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1.
谢国良 《宁德师专学报(自然科学版)》2010,22(3):316-319
针对目前合作学习中存在的重形式轻方法、重学生轻教师、重教学轻研究等问题提出解决方法.反思学习方式转变过程中存在的问题. 相似文献
2.
Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
3.
Erdoganl Karta Arda Arikan 《美中教育评论》2010,7(7):93-99
The effects of information and communication technologies, which are rapidly improving and spreading in the current age, can be seen in the field of training and education as well as in all other fields. Unlike previous technologies, the Internet, which is the concrete compound of those technologies, provides users with the trio of audio, text and visual materials digitally and simultaneously. This new learning environment, which allows users to individually plan the learning process according to their preferences, has been also effective in changing traditional attitudes and habits related to reading. Nowadays, parallel to these changes, it has become necessary to teach literature in a virtual environment, or, at least, to make a connection with that environment. In this study, the authors first discuss the condition of literature on the lnternet considering the lnternet-literature connection and the features of reading lnternet-based literary texts. Then, depending on a literature review, the authors propose a new Internet-based learning environment for teaching literature considering the extent of computer literacy, as defined by Shapiro and Hughes （1996）. 相似文献
4.
Indika Perera 《美中教育评论》2010,(11):76-82
ICT （information and communication technologies） add enormous approaches to utilize computing into users＇ daily lives. Every aspect of social needs has been touched by ICT, including learning. VL （virtual learning）, with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure from related disciplines for continual improvements. Very recently, with the introduction of Web 2.0, Semantic Web, and 3D （3-Dimensional） Virtual Environments, users have expanded their horizons of expectations. Along with this technology advancement, there has been a noticeable social and demographic transformation from recent years. Sociologists refer these as new generations of the human kind with high intellect, multitasking nature and high awareness of their environments. At present, they are getting into the education stream with high eager for creativity, flexibility and entertainment. Most of the present students in primary and secondary levels in schools show such characteristics and advance their expectations frequently. On the other hand, VL still has not accommodated new social networking and entertainment approaches as it confines to limitations from traditional learning pedagogies and administrative rules. So far, the only successful step it could take forward is the blended learning, which is now fading its novelty. The simple yet foremost essential question is, how far could people retain the students willingly with present VL methods？ Alternatively, will it become another unimpressive rigid approach of learning to the future generations？ This paper discusses possible approaches to evolve VL methods and models to make the future learning enjoyable yet comprehensive task. The paper tries to analyze briefly the different parameters significant to VL in a holistic manner, while providing an abstract model to analyze learning activities. 相似文献
5.
Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
6.
Peter Toth 《美中教育评论》2010,(1):85-95
The Masters Level Opportunities and Technological Innovation in Vocational Teacher Education project （http：//motivate.tmpk.bmf.hu/） aims to develop the use and management of virtual learning environments in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both technical and educational expertise. This paper gives an overall picture of the first results and products of the contribution. The author touches upon the goals, the assessments and the learning process of using ＂multimedia and e-learning： E-learning methods and tools＂ module in details. The main collaborative tools in virtual learning environment from point of view of pedagogical approach are presented. The communication during collaborative learning, the structured debate on forum and the benefits of collaborative learning in VLE are interpreted at the end of this paper. 相似文献
7.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
8.
Ibrahim Demir Serpil Klllc Ozer Depren 《美中教育评论》2009,6(6):47-52,80
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and examine the contribution of each factor to the explanation of the variance in the students＇ mathematics score using multiple regression analysis. The sample was prepared from students who participated in Programme for International Student Assessment （PISA） in Turkey. These data consisted of 3765 15 year-old Turkish students in 158 schools. The results showed that four factors under study totally accounted for approximately 34 percent of the variance in mathematics achievement. All of the factors had statistically significant effects on the achievement. The findings are very important for Turkish education system because the fact that changing school climate and improving the learning strategies are much easier to achieve than changing background factors affecting students＇ performance. 相似文献
9.
Steen Beck Dion Russelbaek Hansen 《美中教育评论》2009,6(8):1-16
Danish upper-secondary school is currently undergoing remarkable changes. Comprehensive reforms and restructuring have transformed teacher roles and school organization. However, not all upper-secondary teachers welcome reform： on the one hand, they have to adopt norms, standards and values determined by colleagues, if they want to ＂fit in＂; on the other hand, they are confronted by governmental and educational claims, but also their own interest in doing things differently. This paper analyzes generational differences and similarities in the post-reform school in regard to leaming values and the competence discourse, which are an important part of the reform discourse. In addition, it explores the dilemmas which arise for young teachers their understanding of practical and theoretical teacher training. This paper combines theoretical approaches with data analysis being both quantitative and qualitative. Finally, this paper discusses team work as an important means to make dialogue between teacher generations possible and to enhance reflection on the relationship between practice and theory. 相似文献
10.
Erdogan Kartal 《美中教育评论》2010,7(4):53-65
Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have recourse to a wider range of potential in terms of use and functionality. The study intends to indicate that feedback has double functions： On one hand, it has classic ＂triad＂ functions--feedback as motivator, reinforcement and information--in terms of computer-assisted instruction and, on the other hand, as it is emphasized in this study, it forms the core and maintains the continuity of the machine-learner interaction in multimedia software designed today. This work, originally a discussion paper, consists of a review of the related literature and analyses of the software programs designed for teaching French to adults as foreign language in French module of Multimedia Language Learning Centre at Charles-de-Gaulle University （Lille-France）. 相似文献
11.
This paper introduces a set of services for the creation of on-line surveys, questionnaires, exams and self-assessment tests within a virtual community system used in e-learning settings. The system, called ＂Online Communities＂, is a dynamic web application used as platform for blended learning activities by the Faculty of Economics of the University of Trento. The functionalities added to the platform are contextualized into virtual communities, where activities take place. This allows us to create, submit and analyze questionnaires within and/or outside the boundaries of a community. Furthermore, the system allows to manage libraries of queries organized by the teacher/administrator of the community according to topics and levels of difficulty, in order to produce tests and generate self-assessment sessions on behalf of students. The addition of a questionnaire/ poll/self-assessment tool to a virtual community system can add a lot of interesting features, mainly using the inheritance mechanism implemented among different hierarchically-connected communities. This paper will present these functionalities and highlight one of these services, precisely the one dedicated to self-assessment. In the system, self-assessment tests have indeed a double nature： （1） They are useful to students for checking their own level of preparation; and （2） They are useful to lecturers as an indicator of the level of preparation reached by the students. In order to encourage the use of the system within the whole educational process, and not to limit the real use of the service to the period of the final exams only, the possibility has been foreseen for each participant to share his/her own test results, comparing them with the other members of the community, and even offering real ＂challenges＂, thus transforming passive and ＂solitary＂ learning into something much more stimulating and ＂social＂. 相似文献
12.
俞晓华 《宁德师专学报(自然科学版)》2009,21(3):282-284
目前中职学生普遍存在的厌学现象,造成这种现象的原因是多方面的,有社会、学校、家庭和学生自身等各种原因．如这种现象不及时加以解决,许多中职学校将无法完成预定的教育目标．尝试从学生自身、学校教学和教师等方面提出解决对策． 相似文献
13.
丁锦瑕 《宁德师专学报(自然科学版)》2010,22(1):87-90
初中聋生听觉障碍,在学习数学过程中产生诸多消极心理障碍,主要表现在厌学、畏惧、自卑、急躁、依赖、定势、轻过程、重结论等方面.这些心理障碍严重影响了聋生学习数学的效果.针对初中聋生学习数学的认知特点和产生心理障碍的成因,消除聋生心理障碍的对策是：激发聋生的学习兴趣、优化教法和指导学法等3个方面. 相似文献
14.
15.
Teaching and learning in kindergarten is related, on the one hand, to the principles, methods and forms of teachers＇ work that should optimally contribute to pre-school child development and learning, and on the other hand, to the issues of the developing their reasoning and other aspects of their personality. It is for this reason that the responsibility of kindergarten teachers, in view Kindergartens must strive to ensure quality teaching and of instruction and learning of young children, is huge. learning environment for very young children, which in addition fosters an atmosphere of pleasure and comfort. This paper aims to present the significance of instruction and learning of pre-school children today, in particular that within the institutionalised education （in kindergarten）. The author＇s points of interest were how instruction and learning of young children in kindergarten was perceived in the past and the contemporary view on modern instruction and learning ofpre-school children in kindergartens. 相似文献
16.
Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
17.
One of the objectives of Malaysia Ministry of Education is to provide educational opportunities for all Malaysians. Are education opportunities given fairly to all Malaysians who come from two big regions and divided by the South China Sea？ The web infancy era, where the World Wide Web （WWW） is blooming fast, has changed the new millennium teaching and learning process tremendously. Although the online learning can reach to students regardless of their location and backgrounds, human contact is still very important in traditional face-to-face learning. Blended learning course comprising online learning and traditional face-to-face learning components is an effective teaching and learning method, where it combines the best from both worlds. Blended learning courses only started a few years ago in Malaysia higher learning institutions to give everybody equal opportunities to study. The key acceptance of blended learning approach and continuing improvement is students＇ satisfaction. This study focused on students＇ satisfaction related to the nine components of blended learning （course content, technical, flexibility, community learning, motivation, sharing, feedback, complementary learning and personalized learning） from two locations： urban and rural areas. The study employed a mixed method consisting of a survey questionnaire distributed first to collect the quantitative data and followed by the interview to refine and explain the data. The population of the study consisted of students who enrolled in the Mathematics Blended Learning Course in Sarawak state in semester July-November, 2007. Census was used in the study. The survey instrument was developed and validated using Rasch model. The semi-structured questionnaire was used in qualitative data collection. The quantitative data was analyzed by using SPSS v 14.0 whilst the qualitative data was coded by using NVivo software. Results from the quantitative data showed that students were satisfied in all nine components regardless of the location. The grand mean of all components also indicated that respondents were satisfied with blended learning course. This result was supported by the qualitative data. 相似文献
18.
转变教学观念重视兴趣培养 总被引：1，自引：1，他引：0
郑爱民 《宁德师专学报(自然科学版)》2009,21(2):201-203
兴趣是学生学习化学的主动性和积极性的源泉．培养学生兴趣是化学教师的使命,也是提高化学教学质量的重要前提和关键．结合教学经验。探讨培养学生学习化学兴趣的方法和途径． 相似文献
19.
Rolf Kretschmann 《美中教育评论》2010,(2):67-75
The idea of digital game-based learning （DGBL） is that students （or players） learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS （commercial off-the-shelf） games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories： sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated： motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of ＂real＂ sports, the following question arises： Are their respective educational results comparable？ 相似文献
20.
The purpose of this research was to utilize web-based training （WBT） to enhance students＇ knowledge of learning organization （LO） in a context of electrical technology education in Thailand. The sample chosen for this study included 19 fourth year undergraduate students. The WBT was based on the five disciplines according to Senge （1991） as well as the seven habits of highly effective people （Covey, 1989）. The tools for pre- and post- testing were LO model evaluation and knowledge of LO. The reliability of the instruments was 0.9274 and 0.9905 respectively. The data were analyzed by using mean （M） and standard deviation （SD）, t-test and Pearson product-moment correlation. When pre- and post- tests mean scores of the LO model evaluation and the knowledge of LO were compared, the mean scores of post-test training were greater than the mean scores of pre-test training. Moreover, there was a significant relationship between pre- and post- tests of LO model evaluation and the knowledge of LO. Thus, it can be concluded that the model of WBT can enhance students＇ knowledge of LO in this context. 相似文献