Unifying different theories of learning: theoretical framework and empirical evidence   总被引：1，自引：1，他引：0  

Huy Phuong Phan 《教育心理学》2008,28(3):325-340

The main aim of this research study was to test out a conceptual model encompassing the theoretical frameworks of achievement goals, study processing strategies, effort, and reflective thinking practice. In particular, it was postulated that the causal influences of achievement goals on academic performance are direct and indirect through study strategies, effort, and reflective thinking. Furthermore, the effects of study strategies on academic performance are hypothesised to be direct and indirect through reflective thinking practice. Participants were 298 (182 females, 116 males) university students. Likert‐response questionnaires were used and data were analysed by means of latent variables approaches. The results provided moderate support for the hypothesised conceptual model. Achievement goals had no direct effects on academic performance, whereas study strategies and reflective thinking directly influenced performance. Mastery goals directly influenced deep processing and effort, whereas performance avoidance and work avoidance influenced surface processing and effort. A one‐way MANOVA indicated, with the exception of understanding, no statistical significance between males and females in the variables. This evidence is theoretically significant as it highlights the mediating mechanism of study strategies and reflective thinking and, more importantly, amalgamates different theoretical frameworks within one study.  相似文献   

投射自我研究述评   总被引：1，自引：0，他引：1  

岳彩镇  黄希庭  彭玉  廖翌凯 《西南师范大学学报(人文社会科学版)》2008,34(6):16-21

投射自我是人们想象他人对自己的评价而由此产生的自我认知,它在自我概念的形成中起着重要的作用,也与自尊有着复杂关系。符号相互作用理论认为在自我概念形成中,人们观察他人怎样看待自己,然后将这些观点内化。而更多的研究表明,人们对自己有着特定的看法,这些看法造成了对他人如何看待自己的认知偏差。此外,可以从跨文化角度对投射自我做进一步的探讨,对脑机制的研究也很有必要。  相似文献   

Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue     

Susan Salter  Tracy Douglas  David Kember 《Educational Action Research》2017,25(5):790-805

Two mechanisms for engaging in critical reflective dialogue are discussed and compared: face-to-face meetings and asynchronous online discussion. The context is an umbrella action research project, with over 20 participants, which aimed to improve practices in online teaching and contribute to the development of graduate attributes. The article compares discussion using the two modes (face-to-face and online) of the nature of and development of problem-solving and other graduate attributes. Face-to-face discussion was wide ranging and quite loosely structured, so divergent aspects of a topic were uncovered. The asynchronous nature of online discussion, however, permitted topics to be explored more thoroughly. The two modes worked well in conjunction with one another, if aspects of face-to-face discussion topics were posted online as discussion threads. The asynchronous online discussions then allowed each thread to be explored in depth, so that collective understanding of a given topic could be enhanced.  相似文献   

关于教师反思性实践的批判性反思   总被引：4，自引：0，他引：4  

邓志伟 《开放教育研究》2008,14(4):59-64

为提升教师的实践智慧,反思性实践成为许多学者认同并大加欣赏的一种实践形式。但是,反思性实践的本质是反思还是实践？反恩性实践与一般的教育实践有何区别？教师在进行反思性实践时是趋于教师专业共同体的共同认识还是始终保持自己的人格化的特质？本文试图从反思性实践的本质、反思性实践的知识论、反思性实践的主体观以及反思性实践的合理性等维度对反思性实践进行批判性反思,以求获得关于反思性实践的合理性认识。  相似文献   

反思型教师教学行为特点研究   总被引：28，自引：0，他引：28  

田杰 《高等教育研究》2003,(1)

反思型教师在教学行为上具有以下特点 :在教学过程中 ,不仅与教材对话、与学生对话 ,而且特别强调与自己对话 ;既重视教学的科学层面 ,更关注教学的艺术层面 ;自觉地把教学过程中形成的隐性知识显性化 ,使其成为一种明确的知识 ;主张人人都是研究者。  相似文献   

Differential Performance of Items in Mathematics Assessment Materials For 7-Year-Old Pupils in English-Medium and Welsh-Medium Versions     

Si?n Wyn Evans 《Educational Studies in Mathematics》2007,64(2):145-168

This paper draws on data from the development of annual national mathematics assessment materials for 7-year-old pupils in Wales for use during the period 2000–2002. The materials were developed in both English and Welsh and were designed to be matched. The paper reports on item analyses which sought items that exhibited differential performance in relation to whether the materials were English medium or Welsh medium. The items that exhibited consistent differential item functioning in relation to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour.  相似文献   

Secular youth and religious practice: candle lighting in Norwegian folk high schools     

Johan Lövgren 《British Journal of Religious Education》2018,40(2):124-135

Although large international studies have defined Norway as one of the most secular countries in the world, Christian folk high schools in Norway have experienced record high attendance. This paper presents case studies of the religious education (RE) and practices of two Christian folk high schools in Norway. A survey shows that students at these schools can be considered representative of the confessional backgrounds and stated values of their cohort of Norwegian youth. The studied institutions have the declared goal of offering RE, of which an on-campus worship service is a central element. A large portion of the student body attends these services. Using a reconstruction of Etienne Wenger’s theory of communities of practice, the author analyses student participation in the school worship service, specifically in the act of candle lighting. Observations and student interviews indicate that the service can be described as a reflective practice representing a dialogic form of religion. This article contributes an analysis of the distinctive form of RE offered by Christian folk high schools in Norway. In a broader sense, it contributes to the understanding of secular youth and their relation to religious practice.  相似文献   

小学教师关于反思日记的认识   总被引：6，自引：0，他引：6  

张彩云  张志祯  申继亮 《教育学报》2006,2(1):91-95

反思日记是提高教师反思能力的有效方式。了解教师对反思日记的看法是对教师进行培训干预的基础。通过开放式问卷对北京市8所小学的65名教师进行了调查,结果发现教师认为写作反思日记增强了其反思意识,提高了教育教学能力和理论水平,并积累了丰富的素材。在写作反思日记的过程中遇到的最大困难是没有时间、缺乏理论知识、找不到反思点和需要专家的指导。教师建议加强反思日记的交流,希望学校管理者给予支持和正确的引导。  相似文献   

Write Now! Using reflective writing beyond the humanities and social sciences     

Rachel E. Cannady  Kasia Z. Gallo 《Journal of Further & Higher Education》2016,40(2):188-206

Writing is an important teaching and learning tool that fosters active and critical thinking. There are multiple pressures for disciplines outside the humanities and social sciences to integrate writing in their courses. The shift from teaching solely discipline-specific skills to including writing in a meaningful way can be a daunting process. An instructor and education reference librarian at a public, four-year research university infused an urban planning course with reflective writing exercises. The collaboration proved effective in increasing students’ perceived writing abilities and active thinking via increased immediacy, frequency of writing and active learning.  相似文献   

谈英语教师反思型教学     

吉绍锋  韩里路 《唐山师范学院学报》2006,28(4):115-117

教师是影响教学改革的关键因素之一。英语教师不能仅凭所学的语言知识和基本教学技能从事教学,必须在具体的教学环境中不断地进行反思,才能把理论和实践有效地结合起来,成为问题的解决者和决策的制定者,并且借此可加强教师职业的专业化,进一步提高专业技能。  相似文献