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1.
在对已有的常用词汇学习策略研究进行综述的基础上。探讨了大学生英语词汇学习策略训练实验的过程，并对结果进行了分析，认为对非重点院校的本、专科学生进行分离式的策略训练。特别是以小组为单位的训练有较好的效果，指出了学习策略训练不仅是一门知识课。更是二门实践性很强的技能训练课的本质。而只介绍策略知识的训练法效果不明显。 相似文献
2.
Antonia Chandrasegaran 《English in Education》2006,40(2):22-39
Taking a stance and supporting it are intrinsic acts in expository/argumentative essays. One question of interest to English teachers is how to improve the development and expression of support arguments in students' essays. This paper offers an answer by examining students' stance‐support strategies in informal argument, and identifying the associated lexico‐grammatical features that they use and do not use to realise those strategies. The paper will show how research findings on students' argument practices and use of language resources in an informal context can inform the process of deciding what thinking skills and language forms to teach in composition classes. 相似文献
3.
Kelly A. Welsh 《The Educational forum》2017,81(3):301-321
This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to instructional strategies, classroom management, and curriculum design during an early field experience. Teacher candidates developed these skills as they shifted their identities from candidates-as-students to candidates-as-teachers. 相似文献
4.
基于学习档案的英语自主听力策略培养的实证研究 总被引：1，自引：0，他引：1
通过对本校62名英语教育专业学生进行为其半年基于学习档案的英语听力策略研究,对后测结果和问卷调查进行统计分析,实验组在听力策略使用的种类和频率均高于对照组,且有效地促进了听力技能的提高,特别是新闻听力和篇章听写两项能力的发展。 相似文献
5.
This article examines the discourse of 10 groups of children during text-based online discussions. Analysis of the discourse in the discussions showed that 8 different rhetorical moves, or argument stratagems, were used by most groups of children, whereas 3 other stratagems were used by 1 group. The use of argument stratagems snowballed; that is, once an argument stratagem emerged in a discussion, it tended to spread to other children in the Web group, and the likelihood that it would occur again remained high over the course of the discussion. Most stratagems began to spread when initiated by other children but not when introduced by the adult moderator. Children were eager to participate and displayed a high rate of participation in discussions with Webmates from distant classrooms. These findings suggest that collaborative online discussions may provide an effective instructional medium for promoting children's learning of reasoning strategies and thinking skills. 相似文献
6.
Iris Vardi 《高等教育研究与发展》2012,31(6):921-930
Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper examines the skills underlying effective use of citation and the problems students have in citing effectively. It compares these to the messages that beginning students receive about citation through a focus on academic integrity, plagiarism and punishment. It examines the prevalence of plagiarism and the development of citation skills in student writing when the teaching focuses instead on developing critical writing abilities through the skillful selection, use and acknowledgement of sources. 相似文献
7.
In a previous phase of a project based in a group of UK primary schools, speaking and listening was found to be an effective focus for improved learning across the curriculum and for teachers’ professional development. At the project's second stage and in the light of recently changed Department for Education guidelines, these findings have been extended to exploration of strategies in the development of pupils’ communicative skills and the potential value of these when transferred to other, cross-curricular contexts. Teachers’ perspectives have again been considered, in terms of their ability to manage the strategies but also of the impact on their views of themselves and their role. Data in the form of transcribed classroom recordings, observations and interviews, plus teachers’ diaries and pupils’ work, have been analysed for these purposes. They show that the skills in question can indeed be taught and will transfer across contexts when teaching is of a ‘dialogic’ character. 相似文献
8.
Although the idea of primary prevention has become prevalent in the literature of the helping professions, actual services in this area have lagged behind. If counselors can develop the special skills needed to carry out primary prevention strategies, they may be effective in helping their clients find and maintain personal and environmental resources that they need to ward off problems. Primary prevention skills include educational skills, program development skills, and change agent skills, all of which can be learned in the context of master's level education or in-service training. Mention the words “primary prevention” in mental health circles these days and you're a hero! 相似文献
9.
《师资教育杂志》2012,38(4):389-406
Although online professional development (OPD) is recognised as a viable alternative to face-to-face professional development, there are some obstacles to the delivery of effective OPD. This study examines one such obstacle, teachers' technological readiness for OPD participation. In particular, this study examines six research questions regarding the technological readiness of US elementary and secondary educators who participate in OPD. The data source was ‘e-Learning for Educators', a large-scale OPD initiative implemented between 2006 and 2011 in the US. The data show that this population of teachers, in general, report that they believe online professional development is as effective as face-to-face professional development; have easy access to the required technology; possess the required computer/technical skills; and perceive some of these skills to improve with course participation. Though these findings are largely favourable from the perspective of OPD stakeholders, this study also finds some variability among teachers that might warrant possible mitigation strategies. 相似文献
10.
Abstract There is evidence that many students leave university without effective learning strategies and skills that would facilitate their learning in the future. For example, they can complete their university courses without developing information skills or a love of learning, with only a limited repertoire of learning strategies, and with no intention of engaging in further learning. While these findings indicate a need for universities to review the structure of courses and the way that they are taught and assessed, it is not necessary to wait for this to happen. Within existing course structures, universities can help prepare students for lifelong learning by teaching them learning strategies. This is best done if the strategies are taught by university teachers in the context of their regular coursework. We have confirmed in our research and professional development projects that this can be done. In an experimental study, we investigated the effects of explicidy teaching students learning strategies in the context of their regular coursework. This research indicated that students who were taught learning strategies in the context of their regular coursework used them effectively and achieved better results than students who were taught in the conventional way. In a professional development project, we taught university teachers from a variety of subject areas to teach learning strategies to students in their own courses. These teachers were successful in helping students develop a repertoire of effective learning strategies and display greater commitment to their learning. 相似文献
11.
12.
The primary objective of this research was to establish the range of interpersonal strategies, tools and techniques used by adventure sports coaches (ASCs) to influence participants’ actions and behaviours, and to determine where these strategies were acquired. An interpretative approach was employed using semi-structured interviews with a convenience sample of expert paddlesport coaches (n = 4). Interpretative phenomenological analysis was used to get close to the data and identify salient topics. Five themes were subsequently identified as fundamental to effective coach–participant interaction: appropriate environment, stories told, knowing the participant, formal training and situational context. The implications are that whilst ASCs have well-developed intuitive social engagement skills, these are not consciously or declaratively employed in coaching sessions, and neither are they used at strategic levels to enhance participant development. Therefore, a multi-layer approach is recommended to help ASCs access and employ these skills that has consequences for the education, training and continued professional development of ASCs. 相似文献
13.
Linda Darling-Hammond 《Peabody Journal of Education》2014,89(4):547-561
Efforts to improve teacher education have recently focused in on the importance of well-supervised clinical practice as a critical element of effective preparation. This article outlines the challenges to creating productive clinical experiences for prospective teachers, and identifies strategies that have been found successful in confronting these challenges. These include the development of professional development school relationships that strengthen practice in partner schools and the use of teacher performance assessments that focus attention on pulling together practical skills and providing feedback to candidates and programs. 相似文献
14.
Robert N. Leamnson 《Interactive Learning Environments》2013,21(2):93-103
An argument is presented suggesting that lifelong learning will, indeed, depend on the development of cognitive skills, but that such skills can be elusive and cannot in general be picked up in specialized courses or workshops. The (not original) thesis, rather, is that any and all faculties that would qualify as cognitive skills depend fundamentally on language facility. This position is supported by literature references followed by further suggestions on a course of action for the development of language facility through close reading of challenging texts. Essential to the argument is the fundamental difference between ‘information’ and ‘knowledge’. It is further suggested that both procedural and declarative knowledge need to be developed if lifelong learning is to be enabled. The message here is hopeful because neurophysiological studies demonstrate that brain development continues throughout life. Such cognitive development cannot, however, be made quick and easy. 相似文献
15.
Laura Kelley 《Early Childhood Education Journal》2018,46(3):313-322
Young children’s self-regulation and problem-solving skills are significant predictors of school success. While early childhood educators shape the development of these skills, providing effective and timely assistance can be challenging. Drawing on complementary theories of Vygotsky, Pekrun, and Lerner, this article chronicles the instructional approaches and strategies employed by one team of teachers to support preschool children’s solutions to complex functional and social problems in the classroom. Findings from this narrative study highlight the focal teachers’ use of modeling, mindful language, and other proactive strategies to develop students’ problem-solving skills and foster independence. In an age of results-focused education, this article argues for the importance of cultivating intentional teacher pedagogies that build young children’s autonomy and efficacy by working through problems, as opposed to seeking resolution only. In so doing, this study elucidates the value of these intuitive and often nuanced aspects of early childhood educators’ classroom practices. 相似文献
16.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
17.
Casado-Ledesma Lidia Cuevas Isabel Van den Bergh Huub Rijlaarsdam Gert Mateos Mar Granado-Peinado Miriam Martín Elena 《Instructional Science》2021,49(4):515-559
Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and... 相似文献
18.
Cheung On Tam 《The International Journal of Art & Design Education》2023,42(1):16-32
Although there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten university teachers from multiple disciplines to develop and implement instructional strategies to foster students' creative thinking skills. The paper documented the development, implementation and evaluation of creative thinking skills teaching strategies for a higher education course in visual arts. Both the development of the teaching strategies and the measurement of the impact on student learning have undergone vigorous research procedures and made reference to the existing literature. The effectiveness of the activities was assessed using multiple methods including the Torrance Test of Creative Thinking, a self-report inventory, and a focus group interview. The results indicated the new learning activities enhanced students' creative thinking skills. They also showed that creativity can be developed through teaching while revealing that playfulness, freedom and structure, group interactions, and problem-solving activities are beneficial for the development of creative thinking skills. Readers may better understand the different ways in which creative thinking skills instruction materials can be developed and incorporated into teaching of visual arts by making reference to the strategies suggested and the process of development in the paper. 相似文献
19.
Andrew Johnson 《Literacy》1998,32(2):22-26
Students’ ability to comprehend expository text can be improved through the use of comprehension skills. In order to learn to use these skills, they need to be broken down into specific steps and taught explicitly. Nine comprehension skills are described here along with strategies for effective instruction. 相似文献
20.
为了构建二语学习者词汇能力发展的模式,该研究调查了高中低不同水平的第二语言学习者在词汇能力上的差异和词汇策略使用频度的不同,并指出了在每个发展阶段比较有效的学习策略。通过实地调查和SPSS数据分析,得出如下结论:词汇广度的发展优于词汇深度的发展;词汇接受性能力的发展由于词汇产出性能力的发展。在整个发展过程中,认知策略起了不可估量的作用。此外,记忆策略、补偿策略和元认知策略在不同的发展阶段也起了一定的作用。 相似文献