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This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific questions: what are the dominant social representations that permeate the mathematics classroom with immigrant students? What impact do these social representations have on classroom practices? What are the spaces for changing these practices through becoming reflective and critically aware of these representations? These questions are addressed mostly in relation to teachers’ representations, though the article also draws on data from research with students and parents to illustrate the diversity of representations and to argue for a critical and reflective perspective. 相似文献
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更新教学理念对提高高校教学质量非常重要。分析了传统教学理念的弊端, 论述了新的教学观中如何看待教学过程中教师的角色、教师与学生的关系, 以及教与学的关系; 如何看待教材与科学知识、教学过程与结果等问题. 相似文献
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Mohanad Halaweh 《TechTrends》2017,61(3):218-222
Smartphones are developing rapidly and continually with new features that make them widely used in many contexts. This paper is to reflect on students’ behaviours of using smartphones spontaneously (unplanned use) in the classroom, in a university in Dubai city in UAE. This reflection shall address the following questions: How can the instructors integrate smartphones into the classroom? How will they know that the students are using their phones in a way that relates to and enhances their learning? What are the implications and restrictions? The answers to these questions will illustrate that smartphones should be utilised as teaching tools since they support students’ learning; and therefore, should be allowed in the classroom. 相似文献
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Wilfred W. F. Lau Vicky Lui Samuel K. W. Chu 《Educational technology research and development : ETR & D》2017,65(3):533-553
This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school. 相似文献
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Lin Sophie Teng 《师资教育杂志》2016,42(1):106-109
A plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a Foreign Language contexts, especially in China, where there are numerous calls for changing the nature of classroom practices from product-focused to process- and student-centred instruction. In order to fill this gap, this brief article reports on a case study regarding changes in two Chinese English teachers’ beliefs after attending a professional development project for teaching writing. A key research question guides this study: What changes, if any, did the two teachers experience in their teaching beliefs during the project? Two writing teachers were voluntarily recruited for a case study. Findings show that the professional development project for teaching writing broadened the teachers’ understanding of different writing theories, provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. 相似文献
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Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
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随着信息技术的快速发展,互联网覆盖了人们生活的方方面面,在教育领域也得到了广泛应用。大型网络开放课程（MOOC）这一全新的在线教学模式已得到教育界普遍认可,该教学模式较传统教学提供了更多可能性,对社会产生了深远影响。以英语学习为例,将基于MOOC的个性化学习方式与传统学习效果进行对比。研究结果表明,采用基于MOOC的个性化学习方式,学生的学习兴趣与课堂参与度都得到一定程度提升,从而提高了教学效果。 相似文献
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Alison Cook-Sather 《Instructional Science》2014,42(1):31-46
Traditional structures in higher education support a separation between faculty members’ and students’ perspectives on classroom practice. This is in part because student-faculty interactions are typically defined by a focus on content coverage and by a clear delineation between faculty and student roles in engaging that content. This paper focuses on key findings from an ongoing action research study that aims to address these basic questions: (1) What happens when faculty and students engage in structured dialogue with one another about teaching and learning outside of the regular spaces within which they interact? and (2) How can such dialogic engagement become a part of both students’ and teachers’ practice? The study takes place within the context of a program that supports undergraduate students and college faculty members in semester-long partnerships through which they explore teaching and learning. The goal of these explorations is to examine, affirm, and, where appropriate, revise pedagogical practice. Constant comparison/grounded theory was used to analyze discussions among and feedback from participants. It was found that partnership facilitates both faculty and students multiplying their perspectives in ways that have the potential to improve teaching and learning. Participants consistently describe gaining new insights produced at and by the intersections of their experiences and angles of vision. Furthermore, they discuss how these insights deepen their own self-awareness and their understanding of others’ experiences and perspectives. Finally, they indicate that, as a result of gaining these insights and deepening their awareness, they are inclined to embrace more engaged and collaborative approaches to teaching and learning. 相似文献
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This article explores the process of teaching undergraduate students to conduct social justice research. We were interested in understanding how to develop a social justice perspective among students while training them in conventional research methods. The following questions guided our research activities. How can the principles of social justice inform undergraduate research projects? What pedagogical strategies prepare students to conduct social justice-based research? What are the challenges and opportunities in teaching social justice research? We documented the lessons and activities during the field school and collected students’ comments in journals, extensive observations, focus groups, and interviews to understand the influence of social justice on the students’ approach to research. We identify three lessons in teaching social justice. First, teaching social justice requires that students develop meaningful relationships with the community understudy. Second, gender dynamics can prohibit or promote meaningful student engagement and learning. Third, it is important to consider how to integrate, rather than “add on,” social justice activities and discussions into research lessons. 相似文献
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通过分析TALIS2018关于教师教学实践的数据,从教学时间、教学方式、评价反馈三大方面可勾勒出全球和上海教师教学实践的四大特点:用于实际教学时间多,但新教师与经验教师有差距;近2/3的课堂上教师经常采用讲授策略;不到1/2的教师经常采用促进学生"自主学习"的策略;近八成的教师会为学生提供建设性反馈,而形成性评价运用频率不高。在分析上海教师的课堂教学实践与其他国家的异同后,讨论了五个问题:课堂管理的本质是管理,还是教师的沟通、组织与激发学生的能力?激发学生认知,对教师专业能力的挑战是技能,还是学科教学知识抑或学科教学经验?怎样使用信息通信技术真正让课堂中的教与学发生改变?教师的反馈与让学生评估自己的进步一样吗?提高教师命题研究能力的意义何在?作为教育专家的教师如何在工作中运用专业知识和技能以及如何进一步发展和改进。 相似文献
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This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development. 相似文献
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Promoting students’ conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students’ learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteria subjectively applied to a rating scale. To address these issues, this paper uses a new lens, shaped from the ideas of Vygotsky, a cultural-historical theorist, for understanding the development of academic language use (in Vygotskian terms, thinking that demonstrates conceptual understanding) and its assessment. Vygotsky’s stages of concept learning are applied to form criteria on a short-answer response rubric. Examples of students’ academic language use according to developmental level are provided. Recommendations for the adaptation of this type of classroom assessment for use in other courses are made, along with suggestions for future research. 相似文献
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在多元化文化思潮的背景下,新时代大学生对课堂教学的期待日益提高,挖掘常规课程中的思想政治教育元素的重要性日益凸显。对于“企业伦理”课程中思想政治教育元素的挖掘,可通过参与式教学的方式,在重点知识介绍前,引入现实中企业社会责任意识等思想政治问题激发学生学习兴趣;在重点知识介绍过程中,穿插爱国企业家案例唤醒学生的爱国热情;在重点知识介绍后,通过角色扮演等互动方式巩固理解。通过构建“挖掘常规课程中的思想政治教育元素”的参与式教学新模式,为培养德才兼备的新时代科研人才提供借鉴,完善我国情境下的“企业伦理”课程知识体系。 相似文献
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This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning. 相似文献
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“案例教学+项目教学法”在计算机语言教学中的互补应用 总被引：1，自引：0，他引：1
本文以高等院校普遍开设的"Visual C++程序设计"课程为例,提出了在课堂教学中使用案例教学法,在实践教学中使用项目教学法的新型教学理念,旨在解决"学以致用"问题,延伸学习成果,提高教学质量,实现专业与行业相结合,教学与科研相结合,在未来所从事的工作领域中提升学生自身竞争力。 相似文献
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随着互联网技术及学习资源的发展和完善,互联网环境学习逐步发展为工科数学课外学习的方式和课堂的重要补充,通过线上线下的交互组织分离式的学习方式,培养学生在新技术下的学习兴趣,达到提高工科数学授课和数学能力的目的。 相似文献
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The paper discusses children’ attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N?=?33) were interviewed. The interviews explored the following questions: What are the teachers’ and the children’s roles in the classroom? What is learning? Where do children learn? What kind of learning strategies do students use in arithmetic and reading? How are students evaluated in the school? What do students like best about school? The data suggest that the children quickly adapt to the school environment and, on the whole, have a positive attitude towards school and learning but—with a few exceptions—their views on the role of schooling in life reflect traditional, school subject centred goals and values and little awareness of the learning process. 相似文献