谈自我感知理论对教育方法的启迪     

夏寅生 《贵州教育学院学报》2011,(5):65-68

自我感知理论是研究激励问题的重要理论之一。从自我感知理论出发,分析学生对自己学习行为进行归因的方式和内在激励与外在激励的辩证关系,进一步提出该理论对教育工作者在教育活动中的启迪。  相似文献   

自学考试实践环节考核模式的改革与探讨——以江西省为例     

刘永浪  傅惠群  熊小梅 《中国考试》2011,(7)

自学考试实践环节考核是检验自学考试生学习的理论知识应用于实践中的标准,是自学考试的重要组成部分。本文结合江西省自学考试实践性环节考核中存在的问题分析,从改革专业课程体系、依托建立省级学习支持服务中心、加强过程学习和建立考评机制等方面提出提升质量的对策与建议。  相似文献   

DIALANG:评介与启示     

陈宁 《中国考试》2011,(6)

DIALANG-欧洲诊断性语言测验系统是面向大众的诊断性评价的先驱。本文对该测验系统的开发背景、开发依据、测验内容、测验特点以及测验过程进行了较为全面的介绍。在此基础上,为推动我国诊断性评价的开展,文章提出了4点建议:1)关注过程,服务学习;2)开发主观题自动阅卷技术,全面考查各语言技能;3)建立我国自己的语言教学和评价标准;4)建立具有中国特色的、可持续性的诊断性评价体系。  相似文献   

浅析朱熹《大学章句》     

杨佳 《丹东师专学报》2011,(4):19-22

朱熹的《大学章句》将大学之道落实为＂明明德＂的内修外推过程,以＂明明德＂为根本,贯穿三纲领的始终。八条目与三纲领相对应,明明德也就是修身的内在表现。在实现止于至善的过程中,要按照八条目的近道顺序进行,即达到＂明明德于天下＂需要按照格物、致知、诚意、正心、修身、齐家、治国、平天下的顺序。  相似文献   

以色列的中介学习经验理论及其应用     

张丽锦  张莉 《外国教育研究》2011,(6)

二战后,为满足以色列儿童心理成长和能力促进的实际需要,以弗厄斯坦为代表的以色列教育学家和认知心理学家提出了中介学习经验理论并将之应用于教育实践。该理论从教授者与学习者间交互作用的视角看待学习者的认知发展与学习,主张个体的认知结构是一个开放的系统,教授者在中介学习过程中可采用多种有益的中介策略指导和训练儿童,以促进他们认知能力的提高和认知结构的改善,并推动其学习潜能的实现。该理论的实践应用包括:1)构建学习潜能评估工具,用它评价个体认知能力的改变,诊断个体的认知缺陷;2)设立工具强化程序并施之于教学中以巩固儿童已改变的认知结构。中介学习经验理论对于在测评和教学中动态把握和促进巩固儿童的潜能发展具有重要意义。  相似文献   

合作学习教学模式在普通高校网球公共选项课中的实验研究     

温国强 《宜春学院学报》2011,33(8)

运用问卷调查法、教学实验法和数理统计法对合作学习教学模式在普通高校网球选项课中的教学效果与传统教学模式进行了对比研究。结果显示：该模式在提高学生网球技术,发展学生的身体素质,特别是在培养学生的合作意识、团队精神和社会适应能力等方面均显著优越于传统教学模式;值得当前高校网球教师研究和推广应用。  相似文献   

高职“异质分组合作”教学的反思研究──以南华工商学院大学英语大班授课教学实验为例     

彭晓春 《山东商业职业技术学院学报》2011,11(5):63-66,73

高职大学英语大班授课教学质量堪忧,合作学习理论的引人似乎为此带来了契机。该文所示的＂异质分组合作＂教学实验结果显示,该教学方法能推动班级成绩提高,尤其是对低分段学生有一定促进作用。但是,实验班成绩的提高幅度不及其中一个控制班的事实也表明,该教学方法可能有其缺陷和适用范围,还需要做出反思和深入研究。  相似文献   

The effects of deeper learning opportunities on student achievement: Examining differential pathways     

Erin Ottmar 《Psychology in the schools》2019,56(5):840-855

This study investigates relations between cognitive, interpersonal, and intrapersonal opportunities, noncognitive outcomes, and student achievement in 1,096 students from 20 high schools (10 Deeper Learning [DL] network, 10 control) who participated in the Study of DL (SDL). DL is an umbrella term used to encompass the cognitive, interpersonal, and intrapersonal skills and knowledge that students need to be successful in school and the workforce. Structural equation modeling (SEM) was used to test a theoretical model that hypothesizes plausible pathways between DL opportunities to interpersonal, intrapersonal, and cognitive outcomes. Further, a multigroup structural equation modeling examined differences in these relations between DL and matched nonnetwork schools. Cognitive and intrapersonal opportunities were related to both interpersonal and intrapersonal outcomes. Further, cognitive opportunities were indirectly related to student achievement through interpersonal outcomes. Similar patterns of relations were found in DL and control schools. This study helps to build a stronger understanding of how types of DL opportunities and strategies can best develop the complex skills that students need to be successful in school and can also be used to inform future intervention designs and research studies.  相似文献   

A Multipart Project Planning and Tracking Exercise     

Thomas R. Robbins 《Decision Sciences Journal of Innovative Education》2019,17(2):104-125

Project Management is an important skill for business students to develop. Although project‐oriented activity is very common, the success rate for projects is poor. Many projects fail due to poor planning. This article describes a multipart class exercise used to teach elements of a project management methodology to undergraduate and graduate business students. Over the course of the eight‐part exercise, student teams iteratively develop a project plan and Gantt chart, an initial and detailed project charter, a variance analysis model, and a status report. Students are taught an iterative top‐down planning process using a technique we term the ODW (Objectives–Deliverables–Workplan) model. Students are introduced to Microsoft Project and use the tool to develop a project plan that becomes part of a more detailed Project Charter. In the final stages of the exercise, students collect results, update their plan, and produce a project status report.  相似文献   

Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis     

《Educational Research Review》2019

It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.  相似文献