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特殊儿童随班就读是融合教育在中国的一种具体教育形式。随班就读发展的困境之一是,如何对随班就读进行有效评价。本文在文献梳理的基础上,结合我国特殊教育发展的情况,对特殊学生随班就读教育评价中存在的问题进行反思,尝试探索随班就读教育评价的发展对策,为我国随班就读教育评价实践的发展和随班就读教育质量提高提供有益参考。 相似文献
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随着社交网络在全球的广泛传播,教育社交网站成为数字时代教育信息化的新应用。作为一种面向教育教学的社会性网络平台,教育社交网站整合学习过程中的技术要素和人际要素,契合数字时代学习的重要变革,可以提升学习者的网络交往能力和学习能力,促进教师专业发展。从结构上看,教育社交网站包含用户类型、关系特征、功能模块和学习活动四个构成要素;从类型上看,国内外教育社交网站与学校实体教育之间的关系存在网络-学校强关系、弱关系和综合三类。国内教育社交网站注重家校协同,国外教育社交网站注重微观学习功能设计,但在学习评价方面都略显不足。教育社交网站将成为未来教育信息化系统建构的重要方向。要将教育社交网站应用深度融合到教育教学中,需要丰富学习技术支持、强化家校协同教育、开发多维评价模块,以提高教育社交网站的建设及应用水平。 相似文献
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Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University 总被引：1，自引：0，他引：1
Nowadays many schools in higher education implement problem-based learning to foster active learning processes by students.
In some schools with a number of years of experience with this approach, phenomena can be observed which indicate signs of
wear. The implementation of a large-scale innovation such as problem-based learning (PBL) seems to provoke different activities
and attitudes in those actors who are most involved. Students and staff members seem to behave in a way which could be counterproductive
to the development of self-directed learning. In the first part of this paper, we briefly describe the cognitive psychological
background of PBL. In the second part various adjustments observed in problem-based curricula and their effects on students’
learning are analyzed. Arguments are presented about adverse effects on the implementation of this educational innovation.
Special attention is given to teachers’ concerns. In the third part suggestions are made about ways to revitalize PBL processes
as well as suggestions about effecting educational innovations on a more solid basis 相似文献
5.
刘晓娟 《襄樊职业技术学院学报》2006,5(3):46-47
从“学会生存”到“学会关心”是终身教育理念的进一步深化，也是社会发展在教育领域的反映。还是教师专业化发展的内在要求。“学会生存”更多的是从教师自我教育、自我提高的角度出发：而“学会关心”则从更深层次对教师教育发展提出的要求。但是，事实上，“学会生存”和“学会关心”已是推动教师教育发展的两种互补状态。 相似文献
6.
吴远芳 《湖北广播电视大学学报》2012,32(5):8-9
学习型社会被国际社会认为是现代教育研究的首要命题,是当代教育发展的基本主题。学习型社会是一个转变传统的学习方式、学习具有终身性,促进人的全面发展,强调教育机会均等,实现全民教育的社会。学习型社会的产生是适应社会发展变化的需要,是增强国民素质,提高国家综合国力的需要。 相似文献
7.
Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2007,55(2):169-192
Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve
the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity,
and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the
teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual
student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of
evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits
of educational researchers working closely with teachers using design-based research methods to successfully solve instructional
problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into
the development of similar Web-LEs are presented as well as directions for future research. 相似文献
8.
鲍琳 《黄石理工学院学报(人文社科版)》2009,26(4):76-77,86
高校国有资产是教育资源的重要组成部分,也是高校赖以生存和发展的基本条件。在推进高校教育体制改革的同时,如何保障国有资产的保值增值,防止国有资产流失;如何充分利用现有资源,实现高等教育的快速发展,这是一个值得研究的课题。本文通过对目前高校资产的特点、管理的现状及存在问题的分析,提出了加强高校资产管理的措施及建议。 相似文献
9.
Chia-Wen Tsai Pei-Di Shen I-Chun Chiang Wen-Yu Chen Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826
The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning. 相似文献
10.
丁钢 《Frontiers of Education in China》2009,4(1):1-9
Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority
for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development
by cultivating and developing the different individual learning. While individual development is a public issue, not a personal
affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its
existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical
study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness
of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
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Translated by WANG Ying from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 3–6 相似文献
11.
Jared Keengwe Grace Onchwari Patrick Wachira 《Journal of Science Education and Technology》2008,17(6):560-565
Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational
computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum.
While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional
integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major
change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations,
perceptions, and beliefs about learning and technology (Woodbridge, ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving
success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers
to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer
technology. 相似文献
12.
Gloria Dall’Alba 《Educational Philosophy and Theory》2013,45(14):1477-1489
Ample attention is being paid in the higher education literature to promoting active learning among students. However, critical examination of educational purposes and ends is largely lacking in this literature on active learning. In expanding this debate, we consider it important to ask: About what substantive matters are students to be active? To what end is this activity directed, especially beyond gaining skills and competences within a unit of work or course? In this article, we critique and extend the conceptualisation of active learning. In particular, we discuss dimensions that are neither readily visible nor instrumental, which are overlooked in much of this literature. In doing so, we explore features and potential consequences of such an expanded conceptualisation. Drawing from educational philosophy and, in particular, existential philosophies, we show that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumental—sometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we conclude, are necessary and even vital counterparts for the forms of active learning that flood higher education curricula today. 相似文献
13.
Shiang-Kwei Wang Thomas C. Reeves 《Educational technology research and development : ETR & D》2006,54(6):597-621
Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve
student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and
fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s
10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student
interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence
that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational
researchers working closely with teachers using design-based research methods to successfully solve instructional problems
and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development
of similar Web-LEs are presented as well as directions far future research. 相似文献
14.
Tom Lowrie 《Learning Environments Research》2007,10(1):35-51
This investigation explored the role of the home supervisor (usually a parent) in creating meaningful learning environments
for young students’ numeracy development. The case study data (from four home sites in remote areas of Australia) illuminated
the role that the supervisor plays in developing student’s numeracy in distance-education learning contexts. The case studies
highlighted various pedagogical practices across these rich and diverse educational settings. The quality of the teaching
and the influence of the distance education materials on the student’s numeracy outcomes were attributed to the resources
that were supplied to the home site, the supervisory engagement, and the extent to which learning partnerships were fostered
among classroom teachers, parents and other members of the extended community. 相似文献
15.
远程教育中混合学习及其实施策略的探讨 总被引：8，自引：0，他引：8
目前混合学习在教育技术界备受关注。将混合学习应用于远程教育,对改善学习效果和提高教育质量有着重要的作用。本文介绍混合学习的基本理论,并为混合学习在远程教育中的有效应用提供了实施策略。 相似文献
16.
This article is written to inspire curriculum developers to centre their efforts on the learning processes of students. It
presents a learning-based paradigm for higher education and demonstrates the close relationship between curriculum development
and students’ learning processes. The article has three sections: Section “The role of higher education (HE) institutions”
presents a discussion of the role of higher education in the knowledge society. Section “Contextual learning” presents the
paradigm of contextual learning which we see as a useful foundation for curriculum development. Section “Curriculum development
in practice—the BETA course” shows how a particular course in Business Economic Theory and Analysis has been developed using
this paradigm. The article will be of interest to all academics interested in students’ learning processes but is especially
relevant to those responsible for curriculum development. 相似文献
17.
远程教育与终身教育和学习化社会--世界远程教育发展历史追溯和展望(5) 总被引：1，自引：0，他引：1
从精英教育到大众教育和普及教育;从成人教育到全民教育和继续教育;从终身教育、终身学习再到全民终身学习;从学习化社会到学习型组织等。这些教育思想的提出及相应教育实践的开拓,不仅适应了、信息时代和知识经济的到来,也为教育技术的应用、远程教育的持续发展奠定了思想理论基础。 相似文献
18.
This paper is a critical analysis of Biggs's deep and surface approaches to learning model, which is prominent in the higher education and tertiary learning fields. The paper reflects on the model's origins and the contextual pressures of the educational landscape extant at that time. It is argued that these pressures have led to a demonstrable lack of serious critique of the model, which has truncated the model's development, leaving it underdeveloped. There are significant problems with the model in the areas of supporting evidence, imprecise conceptualisation, ambiguous language, circularity, and a lack of definition of the underlying structure of deep and surface approaches to learning. 相似文献
19.
城市社区实施终身教育模式思考——以云南省终身教育系统构建为例 总被引：1，自引：0，他引：1
学习型社会需要建立和完善各级各类教育相互衔接、相互融通的教育体系。社区教育是优化教育资源配置、促进社会教育发展、发挥教育系统功能、推动终身教育的有效形式。教育深入社区,有利于促进社区教育的发展,有利于利用社会上的一切文化的、教育的、科研的、体育的资源,借助机关、企业、民间组织等社会力量,开展丰富多彩的学习活动,以便使人们有可能选择适合自己需要的学习,获得接受终身教育的机会。社区作为终身学习系统的基本构成,研究他运行的模式具有普遍的意义． 相似文献
20.
随着教育信息技术的迅猛发展,教育观点和教育形式发生了重大的变化。教育技术的进步不能解决外语教学的所有问题。背诵这一传统的教学方法在成人英语学习中有利于提高学生的听说读写能力,帮助学生掌握＂地道＂的英语。学生通过英语背诵的学习能够达到化整为零、终身受益的学习效果。 相似文献