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建构主义的知识观、学习观、学生观、师生角色的定位及作用、学习环境和教学原则等理论对教与学给予了新的诠释,为现代多媒体环境下的英语教和学提供了新的模式和视角。把建构主义学习理论、外显知识和内隐知识理论和学习层次理论应用于指导语法多媒体课件的开发与课堂教学有重要的实践价值。通过多维语境、视听剪辑以及结构解析等手段改革传统的语法教学,不仅使习得者有目的、有兴趣、主动地学习,从而实现外显知识和内隐知识的有机结合和转化;而且有利于教师更新教育教学观念,改进教学方法,优化课堂教学。 相似文献
2.
To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students’ visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students’ lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins’ discussion on enhancing the effectiveness of informal learning places in science education. 相似文献
3.
ABSTRACT Problem solving is perhaps the key characteristic that makes us human. Given the kinds of problems that we face in a competitive economy and society, the new generation of learners is ever more required to have problem-solving abilities. By drawing from the literature on technological pedagogical content knowledge, design thinking, general and specific methods of problem solving, and role of technologies for solving problems, this article highlights the importance of problem solving for future teachers and discusses strategies that can help them become good problem solvers and understand the requirements of teaching their students problem solving in technology-rich contexts. This article consists of two main parts. Part 1 focuses on strategies required to help preservice teachers to be better problem solvers, and Part 2 summarizes approaches to introduce preservice teachers to the methods of teaching problem solving. The strategies reviewed provide a tangible guidance for teacher education programs regarding how to promote future teachers’ problem-solving skills. 相似文献
4.
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
5.
教材是实现教育目标的重要工具和核心资源。它的载体经历了从纸媒到电子介质,再到基于电子介质的教学资源集成的过程,并逐渐走向富媒体化和平台化,下一代数字教材将朝开放、个性化、社群化和智能化方向演进,智能型数字教材系统应运而生。本文通过文献研究法、实证研究法、软件工程法,厘清了智能型数字教材系统的概念、特征及其现实意义,并从知识结构图谱化、资源组织系统化、学习数据可视化、学习管理智能化四个维度提出了智能型数字教材系统的核心理念,提出了融入学习模型、教学策略模型、学习者画像和知识图谱四个核心组件的智能型数字教材系统的技术实现路径及其推进机制,以支撑不同学科教师和不同学习者的自适应学习服务需求,将教材的解读弱中介化,促进教育公平和学生学习效能的提升,以期引发教育教学模式和教育供给方式的大变革。 相似文献
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ABSTRACTTeacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers’ professional learning when they participated in Master Teacher Studios in mainland China. Through the qualitative case study approach, this study summarised four learning mechanisms: seeking common ground and reserving differences, growing through formal and informal coordination, exposing the gap and reflecting one’s limits, and transforming practices that incorporate one’s teaching ‘soul’. Further, intrapersonal, interpersonal and institutional factors that contribute to teacher learning as boundary crossing are discussed. 相似文献
7.
幼儿教师数学核心经验主要是指教师在教学实践中形成的数学领域至关重要的概念、能力或技能,对于幼儿的数学学习和教师的数学教学具有至关重要的作用。幼儿教师作为基本的学习者,其专业发展过程符合学习进阶的各项准则,不同职业发展阶段的幼儿教师有着各自不同的进阶轨迹。学习进阶强调学习是一种不断积累和发展的过程,并倡导为不同阶段的学习者设计不同的进阶框架,这为有效推动幼儿教师数学核心经验的发展提供了充分的理论参考。本研究在厘清幼儿教师数学核心经验内涵与结构的基础上,依据学习进阶的主要观点,建构幼儿教师数学核心经验的经验模型,并提出相应的教师培养策略,主要包括加强数学核心经验的学习共同体建设、制订数学核心经验的阶梯式成长方案和完善数学核心经验的质量监测指标。 相似文献
8.
ABSTRACT The National Silver Academy (NSA) was launched in 2016 as part of the Singapore government’s Action Plan for Successful Aging. This paper uses a grounded approach to explore and assess critical geragogical elements that are enabling, empowering and transformative for older learners. Semi-structured in-depth interviews were conducted with 48 participants who had completed an NSA course. Although three different categories of older learners were identified in this study, most tend to internalize ageism and took courses to counter ageist stereotypes of being frail, dependent and useless. In terms of geragogy, participants articulated four key learning needs at the NSA. These were: (i) relatable, empathetic and engaging instructors; (ii) interactive and versatile methods of teaching with emphasis on real-life applications; (iii) flexible and accessible curriculum and course content appropriate to learners’ capabilities and expectations and (iv) inclusive and disability-friendly learning environments catering to a wide spectrum of learners. At the NSA, instructors are crucial to the empowerment of older learners by leading the challenge against ageism, promoting learners’ confidence and self-worth as well as enabling safe spaces for personal transcendence and creative expression. This study reinforces the need for more contextualized models of geragogy to dismantle structural and internalized forms of ageism by taking into account older learners’ cultural beliefs about aging, access to education, confidence and competences to navigate both formal and informal learning environments. 相似文献
9.
Peter Michael Loxley 《International Journal of Science Education》2013,35(12):1607-1629
The research set out in this paper seeks to develop pedagogical knowledge regarding how persuasive teaching approaches can be developed in primary science classrooms. To achieve this, the paper examines three case studies in which the teachers have been charged to develop and implement teaching strategies designed to persuade their children of the usefulness and validity of target scientific concepts. The analysis probes the teachers’ choice of contexts and patterns of discourse using criteria drawn from the socio‐cultural literature. Outcomes of the study exemplify how the teachers’ choices of learning contexts fail to emphasise the functionality of the target concepts, and as a consequence scant rewards are provided for the children to participate actively in conceptually rich discourse. The final part of the paper explores how the development of what the author calls theme‐specific plots could be used to help teachers to stage teaching and learning performances that emphasise the functionality of specific explanatory models. 相似文献
10.
Hani Swirski Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science Education》2018,40(10):1136-1153
ABSTRACTContext-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to examine which types of contexts could capture the interest of many students and remain so for many years. In the formal setting, responses to closed-ended questionnaires in which 4–12th graders indicated their interest in studying the answers to science questions were compared. Over 700 questionnaires collected in 2007 were compared to over 1600 questionnaires collected in 2016. To document the stability of children’s interest in informal science learning settings we compared over 1600 science questions sent to a TV science show in 2004 with over 7000 science questions submitted to a commercial exhibition in 2014. Although there were some differences across ages, students’ interest in science remained relatively stable over the 10 years. In the formal setting, this similarity was reflected in the significant linear relationship between the two databases (r?=?0.917) with regard to the questions students found interesting. In the informal setting, there was a striking similarity in the proportions of spontaneous questions in biology, astrophysics, Earth Science and chemistry. Based on the findings of this study and the literature we recommended, frequently asked questions are a valuable resource for context-based teaching which can serve to identify contexts that enhance the relevance of science in students’ lives. 相似文献
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陈银杏 《张家口职业技术学院学报》2007,20(2):24-26
随着“终身教育“和“素质教育“理念的兴起,越来越多的外语教育者意识到培养学生自主学习能力的重要性.提倡外语学习自主性的必要性.针对英语教学的实际情况,提出如何培养学生的自主学习能力的对策.这些策略的运用能使学生成为真正的自主学习者,提高学习效率,获得最佳的学习效果. 相似文献
13.
Eileen Carnell 《Teaching in Higher Education》2013,18(1):25-40
This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts. Theoretical dimensions informing pedagogy, knowledge construction, relationships between teaching and research, and professional learning are congruent: dialogue and collegiality are key. What inhibits teachers’ effectiveness is the ‘performativity’ culture especially setting aside preferred ways of operating as colleagues. A model is constructed to explain opposing standpoints. 相似文献
14.
Zingiswa Jojo 《Africa Education Review》2017,14(3-4):245-262
Creating a classroom learning environment that is suitably designed for promotion of learners’ performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers’ action learning changed the learning environment for the promotion of geometry teaching. This was an exploratory study in which a sample of 13 grade 8 mathematics teachers from the rural schools of a district in the Eastern Cape Province in South Africa participated in a project aimed at creating mathematical learning environments through action learning while supporting and promoting the teaching of geometry. The study was qualitative and data was collected using questionnaires, classroom observations and semi-structured interviews with the teachers on a participatory action research conducted in two cycles. Results indicated that 92% of teachers changed their classroom environments by modifying instructional strategies, learner -interactions, and engagements, but could not change how they managed the classrooms due to some factors related to power dynamics andthe education policy. It is recommended that teachers be workshopped on modifying their classroom learning environments while they undergo learning in action on the promotion of teaching and learning geometry in their school defining contexts. 相似文献
15.
There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and South Africa, the complexity of the role of LTSM as part of classroom enactment is shown. The discussion suggests that there are enabling factors to this including support for teachers’ use of LTSM and the availability of materials to all learners. A framework is presented in which LTSM, teachers and learners can become equal partners in teaching and learning, but only when adequate language and other pedagogical support structures are provided. Conclusions consider the potential impact for LTSM use when it is elevated to a medium that is accessible and useful to both teachers and learners. 相似文献
16.
Jaël Muls Karen Triquet Joachim Vlieghe Free De Backer Chang Zhu Koen Lombaerts 《Learning, Media and Technology》2019,44(2):162-179
ABSTRACTThis study examines the role of social networking sites on the learning processes, teaching practices and professional development of secondary school teachers. By conducting observations and in-depth interviews with active participants, we present an ethnographic study of the Facebook group Teaching ideas secondary education [author’s translation], which is hosted and primarily employed by Flemish teachers. By drawing parallels between the study findings and the theory of affinity spaces we aim to gain greater insight into emerging group dynamics and social informal learning processes. According to respondents, the Facebook group has the potential to address teachers’ needs with respect to the exchange of teaching ideas, experiences and materials. The findings point to a number of emerging developments in the educational landscape, highlighting that social media environments present a new source of inspiration, and combined with a collaborative atmosphere are able to stimulate cross-fertilization, social informal learning processes and self-management and -reflection. We hold these findings up to the light of current education discourses. 相似文献
17.
Mitchell Peters Marc Romero 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1729-1743
Lifelong learning opportunities are readily accessible through the hybridization of digital learning contexts—from formal to informal—in today's globally networked knowledge society. As such, expanded learning opportunities generate a continuum of learning contexts and experiences mediated through digital technology. Consequently, there is an urgent need to actively examine the interconnections and complex relations between what is learned in formal university scenarios and the everyday learning that happens outside of the classroom, particularly the informal learning that is afforded through expanded and emerging digital contexts. The current research problem illustrates that expanded and emerging professional development scenarios require new pedagogical designs for empowering lifelong learners to harness the affordances of the web across both formal and informal contexts and practices. This study outlines ways in which students shape their learning ecologies in virtual contexts to support formal academic learning in online higher education. The paper presents qualitative results from a larger mixed methods interpretive case study. The multicase and multisite study examines three fully online graduate programmes in Education and Digital Technology during the 2017–18 academic year, collecting data in the form of online programme documentation, student interviews and online participant observation. Purposeful and criterion sampling were used to select 13 participants across three sites in Spain, the UK and the USA. The study was underpinned by a lifelong learning ecologies theoretical perspective to analyse learning processes across a continuum of practices and contexts. Findings illustrate how students conceive of, as well as how they organize their learning ecologies through a unique configuration of activities, digital resources and networked social support, indicating that academic programmes and teachers have an essential role in empowering student learning ecologies across contexts, recognizing past trajectories and supporting the development of valued disciplinary practices and perspectives across a continuum of learning. 相似文献
18.
Herodotou Christothea Rienties Bart Boroowa Avinash Zdrahal Zdenek Hlosta Martin 《Educational technology research and development : ETR & D》2019,67(5):1273-1306
By collecting longitudinal learner and learning data from a range of resources, predictive learning analytics (PLA) are used to identify learners who may not complete a course, typically described as being at risk. Mixed effects are observed as to how teachers perceive, use, and interpret PLA data, necessitating further research in this direction. The aim of this study is to evaluate whether providing teachers in a distance learning higher education institution with PLA data predicts students’ performance and empowers teachers to identify and assist students at risk. Using principles of Technology Acceptance and Academic Resistance models, a university-wide, multi-methods study with 59 teachers, nine courses, and 1325 students revealed that teachers can positively affect students’ performance when engaged with PLA. Follow-up semi-structured interviews illuminated teachers’ actual uses of the predictive data and revealed its impact on teaching practices and intervention strategies to support students at risk.
相似文献19.
Barbara Hanfstingl Gunther Abuja Gabriele Isak Christine Lechner Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82
ABSTRACTThe purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues. 相似文献