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Grahame Smith, now deputy head, English Faculty, Barstable School, Basildon, Essex, and Rod Goldthorpe, deputy head, Lankhills School for pupils with moderate learning difficulties, Winchester, Hampshire, prepared the following discussion paper during a weekly teaching exchange designed to give each an insight into the challenges of the other's work. 相似文献
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M. Daniel Smith 《科学教学研究杂志》1969,6(4):322-332
Several physics classes followed an integrated multi-media, multi-modal teaching-learning system or schedule, and completed a number of evaluation instruments designed to collect data on both affective and cognitive variables, as well as on the resulting behaviors of teachers and students. The data lead to some tentative conclusions about reactions of students to different media in such a system, effects of media on learning, and the impact of the system on teacher self-concept. Conclusions relate to the future of such integrated systems and their effects on motivation and learning. 相似文献
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The technique of guided fantasy is being used in schools to stimulate creative writing. Children are given a planned opportunity to imagine a particular scene and then to use this experience as a stimulus for related imaginative writing. This study attempts to examine the apparent superiority of this technique over more conventional methods. Thirty third‐year pupils produced work under two contrasting conditions and the compositions were then assessed against a range of linguistic criteria, including the number and novelty of images produced, the number of words per essay, absolute vocabulary, unusual vocabulary, unspecific vocabulary and the degree of adverbial and adjectival modification and repetition. Additional criteria were time spent on the task and the number and quality of statements of feeling. The guided‐fantasy stimulus, however, did not produce the expected results. Possible explanations of this are discussed through the literature on children's learning. 相似文献
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