The Use of Cultural Historical Activity Theory (CHAT) Within a Constructivist Learning Environment to Develop Core Competencies in Social Work     

Nancy Fire 《Journal of Teaching in Social Work》2013,33(1):41-58

Achieving foundation-level practice behaviors to develop social work core competencies involves integrating learning across a curriculum. This article focuses on two phases of foundation-level course redevelopment aimed to support graduate students in accomplishing this outcome. The first phase involved restructuring the course to become a constructivist learning environment. The second phase involved the use of cultural historical activity theory to assess this environment and design additional components to better address student needs.  相似文献   

Europe and the United States: the implementation of geographic information systems in secondary education in two contexts   总被引：2，自引：0，他引：2  

Sarah Witham Bednarz  Joop van der Schee 《Technology, Pedagogy and Education》2013,22(2):191-205

Since its inception in the early 1990s, geographic information science and its related technology, geographic information systems (GIS), have diffused slowly into select groups of K‐12 classrooms worldwide. The technology has not been adopted at a rate commensurate with expectations. The purpose of this article is to explore GIS implementation by comparing the variable status of GIS education in pre‐collegiate education in the United States and Europe and factors that appear to play a role in diffusion. The authors use a model of internal and external factors that influence adoption of education innovation as a heuristic to compare and draw conclusions.  相似文献   

建构主义扎根理论及其对教育技术研究的价值初探     

冉新义 《哈尔滨学院学报》2010,31(11):22-26

20世纪后期兴起和发展起来的建构主义思潮,对具有＂质的风格＂的扎根理论方法产生了较大影响。建构主义扎根理论,将建构主义者所提出的很多方法和问题融入进来,成为＂一种在实证主义和后现代主义之间取中间路线的方法＂,以发展一个可以解释某个特定现象的概念和理论为目的。扎根理论方法也适应于教育技术研究,有助于提高研究者的教育技术理论水平,弥合理论与实践的脱节。  相似文献   

主体参与综合英语课教学过程的实证研究     

武书敬  窦同沛 《湖北函授大学学报》2007,20(4):66-68

从全面提高学生综合语言运用水平出发,针对传统综合英语课存在的弊端—学生的主体性地位得不到体现,根据建构主义教学理论,在确立学生主体性地位的基础上,科学地构建了"探究、合作、展示、反思、创新"的主体参与综合英语课教学过程模式,并在教学中进行了实验研究。实验结果表明,与传统模式相比,采用主体参与综合英语课教学过程的教学模式有利于提高学生的英语学习成绩,有利于培养学生综合运用语言的能力。  相似文献   

基于建构主义学习理论的“ERP项目实施”综合实验开发     

沈炜  陈秀芹 《实验室研究与探索》2013,32(5):130-133

创设接近现实世界的仿真实验,让学生构建起ERP管理思想的整体观,并在模拟场景中培养学生工作能力,可以最大化的激发学生的潜能。以建构主义学习理论为指导,运用实验的方法,设计开发了ERP项目实施综合实验。结果表明,该项目提高了学生识别自身资源、有效配置自身资源的能力;培养了学生敢于挑战自我,主动磨练意志和体验自身发展的快乐。因此,充分利用现有实验资源,开发出更贴近实际的综合实验课程和实验项目,将会实现人、财、物的最优配置。  相似文献   

Reflective journals: making constructive use of the “apprenticeship of observation” in preservice teacher education     

Nancy Flanagan Knapp 《Teaching Education》2013,24(3):323-340

Many scholars have characterized the “apprenticeship of observation” as a “pitfall” to be avoided or a barrier to be overcome in preservice teacher education, but directly challenging students’ experience-based beliefs often leads to resistance, making students feel discounted or disrespected. In my introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. These reflections are then shared in a variety of ways, serving as a vital context for further investigation and discussion of how these concepts and ideas translate into the classroom. In this paper, I share typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels; how even the experiences of my mostly privileged and successful students have at some points echoed, and thus can illuminate, the struggles of the less privileged, the rebellious, and the failed students who most need good teaching; and how students’ own shared reflections can be used nonthreateningly to help them confront their unconsidered assumptions about teaching and learning. Finally, I discuss choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.  相似文献   

论教师专业性的提升   总被引：4，自引：0，他引：4  

操太圣  卢乃桂 《高等教育研究》2005,26(1):53-57

讨论教师专业性的提升,必须对教师专业性的概念进行澄清。对理想型、社会建构型、行动型等各种关于教师专业性认知取向的分析表明,必须对教师专业性议题进行批判性反思,找出各种束缚教师主体性发挥的制度性和意识形态上的因素,才能确定教师专业性提升的起点和方向。  相似文献   

建构主义理论下大学英语教师角色的研究     

李亮 《湖南第一师范学报》2009,9(4):47-50

结合建构主义学习理论,通过对大学英语教师角色的研究,确定在建构主义课堂上,教师角色为学习促进者、活动组织者和学生顾问等三个基本角色,并且通过实验证明这三个角色对于激发学生的学习兴趣、提高他们的英语水平确实有着积极的影响。  相似文献   

利用Wiki技术在数据库原理教学中创设情境     

李瑞  刘金龙  宁洪 《科教文汇》2012,(13):59-60

本文探讨了在数据库原理教学中,以建构主义学习理论为基础结合Wiki技术,构建的一个基于wiki的协作学习平台,通过该平台为教学创设学习情境。  相似文献   

Hope for the Future and Literacy Achievement in a Sample of Impoverished South African Primary School Children     

Jace Pillay 《Africa Education Review》2018,15(2):32-48

This article reports on a study that investigated the problem of hope for the future and literacy achievement in a sample of impoverished South African primary school children. data was collected through a quantitative survey that was administered to 160 learners from four classes of grades 5 to 7 at a school in Soweto township, Johannesburg, South Africa. The survey comprised five literacy tests that were standardised by Do-IT Profiler, an institute based in the United Kingdom (UK), and Shape the learner, a South African based consultancy. The results showed a statistically significant relationship between hope for the future and literacy scores, with learners who had less hope for the future scoring significantly lower on the literacy tests used in the study. Specifically, learners with less hope for the future performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. Based on social constructivist learning theory, positive psychology, and hope theory, the author discusses the implications of the findings for literacy achievement in children living in poverty. Several important recommendations are made, namely: the use of a methodological tool to identify specific literacy skills in children; the support that could be provided by educators and school psychologists; and a multilevel focus in targeting poverty eradication.  相似文献