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听力理解在外语语言基本技能中占有重要地位.如何提高外语听力教学效率,提高学生的外语听力水平是研究人员与外语教师共同关心的话题.文章从元认知策略培训的角度出发,通过在课堂上教师对学生元认知意识培养,提出以元认知知识和元认知策略指导为中心的外语听力课堂教学模式,从而帮助学生提高听力理解质量. 相似文献
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目前 ,有的学生学习外语的动机不端正 ,认为学外语无用 ;有的学生在外语学习上缺乏意志和毅力 ,“三天打鱼 ,两天晒网” ;有的学生性格内向 ,怕出差错受人耻笑 ,从不敢用外语和别人进行对话 ,更不敢多提问题。长此以往 ,学生学习外语的心理负担越来越重 ,心理压力越来越大 ,教师教学质量自然也就难以提高。那么 ,怎样才能减轻学生学习外语的心理负担 ,提高外语教学质量呢？笔者认为可以从以下三个方面努力。培养和激发学生正确的学习动机。学习外语的根本目的是为了增进与世界各国的交流和合作 ,把祖国建设得更加繁荣、昌盛。外语教师应该正… 相似文献
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于海峰 《南昌教育学院学报》2012,(10):138+144
心理学在学生学习和掌握外语知识的过程中起着至关重要的作用,学生学习外语的心理特点与心理规律是通过在听、说、读、写等技能训练的过程中形成的。只要找到外语教学与学生心理的联系,教师就可以有的放矢地提高学生成绩,为外语教学改革提供可行的方法。在教学中,心理学的运用,对于了解、培养和提高学生学习外语的动机和兴趣,培养、提高学生对外语"学"的能力,有着重要作用。 相似文献
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提高学生英语听说能力的尝试 总被引：1，自引：0，他引：1
提高学生英语听说能力的尝试刘秋香汪德华外语教师为学生或教学生为自己创造一个良好的听说外语的环境，使学生通过反复的听力训练和口语练习提高外语听说能力，并在一定时间积极参与会话，锻炼自己的听说能力，这无疑是教师和学生掌握实用外语的必由之路。如何培养和提高... 相似文献
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王瑞利 《延边教育学院学报》2006,20(3):79-80,82
外语思维能力是影响学生外语学习的重要因素,在高中英语教学中培养学生的外语思维能力可从以下几方面入手:一、使用口语教学,为训练外语思维创造语言环境;二、采用视听手段,为外语思维的形成创造条件;三、组织语言材料,提高学生外语思维的能力。 相似文献
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实践证明,阅读在改善和提高大学外语学习中有着极其重要的作用。它在增强学生学习信心、激发外语学习兴趣方面有着良好效果。因此,我们应当注重外语中的阅读教学。 相似文献
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本文回顾讨论了外语学习动机理论的发展、动机的类型和影响外语学习动机的因素,指出在英语教学中,教师应善于运用动机理论激发和培养学生的学习动机,提高学生学习效果。 相似文献
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场馆学习是一种以实物为学习内容、以体验为学习方式、学习者掌握学习主动权的非正式学习,它可以为中小学生提供互动生成的学习环境、参与真实实践的学习机会以及创造多样化的学习体验,对优化和改革学校教育教学具有积极的作用。将场馆学习纳入中小学教育实践,采用以项目驱动学习、以主题统整学习和以博物馆流程引导学习的实践策略,可以优化传统的育人方式和学校教育教学。 相似文献
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Ching-Kun Hsu 《Interactive Learning Environments》2013,21(6):687-703
Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students. 相似文献
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This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning. 相似文献
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通过对C省10所乡村学校中小学生学习现状调查研究发现,乡村地区中小学生学习现状总体处于中等水平,其中:学习观和学习态度较好,学习方法有待提升,学习管理需要加强。同时,由于受性别、年级、父母关注情况等因素的影响,学生学习情况表现出不同的差异和特点。因此,需要重新认识乡村教育的价值,重塑积极的学习观;加强学生学习的科学性,优化学习方法;建立学生的自我学习管理机制,提高学习管理水平;强化留守儿童教育,改善留守儿童学习现状。 相似文献
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为解决“互联网+”时代学习路径辨识难、个性化学习信息过滤难、学习碎片化等“富信息时代”典型学习问题,文章以构建学习服务模式作为问题解决的切入点,采用系统论方法以学习场景作为分析单位,探究了场景化理念的内涵,发现“互联网+”时代信息传播具有基于用户场景的个性化信息服务特性和信息增值效用;构建了学习场景模型,由学习者、学习时间、学习空间和学习活动四要素及其各自构成元素组成;以场景化信息传播模式为基本框架推演出场景化学习服务模式的结构模型,由学习需求分析、学习资源推荐、潜在交互场景生成、学习场景切换、交互场景生成、学习服务效果评价以及修改七个模块构成;确立了场景化学习服务学习延续性、学习资源推荐强度和场景边界划分三项原则。 相似文献
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Assessment for learning? Thinking outside the (black) box 总被引：1，自引：0，他引：1
Eleanore Hargreaves Corresponding author 《Cambridge Journal of Education》2005,35(2):213-224
This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products. 相似文献
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Prof. Dr. Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2010,13(3):345-362
This leading article assumes that the understanding of learning is increasingly influenced by educational science and identifies several theoretical starting points for research in adult education. In doing so, the understanding of learning will be discussed in relation to various related disciplines and non-scientific discourses. The account is based on a scheme of self-reference and external-reference founded in systems theory which captures the relational character of learning—something that is developed more or less explicitly in all theoretical portrayals of learning. Central aspects for the facilitation of adult learning, such as self-monitoring of learning, the relationship of learning to meaning expressed in the term “competency”, embedding learning in social expectations and assumptions, as well as the link between individual learning and the learning of social systems, can be captured within this theoretical framework and related to one another. 相似文献
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自我调控学习与主体性教育 总被引：17，自引：0，他引：17
自我调控学习是指学习者为了保证学习的成功、提高学习的效果、达到学习的目标,主动运用元认知、动机和行为的过程。自我调控学习与主体性教育具有内在的一致性。主体性教育的核心是要培养学生学习的独立自主性,从而使自己成为自身学习与发展的主体。 相似文献
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This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments. 相似文献
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Robert Regnier 《Interchange》2005,36(1-2):95-120
Besides learning transmitted content, university students develop learning patterns through pedagogical processes designed into the structure of their courses. Courses shaped within the assumptions of epistemologies and ontologies that only afford narrow learning patterns can eschew learning as valuing processes. However, university courses can be conceptualized and constructed within assumptions that allow students to respond to the lure for learning through the valuation of importance that makes freedom possible. This paper proposes the two Whiteheadian notions of learning as event and learning as achieving strength of beauty through which courses can be conceptualized to facilitate the lure for learning in the pursuit of truth. Then, the paper illustrates how university courses can be designed as learning events through which students create prophetic visions as a means of achieving strength of beauty. 相似文献