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The authors have designed a number of courses at Arizona State University, which were delivered on the internet and supported with computer conferencing software. In this paper the authors will present an online course, discuss issues relating to online learning environments, reflect on their experiences from teaching online and discuss the findings of the course evaluation. Emphasis of the discussion will be on the pedagogical principles for effective teaching and evaluation of learning in an online environment. Principes de pédagogie et d'évaluation pour l'apprentissage fondé sur le Web Les auteurs ont conçu et élaboré un certain nombre de cours à l'Université d'Etat de l'Arizona qui ont été donnés sur Internet, complétés par des logiciels de conférences. Dans cet article les auteurs présentent un cours en ligne, discutant des problèmes soulevés par les environnements des apprentissages en ligne, réfléchissant sur leurs expériences d'enseignants utilisant ce mode d'enseignement et discutant des résultats des évaluations des cours. L'accent sera mis sur les principes pédagogiques conduisant à un enseignement efficace et à une évaluation de l'apprentissage dans un tel environnement. Grundregeln von Pädagogik und Evaluation für web-basiertes Lernen Die Autoren haben eine Anzahl von Kursen an der Arizona Landesuniversität entworfen, die auf das Internet geliefert und mit Computer-Conferencing-Software unterstützt wurden. In diesem Papier stellen die Autoren einen Onlinekurs vor, behandeln Einzelfragen in bezug auf Onlinelernumgebungen, reflektieren ihre Erfahrungen über das Online-Unterrichten und behandeln die Frage der Kursauswertung. Im Mittelpunkt der Diskussion stehen pädagogische Grundregeln für effektives Lehren und die Überprüfung des Lernens in einer Online-Umgebung. 相似文献
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This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations. 相似文献
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Rebecca Mitchell Charalambos Y. Charalambous Heather C. Hill 《Journal of Mathematics Teacher Education》2014,17(1):37-60
Representations are often used in instruction to highlight key mathematical ideas and support student learning. Despite their centrality in scaffolding teaching and learning, most of our understanding about the tasks involved with using representations in instruction and the knowledge requirements imposed on teachers when using these aids is theoretical. In this study, we examine the task and knowledge demands for teaching integer operations with representations by analyzing teaching practice. Teaching integer operations is used as an intensity case, as integer operations are challenging for students, and teachers are often required to employ several representations to teach this topic. Following a practice-based approach while also taking prior literature into consideration, we first generate a list of tasks entailed in teaching with representations and then discuss the knowledge demands imposed on teachers to successfully undertake this work. We highlight these tasks and knowledge demands by analyzing and discussing an integer addition and an integer subtraction episode for each of two teachers, Bonita and Karen. Based on our analysis, we organize the generated knowledge components using the Mathematical Knowledge for Teaching framework. We conclude by drawing implications for teacher educators and curriculum developers. 相似文献
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Sidney Grosprêtre Thomas Jacquet Florent Lebon Charalambos Papaxanthis Alain Martin 《European Journal of Sport Science》2018,18(2):209-218
The neural mechanisms explaining strength increase following mental training by motor imagery (MI) are not clearly understood. While gains are mostly attributed to cortical reorganization, the sub-cortical adaptations have never been investigated. The present study investigated the effects of MI training on muscle force capacity and the related spinal and supraspinal mechanisms. Eighteen young healthy participants (mean age: 22.5?±?2.6) took part in the experiment. They were distributed into two groups: a control group (n?=?9) and an MI training group (n?=?9). The MI group performed seven consecutive sessions (one per day) of imagined maximal isometric plantar flexion (4 blocks of 25 trials per session). The control group did not engage in any physical or mental training. Both groups were tested for the isometric maximal plantar flexion torque (MVC) and the rate of torque development (RTD) before and after the training session. In addition, soleus and medial gastrocnemius spinal and supraspinal adaptations were assessed through the recording of H-reflexes and V-waves, with electrical stimulations of the posterior tibial nerve evoked at rest and during MVC, respectively. After one week, only the MI training group increased both plantar flexion MVC and RTD. The enhancement of muscle torque capacity was accompanied by significant increase of electromyographic activity and V-wave during MVC and of H-reflex at rest. The increased cortical descending neural drive and the excitability of spinal networks at rest could explain the greater RTD and MVC after one week of MI training. 相似文献