAR) system, which included 3D interactive models and manipulative aids, was designed and developed to teach the unit “Understanding Weather” in a natural science course, and to bridge a formal learning environment (i.e. school), non-formal (i.e. at a museum), and informal learning environments (i.e. home). Sixty-four sixth-grade students (12–13 years old) from four classes in Taipei City were enrolled in a seven-week general studies course entitled “Natural and Life Science and Technology”, and they were divided into an experimental group (31 students who used the MAR system) and a control group (33 students who used multimedia teaching resources). After seven weeks of experiments, the results revealed that integrating the MAR system into inquiry-based field study made a greater positive impact on the students' academic achievement and motivation compared to the multimedia teaching resources installed on a tablet PC. Additionally, there were two interesting findings: (1) the MAR system offered effective learning materials relative to the multimedia teaching resources and (2) manipulative aids were an effective learning tool for interactivity and usefulness of AR. Besides, there were two meaningful suggestions associated with designing and developing the AR educational system for future researchers and designers, namely make it easy to use and include manipulative aids. 相似文献
8.
Chee‐Kit Looi Peter Seow BaoHui Zhang Hyo‐Jeong So Wenli Chen Lung‐Hsiang Wong 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):154-169
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready‐to‐hand access creates the potential for a new phase in the evolution of technology‐enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning. 相似文献
9.
台湾终身学习社会的营造 总被引：1，自引：0，他引：1
台湾终身学习社会的发展,得益于社会各教育机构与组织的贡献,这些机构与组织涵盖各级正规、非正规及社会教育机构,为民众提供了多元化的终身学习资源与服务。＂贯穿正规教育体制的终身学习＂、＂打破学校藩篱的社区学习＂、＂面向海外的远程学习＂反映了台湾终身学习社会的起源与发展过程。空中教育机构及社区大学是台湾终身教育的两大支柱,台湾通过＂非正规终身学习成就认证制度＂、＂社区大学与空中大学合作＂、＂两岸终身学习合作＂、＂融入国际的终身学习社会＂等途径建设起终身学习体系。 相似文献
10.
Päivi Tynjälä 《Educational Research Review》2008,3(2):130-154
The article presents a thematic review of the recent research on workplace learning. It is divided into two main sections. The first section asks what we know about learning at work, and states four propositions: (1) the nature of workplace learning is both different from and similar to school learning; (2) learning in the workplace can be described at different levels, ranging from the individual to the network and region; (3) workplace learning is both informal and formal; and (4) workplaces differ a lot in how they support learning. The second section focuses on workplace learning that is related to formal education. Different models of organising work experience for students and the challenges of creating partnerships between education and working life are described. It is concluded that the worlds of education and work are moving closer each other and that the integration of formal and informal learning is an essential prerequisite for developing the kinds of expertise needed in response to the changes taking place in working life. 相似文献
11.
远程教育的目的是什么？远程教育蕴含着引发教育革命的种子,在增加学习机会、提升教学质量以及降低教育成本的教育革命中发挥着关键作用。远程教育方式,已经从远程课堂教学模式发展到远程学习模式。开放教育资源提供了从全世界汲取教学资源的时机,为远程教育发展提供了发展机遇。如果不大规模借助远程教育,就不可能实现普及教育和完成师资培训的目标。资源匮乏、教育机会极其有限的国家和地区,其发展正受到教育质量、成本和低入学率的制约。 相似文献
12.
文章基于内容分析的视角,梳理了近十年来国外有关在非正式科学学习环境中应用移动设备(如智能手机、平板电脑)的实证研究,发现:移动设备在非正式科学学习中的应用尚不广泛,且呈现地区研究差异;研究者多关注小学阶段生命科学的学习,并与户外环境研学旅行联系紧密;移动设备在非正式科学学习中不仅扮演“学习助手”的角色,而且可作为学习资源直观呈现学习内容。此外,文章针对未来研究非正式科学学习提出了建议,如重视基础教育阶段非正式科学学习的机会、设计良好移动学习资源或选择合适移动技术、思考移动设备应用于非正式科学学习的结果测量方式、加强对多个科学领域进行非正式科学学习的探索,以期为相关研究提供参考。 相似文献
13.
Jalal Ismaili El Houcine Ouazzani Ibrahimi 《Education and Information Technologies》2017,22(3):883-899
Assistive Technology (AT) revolutionized the process of learning for special needs students during the past three decades. Thanks to this technology, accessibility and educational inclusion became attainable more than any time in the history of special education. Meanwhile, assistive technology devices remain unreachable for a large number of students with disabilities, especially in under-developed and developing countries like Morocco due to a number of factors, especially, availability and affordability. Mobile learning, using smartphones and tablets in particular, may provide alternative solutions as special education tools in such countries. Additionally, open source platforms, particularly Google play store with all the applications it accommodates for disabled people, may obviate the need for monofunctional, sometimes expensive, AT devices. The present paper sets out to investigate potentials of using smartphones and tablets as alternative learning tools for assistive technology devices within formal and informal learning environments. It compares seven free Google Play medical apps with seven assistive technology devices at the level of functionality and affordability. The apps are of relevance to cases of physical as well as mental disabilities, namely hearing impairment, visual impairment, autism and speech articulation disorders. 相似文献
14.
Katrien Van Laere Michel Vandenbroeck 《Early Years: An International Journal of Research and Development》2018,38(1):4-18
It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in Flanders (Belgium), which is well known for its split system in which children between two and a half and four years old are confronted with the pivotal transition from an informal or formal caring environment (home or childcare service) to a formal learning environment (preschool). With Maurice Hamington’s theory of embodied and performative care as a theoretical lens for this empirical study, we propose a new direction for pre- and in-service training, in which the use of emotions, embodied exchange and social responsibility has a central place. 相似文献
15.
David Hung Shu-Shing Lee Kenneth Y. T. Lim 《Educational technology research and development : ETR & D》2012,60(6):1071-1091
The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which??through the collaborative manipulation of terrain??adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized??through metacognitive brokering??to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners?? authentic experiences. 相似文献
16.
非正式学习是教师专业发展的重要途径。为了促进教师进行非正式学习应当采用以下策略：创设教师进行非正式学习的氛围、搭建促进非正式学习的基础设施、帮助教师提高学习能力和整合非正式学习与正式学习。 相似文献
17.
教育公平的分析框架和评价指标 总被引：19，自引：0，他引：19
王善迈 《北京师范大学学报(社会科学版)》2008,(3)
教育公平是实现社会公平与构建和谐社会的重要基础,为了对我国教育公平的进展和面临的问题作出正确判断,需要构建教育公平的分析框架和评价指标。作为社会公平和社会和谐的重要组成部分,必须将教育公平置于整个社会环境背景下进行分析,而不能就教育论教育,尤其在分析教育公平的影响因素时必须将其置于社会经济、政治环境背景下进行分析。教育公平具有阶段性、相对性特征,从我国所处社会主义初级阶段的基本国情出发,并考虑数据的可得性,应当从受教育权和入学机会公平、公共教育资源配置公平、教育质量公平、群体间教育公平等四个方面设计正规三级教育教育公平的具体评价指标。 相似文献
18.
Lou McGill David Nicol Allison Littlejohn Hilary Grierson Neal Juster William J. Ion 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):629-642
The use of technology with engineering design students is well established, with shared workspaces being particularly supportive of the collaborative design process. This paper reports on a study where a design knowledge framework involving three learning loops was used to analyse the effectiveness of shared workspaces and digital repositories in supporting design education. The issues discussed include the relationship between knowledge and information structures, the importance of integrating information literacy support, and the need for different systems within the learning environment to support formal and informal storage of resources. These issues are explored within the context of experiences of working in a multidisciplinary team with different approaches, research methodologies, and discourses. 相似文献
19.
Madhu Singh 《比较教育学》2013,49(1):88-106
The paper examines education practice in India in terms of the division between indigenous cultures on the one hand, and the formal culture of learning and knowledge systems inherited from colonial times on the other. These ‘two Indias’ are still reflected in the modern educational system in India, seen in the vast differences between the formal school system, whose benefits reach only a minority of the population, and the millions of crafts-persons working in India's informal sector, many without education or training. The paper looks at reasons for these divisions within the culture and history of India's formal, non-formal and informal systems of education and training. The paper also throws light on the aspirations to unite these divided cultures of learning by looking at some of the writings of J.P. Naik, the famous educationist and secretary of the first Report of the Education Commission (1964–66) after India's independence. The analysis needs to be seen against the background of international educational thought which is improving the value, relevance and quality of non-formal and informal learning, as key pillars for building lifelong learning systems. 相似文献
20.
《Distance Education》2012,33(2):221-236
This article focuses on the potential of free tools, particularly inquiry tools for influencing participation in twenty-first-century learning in science, as well as influencing the development of communities around tools. Two examples are presented: one on the development of an open source tool for structured inquiry learning that can bridge the formal/informal spaces for inquiry learning. This is contrasted with an example of the use of free tools and community development for observation of scientific phenomena supported by open educational resources (OER) with a citizen science perspective. The article provides an assessment of how the availability of the resources has a potential for shaping the communities using OER for science learning and a discussion of the means of supporting inquiry. 相似文献