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1.
针对网络远程教育因教学行为上的时空分离,存在师生双向交互困难及情感交流缺失,严重影响学习者的认知学习能力的发展,甚至对心理健康产生危害等难题,根据建构主义和自主学习理论以及元认知理论的基本内容,针对网络远程学习者的有效学习方法、学习环节及学习策略等三方面,设计与构建"和谐人机情感交互的网络远程教育系统"的理论依据,并从系统开发与应用实际,给出了这些理论如何科学地指导"和谐人机情感交互的网络远程教育系统"研发的具体思路。 相似文献
2.
"建构主义"教学理论认为交互是学习发生的必要条件.现代信息技术极大丰富了教学交互的途径,但目前尚缺乏针对网络环境下翻译教学交互设计、实施和评价的系统理论和实践探索.本研究聚焦基于网络的翻译教学同步交互的案例.旨在探究翻译学习过程中学生间网络同步交互的质量和规律,并将其与网络异步交互比较,为信息化翻译教学中有效交互的实现提供建议. 相似文献
3.
变革传统的教学方式,设计导学案与微课交互融合的教学模式,在课前、课中、课后设计相应的内容和活动,以达到教师教得"轻巧"、学生学得"轻松"的教学效果.教师在教学实践中运用该教学模式应加强理论学习,提升信息技术能力与课程开发能力;依托数字校园,合理选择教育信息化发展的网络平台;深入教学研究,完善导学案与微课的交互融合设计. 相似文献
4.
教学交互是影响网络课程学习效果的重要因素。通过对多个网院35门网络课程的调查发现,存在教学交互被分化为学习过程之外的独立环节、被简化为讨论活动、被异化为交互方式、被泛化为普通网络交流等问题。学习过程导向的教学交互设计秉持"教学交互发生在学习过程之中,与学习时空、学习内容相关,功能具有多样性以及交互具有聚合性"的理念。其设计过程首先是进行学习环节的划分,而后对每个学习环节进行交互特性分析,包括交互功能需求分析、交互内容特性分析、交互时空分析和交互聚合性分析,依据分析结果设计相应的交互活动。 相似文献
5.
"问题连续体"以"‘问题定义’为中心,以‘方法’为中介,以‘答案’为结果",根据解决问题的情境把问题划分为具有五个层次的"问题分类体系",是一种相对理想的问题框架。基于此,文章尝试将该理论运用到语文阅读教学当中,并以《林教头风雪山神庙》的片段设计为例,从操作层面对该理论进行阐明,可以看到"问题连续体"对改善课堂提问的效果、提高学生认知水平和思维的发展、促进学生知识的学习有重要的意义。 相似文献
6.
张璇 《中国远程教育(综合版)》2012,(12)
学习支持服务是网上学习能否成功的关键要素.有效的网上教学交互是学习支持服务的主要内容,是保证网上学习有效发生、促使学生达到学习目标的关键因素.实践中,网上教学交互存在诸多不足,缺乏明确师生对应关系及主动助学设计和教学策略的有效运用.为进一步优化网上教学交互的支持服务策略,有必要促进教师群体的观念更新;建立明确的网上师生对应关系与比例;针对成人学习方式,强化交互设计;根据成人学习需求,提供有效、即时的交互支持. 相似文献
7.
E-Learning学习资源交互设计是E-Learning研究的重要任务之一。当前E-Learning学习资源交互设计研究主要集中在多媒体课件、网络课程和网络学习系统三个方面,体现出对交互设计内涵认识含混、交互设计缺乏科学依据、各项设计工作缺乏系统性等问题。E-Learning学习资源的设计,关键是要解决资源的结构化程度与资源的交互性之间的关系问题。E-Learning学习资源交互设计应当以认知负荷理论、多媒体学习理论等作为交互设计的认知理论依据,以系统观来指导教学交互各层次的交互设计,在交互设计中应当坚持一体化设计、有限交互、通道平衡等基本原则。 相似文献
8.
微型学习理论指导下移动学习材料设计的研究 总被引：5，自引：0，他引：5
针对当前移动学习研究和实践在移动学习材料设计方面的不足,本研究根据移动学习的特点,以“微型学习理论”为指导,利用在行动中研究的方法,对移动学习材料的设计进行了基于实践的研究,提出了移动学习内容设计、媒体设计、交互设计和通信设计等的具体方法。 相似文献
9.
文章基于精品资源共享课的性质与交互设计的理论,结合课程本身的特点和用户特征,提出服务于网络课程的界面交互、导航交互、按钮交互、内容交互、动画交互、测试交互的设计方法,以便学习者提高学习的效果和达到优秀课程资源的共享. 相似文献
10.
联通主义学习是在开放复杂网络环境中以教学交互为核心的一种学习。cMOOCs教学设计与xMOOCs的教学设计非常不同,主要采用问题支架的方式促进学习者深度交互和联通,但当前对于问题支架促进交互深度规律的研究还十分匮乏。本研究从课程设计者视角出发,运用主题分析法、内容分析法和统计分析法对国内首门cMOOC"互联网+教育:理论与实践的对话"4.0主题学习周中的35个问题支架以及围绕问题支架的278篇博文和786条讨论区回帖数据开展分析,构建了联通主义学习中基于认知参与度的交互深度多层级分析指标,探究了问题支架类型与学习者交互深度之间的关系。研究发现:在情境式、比较式、头脑风暴式、总结反思式和情感态度式五类问题支架中,情境式问题支架更有助于学习者深度交互;学习者基于博客问题支架的交互深度高于论坛问题支架,博客更适用于情境式和总结反思式问题支架,而论坛更适用头脑风暴式支架;问题支架编排应由浅入深、内在联系、螺旋上升,避免学习者交互停留在浅层次。研究对c MOOCs的课程交互深度提升、相关课程教学设计提供了实证依据。 相似文献
11.
This paper reports on a study of teachers' and pupils' perceptions of effective teaching and learning. A total of 13 teachers and 325 pupils (aged between 11 and 12) were observed and interviewed. The central focus of the paper is the interaction that was detected between teachers' and pupils' ways of thinking. A grounded analysis of the interactional data yields support for a transactional theory of learning (the works of Bruner and Haste and Vygotsky are cited in particular). The paper also introduces the idea of a continuum of teaching strategies, and shows how percieved teacher effectiveness can be associated with the teacher's ability and willingness to move freely between different points of the continuum, thereby implicitly rejecting crude dichotomies between teacher-centred and pupil-centred learning. It is shown that pupils claim to benefit from both teacher-centred and pupil-centred strategies when the strategies are selected in order to cater for pupils' specific learning requirements. The greatest coherence in teacher pupil accounts of effective teaching and learning, however, seems to focus on the mid-point of the continuum, described here in terms of “interactive” and “reactive” strategies. 相似文献
12.
Qian Xiao Pinghui Zhu Maxwell K. Hsu Weiling Zhuang James Peltier 《Journal of Further & Higher Education》2016,40(1):1-22
The purpose of this study was twofold: (1) to use Chinese MBA students to validate the expanded reflective learning continuum and address the concerns raised in this regard in business education; (2) to determine whether the continuum concept holds true in a non-western culture and whether the reflective learning continuum remains a powerful force in MBA students’ learning outcomes in China. A total of 232 MBA students in China completed a three-page questionnaire that included all question items set out in the work of Peltier, Hay, and Drago. The translation/back-translation technique was employed in order to achieve a semantic, conceptual and normative equivalent relative to the original English version. The results yielded by this study and its predecessors suggest that (1) reflective learning is a multi-dimensional concept in nature, and (2) the reflective learning continuum could take on a similar picture across various social and cultural contexts. This study extends the work of Peltier et al. on reflective learning continuum in the context of Chinese higher education. Given the increased need for internationalisation of business education and the paucity of studies examining educational needs across cultures and nationalities, the results drawn from the Chinese MBA student sample provide valuable information about the degree to which Chinese MBA students take on problem-based and explorative approaches from school. 相似文献
13.
Anneli Sarja Sirpa Janhonen Pirjo Havukainen Anne Vesterinen 《Teaching in Higher Education》2018,23(3):343-359
This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students’ conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships. 相似文献
14.
Few question the importance of effective engagement in computer-supported learning. Yet, comparatively little attention has focused on extrapolating the implications of available research and theory for the design of interaction strategies. Traditionally, interaction strategies have emphasized functions of the interaction, specific strategies for interaction design, and methods for eliciting overt responses. While the functions and operations of design are important, the physical and cognitive aspects of interaction strategies need to be better integrated. In this paper, several perspectives on interaction strategies and computer technology are presented and critically analyzed, dimensions of interaction are examined, and a framework for the design of interaction strategies is presented. 相似文献
15.
以CBI（content-based instruction）理论为依据,大学英语的教与学从语言和内容两个维度来看应该是一个循序渐进、相辅相成的连续谱。各高校的大学英语教学应该根据不同层次、不同阶段和不同类型学生的英语能力及其对课程内容专业性、针对性和系统性的不同要求,开设相应类型的大学英语课程。同时把大学英语教学改革与各专业课程教学改革相结合,形成定位准确、结构合理的大学英语课程体系,进一步推进我国大学英语教学改革,扭转我国大学英语教学费时低效的痼痰。 相似文献
16.
Abdullah Topçu 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):901-919
This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions. 相似文献
17.
建构主义理论对高等教育教学的启示 总被引：12，自引：0，他引：12
季素月 《扬州大学学报(高教研究版)》2001,5(3):21-24
掌握学习理论是高等教育改革不断深化的需要。在行为主义、认知主义基础上发展起来的建构主义是教育心理学中的一场革命。它突出强调学习的建构性、问题的结构不良性、学习的社会性和情境性。运用建构主义中的合理成分可帮助我们端正教育思想，改进教学行为， 促进大学生有效地学习，培养与发展他们的创新能力。 相似文献
18.
Pia Williams Sonja Sheridan Anette Sandberg 《Early Years: An International Journal of Research and Development》2014,34(3):226-240
The aim is to investigate Swedish preschool teachers’ accounts of children’s learning in relation to the goals in the Swedish preschool curriculum. The research question is: “What do preschool teachers see as fundamental aspects of learning in preschool practice?” The study is based on interactionist perspectives founded in Urie Bronfenbrenner’s ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice: children’s learning of social knowledge and children’s learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children’s learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children’s learning and development in a long-term perspective. 相似文献
19.
内隐学习是目前认知心理学研究中的一个热点。本文结合内隐学习研究的理论、内隐学习的研究方法 ,探讨了内隐学习研究的新进展及意义 ,提出了当前研究中存在的问题 ,并对内隐学习的未来发展作了有益的展望 相似文献
20.
团队学习互动教学方法研究 总被引：3，自引：0，他引：3
赵守飞 《黑龙江教育学院学报》2011,30(2):63-65
团队互动教学方法是在科学发展观指导下,以实现学生的全面发展和教学相长为目的,借鉴学习型组织理论、团队学习理论以及互动学习等理论,以学习团队为载体,科学划分教学内容、灵活运用多种教学方法,形成和谐的师生互动、生生互动、学生个体与学习中介及个人环境互相影响,从而产生教学共振、达到教学效果的教学方法。 相似文献