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全球化发展进程不仅使世界各国的经济产生了巨大的变化,同时使公民学习需求趋于多元化,终身学习的内涵也进一步延展,弱势群体教育需求、大学生毕业后的继续教育和培训需求、退休人员为丰富文化生活进行的学习需求等都应纳入国家的终身学习体系中。这对各国搭建终身学习框架提出了重大挑战。面对人口老龄化、学生群体多元化、居民学习需求多样化等问题,终身学习框架的构建已成为欧洲教育改革的当务之急。2008年欧洲议会和欧盟理事会一致批准了《欧洲终身学习资格框架》。欧盟委员会建议,各成员国应在2010年以前把本国的国家教育与职业资格制度同欧洲资格框架联系起来。到2012年,在欧盟范围内颁发的每个新的资格证书上都应注明相应的欧洲终身学习资格框架参照水平。该框架将作为各成员国资格制度间的转换设计．有助于整个欧洲的雇主和教育机构更好地了解应聘者和学生提交的教育和职业资格证书。本刊特别选登了有关爱尔兰国家资格框架及德国职业资格证书体系的研究．以飨读者。 相似文献
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为实施“欧洲资格框架”,欧盟系统32个欧洲国家都在开发国家资格框架．目的是建立不同学习系统的对接和不同系统的资格的等值互认,使终身学习从理念走向现实。大部分国家采用8级资格等级水平方案,出现三种国家资格框架类型。欧盟实施了“欧洲资格框架”测试试点项目。“欧盟资格框架”引发了全球兴趣,开发国家资格框架成为一个世界性发展趋势。 相似文献
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单从凯 《现代远程教育研究》2004,(4):9-12
本文从透视教学中的问题设计为切入点．提出了网络环境下个别化教学模式的理论框架，即以“问题设计——学习方案、研究方案的设计——构建学习场”为基本理论框架．倡导在真实问题的情景中去解决真实的问题和研究性学习与合作学习相结合，并在此基础上，提出了对“以问题为导引．基于网络条件下的个别化教学模式”的理论建构和实践模式．并对远程开放教育的教学模式改革进行了探索。 相似文献
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梁军 《小作家选刊(小学)》2011,(7):243-243
“以问导学四步教学模式”,是教师在以问题为导向引导和促进学生学习的教学过程中,为达到教学目的提出的一种教学思路及框架。其以“促进学生发展”为指导思想,以先进的教育教学理论为依据．以学生的主体地位为前提．以学生的探究解决问题为核心．以培养和提高学生的学习能力和思维能力为目标。小学数学“以问导学”的教学作为一种新探索的教学模式,已初步形成一种教学思路或活动框架。它是以建构主义学习理论、人本主义学习理论、主体性教育理论和《数学课标》理念为基础而建构起来的．它要实现的基本目标是学生学习能力的提高和学生思维能力的发展。 相似文献
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周蓉 《顺德职业技术学院学报》2010,8(1):25-28
构建了产学研合作中以组织间学习为中介因素的背景下知识转移与企业产品创新能力的关系框架,并以珠三角地区80家企业为样本进行了实证分析．实证研究结果表明,知识转移对企业产品创新能力有显著的正向影响．但是知识转移对企业产品创新能力的影响作用受到组织间学习的中介作用。因此．企业在进行产学研合作时．应在知识转移的过程中注重组织间学习的良好引导．加强组织成员的学习意图．提高组织成员的学习能力。 相似文献
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近日，澳大利亚教育、学前教育和青年事务部部长理事会公布了新的《全国学校安全框架》，该框架是在2003年框架基础上修订而成。修订后的框架旨在帮助学校制定有效的学生安全和健康政策．为学生营造一个免受欺凌、骚扰、侵犯和暴力的安全的学习环境。 相似文献
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为了提高图像检索系统的精度,提出了一种基于多种异质特征的新颖哈希函数学习方法．该方法首先利用特征空间中相似样本与非相似样本分布的不平衡性来提升每个弱分类器的性能,从而建立非对称的Boosting框架;然后将一种基于异质特征子空间学习的线性判别弱分类器融入该框架下,并利用每轮算法中的误判样本的信息来依次学习紧致且平衡的哈希编码．该方法能有效地融合具有互补功能的不同模态的信息,实现了检索系统的性能提升．在2个公开数据集上的实验结果表明该方法优于其他算法,由此看出增加多源异质特征和利用不平衡性学习紧致哈希编码都可以大大提高图像检索的精度． 相似文献
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加强第二课堂课程建设的大学英语教学研究与实践 总被引：1，自引：0，他引：1
英语第二课堂是第一课堂教学的延伸和必要补充,充分利用第二课堂对于提高学生英语学习兴趣、培养学生英语综合应用能力和创新具有积极的意义。本文提出英语第二课堂体系构建的原则和实施框架,总结了我校在此框架基础上开展英语第二课堂活动所取得的成果,强调进一步加强英语第二课堂建设对于发掘学生学习潜力．提升学生创新能力和语言综合运用能力．深化大学英语教学改革的重要意义。 相似文献
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两个实验采用联结学习范式,分别探讨知觉类别和语义类别材料中,类别感知对特征学习的影响.结果发现,即使是在联结学习范式中,当学习者感知学习材料存在类别时,不仅关注可以有效预测结果的特征,也会关注类别中的其他特征.同时,在知觉类别和语义类别材科中都发现了相同的结果.本实验结果说明,当学习者感知学习材料中存在类别时,即使是在联结学习范式中,学习者也会像类别学习范式中一样,学习额外特征,支持对存在类别的感知,是影响学习者特征学习的重要原因. 相似文献
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The present study investigated junior college students' conceptions of and approaches to learning via online peer assessment (PA) using a phenomenographic approach. Participants were 163 college students. Students were asked to accomplish a given learning task via an online PA system. Of the participants, 62 were interviewed after the activity. The interviews revealed hierarchically related and qualitatively different categories of conceptions and approaches to learning via online PA. The main and achieved levels of conceptions of and approaches to learning were determined. The results showed that, within each level, conceptions emphasizing a fragmented and cohesive learning tended to be associated with approaches focusing on surface and deep learning, respectively. In addition, students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity. The present study finally found that approaches to learning via online PA were less related to the learning outcomes than conceptions of learning. 相似文献
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学习资源的开发利用与评估 总被引：10，自引：2，他引：10
本文在对“学习资源”界定的基础上提出了学习资源的三大开发原则 ,学习资源利用过程的 6个步骤 ,学习资源评估中的两个问题 ,以及学习资地课程设置的影响 ,最后作为举例 ,简单介绍了三种学习资源 相似文献
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Emmi Saariaho Henrika Anttila Auli Toom Tiina Soini Janne Pietarinen Kirsi Pyhältö 《Teachers and Teaching》2018,24(5):538-558
Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know surprisingly little about the emotional landscape of the self- and co-regulation of learning among student-teachers. Hence, in this study, we explore the kinds of academic emotions that primary school student-teachers experience during self- and co-regulated learning. Altogether 19 Finnish primary school student-teachers were interviewed. The data were qualitatively content analyzed. The results showed that both self- and co-regulated learning experiences were emotionally activating. Student-teachers reported primarily positive emotions (80%) in self- and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in self- and co-regulated learning confirmed that positive activating emotions are essential elements in student-teachers self- and co-regulated learning. The findings imply that self- and co-regulated learning can trigger a positive cycle in student-teacher learning in terms of both emotions and productive learning. 相似文献
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基于WEB2.0一站式离散数学课程教学平台,构建了系统学习与选择性学习相结合、线上学习与线下学习相结合、个别学习与协作学习相结合的混合学习模式。作为教学点辅导教师,扮演该模式中引导者、督促者和辅导者的角色,发挥精选素材、解疑释惑、监控督促的导促作用,教学实践表明,有助于学生网上学习参与度及课程学习效果的显著提高。这对其它基于WEB2.0教学平台的课程也有借鉴作用。 相似文献
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李灿举 《内江师范学院学报》2013,(10):35-39
研究旨在探讨学习动机与家庭环境间的关系,用学习动机量表和家庭环境量表进行问卷调查,结果发现大学生的学习动机存在着年级差异,并且家庭环境能够影响到学生的学习动机．在分析大学生学习动机差异和家庭环境对学习动机影响的基础上,尝试提出几点培养大学生学习动机的家庭教育策略． 相似文献
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基于经验学习的学习风格研究述评 总被引：14，自引：0，他引：14
美国组织行为学教授科尔布提出了“经验学习”理论,并从经验学习和学习过程角度来探讨学习风格问题。本文分析了经验学习的内涵及其理论基础,探讨了影响学习风格的因素,阐述了人格、个人经验、学习情境对学习风格的影响,并论述了寻求平衡的学习风格研究趋势。以经验学习理论为基础的学习风格对于促进学习效率的提高具有积极的指导作用。 相似文献
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Bryan H. Chen 《Interactive Learning Environments》2013,21(4):485-496
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed. 相似文献
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Mandy Maddock 《Cambridge Journal of Education》2006,36(2):153-169
Ethnographic case studies of nine British working class children were conducted in order to investigate learning from the perspectives of the families. The research aim was to study children learning outside school in situations that were not specifically set up with learning in mind; in social contexts where learning was not an obligation or purpose and was therefore incidental and non‐self‐conscious; and to study children learning in the company of adults who were not professionals. This article does not offer a universal portrait of these children's learning, but a particular way of seeing and interpreting it. The children's home learning is fuelled by social and emotional dimensions. There are multiple competitors for children's attention in any given learning opportunity, and children are not necessarily learning what adults think they are. The children in the study transform the outcomes of their opportunities for learning into learning about their experiences of the human condition. 相似文献
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Lanqin Zheng Yan Dong Ronghuai Huang Chun-Yen Chang 《International Journal of Science Education》2018,40(2):139-158
The purpose of this study was to examine the relations between primary school students’ conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students’ conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students’ lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students’ deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies. 相似文献