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1.
学习感知倾向是学习者个体差异因素之一,而学习的感知模式是学习风格的分类之一。由于个体通过不同的方式对信息进行感知和处理,所以,在安排教学方法时,学习风格是需要考虑的一个重要因素。而学生对自己在什么情况下能达到最好学习效果的分析不准确也可能导致事倍功半。因此,本文中作者主要对大学生在英语学习过程中所表现出来的感知倾向结果进行讨论,分析其特点,同时提出促进英语学习的建议。 相似文献
2.
Knud Illeris 《European Journal of Education》2015,50(1):29-40
This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal conditions influence learning possibilities. All this started when the author, aged 27, broke off his career as a travel agent and joined a course for matriculation at the university. He found this course extremely ineffective and got the idea that a firm knowledge about how human learning takes place might be a starting point for the development of more engaging and effective learning, teaching, schooling and education. Over the years, he gathered inspiration from a broad range of learning theorists such as Piaget, Rogers, Ausuble, Leithäuser, Schön, Kolb, Furth, Mezirow, Kegan and his own Danish instructor, Thomas Nissen. But the theory was built up as his own structure by critically adding new elements from the examination of other theories and carefully analysing experience from teaching, supervising and observing learning courses at all levels from primary school to adult education and university studies. 相似文献
3.
Eric J. Feeney 《Teacher Development》2016,20(4):458-481
This study examined teachers’ learning situated in a school to reveal factors that support and hinder learning in the workplace. The investigation analyzed teachers’ orientation to learning, examining beliefs, practices, and experiences about teachers’ learning in relation to change in the workplace. A hypothesis is that teacher learning and change is complex and unable to be fully understood outside of practice. Evidence is provided on the factors and forms of learning activities that appear to strengthen an expansive learning environment and those which contribute to a more restrictive learning environment. A distinctive finding was that teachers’ orientation to learning is related to self-reported change. Another promising finding with the potential of better understanding the interrelated combination of how teachers’ beliefs, practices, and workplace factors influence change was related to dissonance for learning. The implications for practice involved determining how to continue to support and strengthen an expansive workplace learning environment. 相似文献
4.
Wilma Leslie Garnett 《Journal of Experimental Education》2013,81(1):29-34
The purpose of this experiment was to determine the differential emotional reactions of students to positive, neutral, and negative affect in nonverbal teacher behavior. Responses were studied across two grade levels and across race. A stratified random sample of 120 students was selected and randomly assigned to experimental conditions. Emotional reactions were measured by a semantic differential. Analysis of variance and Tukey post hoc tests showed that black second graders evaluated the neutral teacher most positively, while white second graders and sixth graders of both races tended to evaluate the positive teacher most positively. 相似文献
5.
适应新的发展取向的学习类型多样化探讨 总被引：8，自引：0，他引：8
陈佑清 《课程.教材.教法》2007,(3)
我国现行的学习概念主要是指“书本知识学习”,这种单一的学习类型观造成学生身心发展极端片面。为适应新课程改革倡导的新的发展取向的要求,我们应建立学习类型多样化的观念。区别于心理学主要从学习的结果和机制划分学习的类型,我们可以根据人的生活所面对的活动对象或领域的不同,将学习划分为符号学习、交往学习、操作学习、观察学习、反思学习等类型。不同类型的学习对于学生身心发展具有不同的价值,同时也存在各自的局限性。为了促进学生身心素质的全面发展,应该实现学习类型的多样化,以达到不同类型学习发展功能的互补和配合。 相似文献
6.
本研究从"行为-效果"两个维度设计了调查问卷,并从清华大学2020年春季学期参加在线学习的本科生和研究生中随机抽样,调查学生在线学习的行为特征、学习效果和主要挑战。研究发现,疫情期间的在线教学总体上取得预期成效,学生的学习行为表现出较强的适应性和可控性,但不同群体的学生存在差异。在线学习也面临一些挑战:生生互动减少、居家学习效率低、学习专注力不够、动作技能训练欠缺等问题需要引起关注。建议未来的在线教学,在外部条件保障不减的前提下,注重激发学生学习的内在动力、提升学生的自主学习能力,并通过完善支架教学、鼓励朋辈学习等方式促进学生学习参与。 相似文献
7.
Gary Natriello 《Learning Inquiry》2007,1(1):7-18
Extrapolating from current developments in the study of learning and imagining how learning might be shaped moving forward,
this article considers 12 trends concerning the future of learning. Learning will become more diverse, more contextual, less
discipline-bound, and less institutionally-bound. It will span professional and institutional sectors, and move beyond national
borders. It will move increasingly online and extend beyond humans to encompass machines and machine/human blends. It will
become more interactive, more distributed, and more biologically connected. Drawing on an understanding of these trends, new
roles for teachers and for educational institutions are developed. The result is that learning is likely to occur through
multiple discovery networks that blend research and teaching to address real world problems in environments supported by robust
software infrastructures. Multiple nested discovery networks will operate on a global scale and be negotiated by individual
learners sometimes guided by teachers.
Prediction is very difficult, especially about the future—Niels Bohr
The future is already here - it’s just unevenly distributed—William Gibson
The best way to predict the future is to invent it—Alan Kay 相似文献
8.
在当前教育领域内,远程学习、数字化学习与在线学习环境这些专业术语并不少见,学习者和相关研究人员在面临这些专业术语时往往会存在一些理解上的偏差,在使用过程中也会存在一些困惑,因此很有必要对这些术语进行深入研究。目前数字化学习、在线学习与远程学习环境领域相关的研究较多,他们之间的差异不仅仅是表达术语层面,重要的是不同学习环境的侧重点和呈现特点有一定的差异。为此,我们通过实证方法分析研究该问题,总结学习者是如何认识这些学习环境的。结果表明,不同学习者对数字化学习、在线学习与远程学习环境有不同的期望和认知。 相似文献
9.
学习究竟是什么？——多学科视野中的学习研究论纲 总被引：15，自引：2，他引：15
学习是当代多学科共同探索的前沿和热门话题,而且成为关心人类命运的企业家和政治家们所必须面对的重大课题,由此推动着全球范围内创建学习型组织和学习化社会的时代潮流一本文从中国文化传统和西方心理学对学习概念的两种解读入手,剖析了目前学习理论的成就与局限性,然后将学习研究的视野从微观扩展到宏观,从个体扩展到团队与社会,分别从教育哲学、管理科学、教育技术学、历史哲学和哲学人类学的广阔视野,对人类学习活动进行了理论探索,提出并论证了与生产方式同一层次的“学习方式”范畴,提出“学习是人类自身再生产的社会实践活动”,“学习的本质是人类个体和人类整体的自我意识与自我超越”,认为“发展自身的人类学习能力同改造外部世界的人类生产能力(生产力)共同构成人类生存发展的基础、动力和源泉”,并倡导创建一套能够从历史哲学的广阔视野来透视、解读和预测人类复杂学习活动及其矛盾运动的理论,从总体上认识和把握人类学习活动的特点和发展规律,使我国当前所倡导的“科学发展观”具有更坚实的理论基础。 相似文献
10.
《British Journal of Educational Studies》2012,60(1):9-18
Abstract This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the ‘learning school’. 相似文献
11.
成人英语教学是我国成人高等教育的一环,有着自身的特点和规律.通过对成人学习动机、学习策略以及学习环境的分析,提出了要充分发挥成人学习的优势调动成人学习的积极性,以期取得最佳学习效果. 相似文献
12.
Hannah Sevian Yehudit Judy Dori Ilka Parchmann 《International Journal of Science Education》2018,40(10):1095-1107
ABSTRACTContext-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected. 相似文献
13.
14.
This article uses data from the PIAAC (Programme for the International Assessment of Adult Competences) Background Questionnaire to describe conditions related to informal learning (IL) in the workplace and opportunities to learn informally in organizations in Spain. PIAAC data indicate that in Spain, informal learning processes in organizations are a common, everyday practice. However, some differences have been found in the intensity of this learning by gender, the position that the employee occupies and the business sector in which the organization is framed. This study opens some future avenues to develop further knowledge about IL mechanisms and practices in the workplace, as a strategy to help towards the development of people and organizations. 相似文献
15.
信息技术的快速发展逐渐改变着高校大学生的学习过程,学生的学习资源和解决问题的方式越来越多样化。但大学生利用网络学习的效率较低,自控能力较弱,学习信息化程度不高。因此,高校要加强学习过程信息化的硬件环境和软件环境的建设以及教师信息素养的培养,通过构建学习过程信息化模型提高学生信息化学习效率。 相似文献
16.
Mario-Jesús Mira-Giménez 《Cultura y Educación》2017,29(4):863-870
COMALAT is a language training system that offers learning materials that can be adapted to students’ needs and objectives as an Open Educational Resource (OER). Each student is supervised individually by the system to develop language competences oriented towards the labour market in English, Spanish and German at levels A1 and A2. This project could contribute to language learning given that the contents are adapted to the user, it is flexible to use thanks to its mobile application, and it is motivational, since it highlights achievements and progress made by students. 相似文献
17.
随着移动互联网的发展和移动通讯设备的普及,移动学习逐渐走进我们的生活。一方面,学习者可以利用移动设备进行随时随地学习;另一方面,学习者在学习过程中可能会受到各种因素的干扰从而影响其学习效果。文章以学习策略为出发点,探讨如何采取有效的学习策略,提高移动学习的学习效果,为移动学习平台的开发提供相应参考。 相似文献
18.
Sonia M. Gómez Puente Michiel van Eijck Wim Jochems 《European Journal of Engineering Education》2015,40(1):14-31
Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended. 相似文献
19.
基于学习优势的学习方案设计 总被引：1，自引：0，他引：1
鲁子问 《课程.教材.教法》2012,(1):95-100
学习方案教学是提升学习成效的有效尝试。每一个学生都有自己的学习优势,学习方案应该基于学生的学习优势进行设计。在班级教学中,教师应首先调查分析学生的学习优势,然后基于本班学生的若干共有优势或主要优势,为学生设计学习方案。 相似文献
20.
熊士荣 《安徽教育学院学报》2008,26(3)
文章从学习方式的变革切入,论述了探究学习与发现学习、研究性学习、接受学习的关系,期望澄清一些认识的误区,以便更好地推进基础教育中学生学习方式的变革. 相似文献