The Physics Laboratory – A Historical Overview and Future Perspectives     

Trumper  Ricardo 《Science & Education》2003,12(7):645-670

In the framework of teaching the natural sciences, ``laboratory' is a general name for activities based on observations, tests, and experiments done by students. It is hard to imagine learning to do science, or learning about science, without doing laboratory or fieldwork. In this paper, a historical overview of the place, purposes, and goals of the laboratory in physics teaching is presented, together with perspectives for its future related to the most recent results of research in physics education, mainly those concerning the constructivist and social constructivist learning approaches. Based on these approaches we try to validate the belief that microcomputer-based laboratories (MBLs) are one of the most promising perspectives in physics laboratory teaching, based on both theoretical and empirical grounds.  相似文献   

从"影子"到"斜坡"——建构主义理论在学前教育中的运用     

张璐 《幼儿教育》2007,(4)

通过对“影子”与“斜坡与轨道”两个建构主义物理知识活动的分析,本文深入探讨了建构主义理论在学前教育中的运用。  相似文献   

多媒体投影教学在课堂互动中的问题及对策     

杨俊丽 《和田师范专科学校学报》2007,27(5):190-191

本文基于建构主义学习理论,探讨了多媒体投影在促进大学英语课堂互动方面的优劣势,着重指出大学英语教师利用多媒体投影在课堂互动方面容易出现的问题,并提出了相应的教学对策。  相似文献   

Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change     

Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179

What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation.  相似文献   

建构主义学习理论与课堂讨论     

周国鹃 《暨南大学华文学院学报》2004,(1):16-21

在中高级汉语教学中，由于一般还是沿袭初级阶段的教学方法，致使中高级阶段的教学任务很难切实完成。本从中高级汉语综合课的课堂讨论入手，尝试用建构主义教学模式来组织课堂讨论，以期改进中高级阶段的汉语教学方法。  相似文献   

建构主义学习理论与多媒体网络英语教学   总被引：1，自引：0，他引：1  

罗虹  方伟琴 《阜阳师范学院学报(社会科学版)》2008,(5):127-130

建构主义学习理论为多媒体网络大学英语教学提供理论基础。作者经过为期一年的实验发现:建构主义学习理论指导下的多媒体网络英语教学模式对学生的英语听说能力有影响;教师在新的教学模式中的作用从"教"转变为"导"。本文也指出教师在全新的教学过程中出现的问题。  相似文献   

建构主义理论在网络公共选修课教学中的运用     

贺小凤 《深圳信息职业技术学院学报》2012,10(2):16-20

本文首先分析了目前公共选修课教学中普遍存在的问题,然后以公共选修课《趣味英语》网络课程为例,阐述了网络课程如何为公共选修课搭建了建构主义学习环境,并具体说明了建构主义的教学模式在公共选修课《趣味英语》网络课程中的应用,以期对高职院校公共选修课的教学改革提供一定的参考借鉴。  相似文献   

建构主义学习理论与高校体育教学改革的研究     

陆家领 《南昌教育学院学报》2012,(1):77-78

建构主义是20世纪90年代以来兴起于西方国家的一种社会科学理论,它是学习理论中行为主义发展到认知主义后的进一步发展,被称为"当代教育心理学中的一场革命"。本文力图在建构主义理论的思想指导下,结合当前我国高校体育教学的实际情况,对我国高校体育改革进行研究与探讨,这对推进我国高校体育改革必将产生重大的影响。  相似文献   

教学“建构论”研究现状与反思——教学基本理论问题研究之七     

李泽林 《当代教育与文化》2013,(5):68-72

建构主义教学理论作为一种新的、发展中的理论,在国内外教学论领域产生了广泛的影响。教学"建构论"研究的脉络和发展主要集中在五个方面:教学建构论的历史发展、知识观、教学观、学习观、教学设计等方面的研究。作为一种舶来的新理论,教学建构论的发展也为教学论研究者提出了如何本土化的新挑战。  相似文献   

Overcoming low self-efficacy beliefs in teaching English to young learners     

Mark Wyatt 《International journal of qualitative studies in education》2013,26(2):238-255

Drawing on data from observations and interviews, this article presents a case study of one teacher’s efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to develop deeper practical knowledge and stronger self-efficacy beliefs with regard to the particular task, while supported by a constructivist teacher education programme.  相似文献