美国生涯和技术教育新理念探析     

陈朋 《职业技术教育》2011,(28)

2010 年,美国全国生涯与技术教育组织与21 世纪技能合作组织的战略性合作全面展开,将生涯与技术教育理念提升到一个新的高度.新理念将生涯与技术教育与21 世纪技能相结合并渗透进整个教育系统,让所有学生在掌握21世纪技能的基础上为升学和就业作双重准备.新理念表现出前瞻性与战略性相结合、系统性与整合性相结合、全面性与核心性相结合以及全纳性与个性化相结合的特点,其实施的可行性主要体现为理论基础符合国际职业教育发展趋势,并在实践上拥有强大的基层支持和范例证明.  相似文献   

I explain,therefore I learn: Improving students’ assessment literacy and deep learning by teaching     

《Studies in Educational Evaluation》2019

Partnership in higher education emphasises an active role for students in both teaching and learning. This pedagogical culture is likely to make students assessment literate and engage them in deep learning. In this study, Iranian students experiencing learning-by-teaching (LbT) in private language institutes were interviewed to compare their perceptions toward assessment and learning with their counterparts without this experience. Findings show that LbT fosters students’ assessment literacy and deep learning. Results also reveal that by teaching other students, quasi-teachers promote a broader understanding of assessment and grade practices in comparison to other students. Unlike their counterparts, quasi-teachers de-emphasised grades and showed a greater focus on learning. Moreover, explaining the materials to other students provided them with a deeper cognitive process resulting in deeper learning. These results underscore the perceived importance of partnership in higher education.  相似文献   

混合式学习理念在《计算机网络》教学中的应用     

汪材印  张家喜 《安阳师范学院学报》2011,(5):142-144

《计算机网络》课程是一门不断发展的应用型课程,针对当前《计算机网络》教育面临的新形势和新任务,结合宿州学院《计算机网络》教学的实际情况,提出在《计算机网络》课程教学中开展基于混合式学习的教学模式,以推动《计算机网络》教学的深化变革。  相似文献   

在联合中走向变革:学习科学与教育技术创新发展的新景观     

郑旭东  孟红娟 《远程教育杂志》2011,29(1):14-18

通过对AECT2010国际年会主旨学术报告主题的解读,揭示了学习科学研究新的战略支点——赛博学习,阐述了赛博学习新的技术基础——赛博基础设施和思想方法——控制论与复杂性科学,总结了当代学习研究之新力量学习科学崛起的五大成功之道。在对学习科学与教育技术携手共进之艰难旅程进行回顾的基础上,展望了二者以赛博基础设施新平台为基础,以赛博学习为战略支点在联合中走向变革的光明前景。  相似文献   

设计最优化学习环境:OECD研究的视角     

庄承婷 《远程教育杂志》2011,29(2):77-83

设计最优化学习环境是面向21世纪的"适应性教育"所提出的要求,它有助于学习者形成"适应性能力"。OECD的研究认为,要善于提炼新学习的基本特征,这就是主动建构、自我调节、情境相依和协同努力。与此相连的新学习本质观主张:在学习过程中学习者应积极投身于学习活动中,持续努力,确保成功;重视学习者已有知识,强化知识组织,形成合理的知识结构与线索,形成一种完整的知识图景;遵循信息加工能力的限制条件,重视学习中动机、情感与认知的动态交互;培养学习者理解概念、通晓程序和自我调节的协调能力,致力于达到学习迁移的效果。为此,设计最优化学习环境的基本原则是:生本教学、自我调节;注重交往、善用合作;关注动机、情知相依;利用旧知、因人施教;富有挑战、减负增效;紧扣目标、不断反馈;学科融合和内外互通。  相似文献   

合作活动学习:教育硕士课程的教学样式创新     

曾文婕  黄甫全 《复旦教育论坛》2011,9(5)

针对讲听式学习的弊端,合作活动学习作为教育硕士课程的一种新的教学样式得以创生,并形成了学生经验驱动型、学科经验驱动型和教师经验驱动型三种具体类型。经过实践探索,合作活动学习效果显著,具有增强学生的研究意识与能力、促进学生的学习投入以及活跃和拓展学生的思维等优势。  相似文献   

Sink or Swim: Learning by Doing in a Supply Chain Integration Activity*     

Akhadian S. Harnowo  Mikelle A. Calhoun  Heather L. Monteiro 《Decision Sciences Journal of Innovative Education》2016,14(1):7-23

Studies show that supply chain integration (SCI) is important to organizations. This article describes an activity that places students in the middle of an SCI scenario. The highly interactive hands‐on simulation requires only 50 to 60 minutes of classroom time, may be used with 18 to about 36 students, and involves minimal instructor preparation. Through the activity, students learn the basics of SCI and then analyze an SCI event to better appreciate the need for collaboration and information sharing. In courses that address supply chain management, instructors can use the activity early in the semester to introduce students to the complexities of supply chain networks. Alternatively, instructors may use the simulation later to provoke a more nuanced discussion.  相似文献   

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary     

Marta Zsoldos 《欧洲特需教育杂志》2013,28(2):243-250

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.  相似文献   

学习共同体生成的若干基本问题思考     

叶忠海 《湖北大学成人教育学院学报》2013,(1):9-10

本文主要阐述了学习共同体生成的若干基本问题,论述了学习共同体的意涵及相关概念的关系,学习共同体生成的价值,同时提出了学习共同体的生成原则和把握要点。  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献