面向21世纪的教学策略——新西兰Unitec理工学院教学方法及其启示     

张敏  李巧丽  金伟  徐宁 《惠州学院学报》2011,31(2)

文章围绕在新西兰Unitec理工学院进修学习主题"面向21世纪的教学策略",就高等教育的教学观和建构主义教学法等7个方面的内容作了重点介绍,梳理和研究其理论来源,并探讨其对地方院校教学实践和改革的启示.  相似文献   

Preferences toward the constructivist smart classroom learning environment: examining pre-service teachers’ connectedness     

Yanhong Li  Jason MacLeod 《Interactive Learning Environments》2019,27(3):349-362

The constructivist smart classroom learning environment is quickly emerging as an alternative classroom model that integrates active learning with advanced technology to improve learners’ socialization and achievement. This research examines pre-service teachers’ (n?=?462) preferences toward this learning environment, as well as the predictive association between connectedness and other critical learning environment features. All pre-service teachers had at least one semester of actual experience as participants learning in this environment. The data was collected through a questionnaire, and a series of linear regressions were conducted to examine the hypothesized relationships. Connectedness was positive and significantly associated with all smart classroom features examined: inquiry learning, student negotiation, reflective thinking, functional design, multiple sources, usefulness, and ease of use. Pre-service teachers who preferred constructivist smart classroom learning environments tended to be those in their first year of post-secondary education, as well as those with higher levels of technology self-efficacy. Gender was not observed to significantly influence preferences. The findings show connectedness to be a central and critical feature that can be used to cultivate more appropriate environments from the participants’ perspective.  相似文献   

《中国近现代史纲要》“整合式”教学模式初探     

谢毓洁  李肖 《青海师专学报》2010,(6):84-87

＂纲要＂是一门历史科学,侧重于对历史知识的阐述,它更是一门思想政治理论课,重在对大学生进行政治思想教育,帮助他们树立正确的世界观、人生观和价值观。因此,＂整合式＂教育模式是在建构主义学习理论的指导下,将历史知识教育和思想政治教育融为一体,注重对学生主动学习能力的激发,利用多种实践方式丰富和拓展教学的空间,以实现＂纲要＂课程的教学目标。  相似文献   

Motivation ——Theories and Beyond     

Guo Limin Zhai Shijun     《首都师范大学学报(社会科学版)》2000,(Z2)

ＨｉｓｔｏｒｉｃａｌＲｅｖｉｅｗＯｎＴｈｅＰｓｙｃｈｏｌｏｇｉｃａｌＡｐｐｒｏａｃｈｅｓＵｎｄｅｒｌｙｉｎｇＭｏｔｉｖａｔｉｏｎａｌＲｅ ｓｅａｒｃｈ .Ｗｅｗｉｌｌｃｏｎｓｉｄｅｒｔｈｒｅｅｇｅｎｅｒａｌａｐｐｒｏａｃｈｅｓｔｏｍｏｔｉｖａｔｉｏｎ :ｂｅｈａｖｉｏｕｒｉｓｍ ,ｃｏｇｎｉｔｉｖｅａｎｄｓｏｃｉａｌｃｏｎｓｔｒｕｃｔｉｖｉｓｔ .1.ＢｅｈａｖｉｏｕｒｉｓｔＡｐｐｒｏａｃｈ :ＢｅｈａｖｉｏｕｒｉｓｔｓｌｉｋｅＳｋｉｎｎｅｒｏｒＷａｓｔｏｎｗｏｕｌｄｓｔｒｅｓｓｔｈｅｒｏｌｅｏｆｒｅｗａｒ…  相似文献   

Charting Theoretical Directions for Examining African Journalism in the “Digital Era”     

Hayes Mawindi Mabweazara 《Journalism Practice》2015,9(1):106-122

This essay provides a metatheoretical framework for understanding the complexities surrounding African journalism in the era of interactive digital technologies. It argues for the continued relevance of traditional theoretical paradigms, and submits that radical calls to develop new theories as well as to de-Westernise contemporary journalism studies through exclusively deploying “home-grown” concepts such as ubuntuism are not necessarily always viable. Rather, there is more to gain from appropriating traditional theories and identifying possible synergies between the “old”, predominantly Western approaches, and the “new digital phenomena”, and weaving out of that dialogue, approaches that are not radically different but are in tune with the uniqueness of African experiences. This approach, as the study argues, is particularly important given that journalism (including its appropriation of new technologies) always takes on the form and colouring of the social structure in which it operates. The study thus draws on social constructivist approaches to technology and the sociology of journalism, as well as an array of theoretical concerns from African journalism scholarship to offer a possible direction for a conceptual framework that can help us to capture the complex imbrications between new digital technologies and journalism practice in Africa.  相似文献   

Undergraduates' orientations towards student–university relationships: Measurement and associations with student characteristics and engagement     

Natalia Maloshonok  Irina Shcheglova  Svetlana Zhuchkova 《Higher Education Quarterly》2023,77(4):722-740

This study explored students' orientations towards student–university relationships and how they differ with regard to student characteristics and engagement. We developed an instrument measuring student orientations and utilised it in a survey of Russian undergraduates. Using latent class analysis, we identified the following types of Russian students' orientations: instructivists, consumerists, constructivists, and students with mixed orientations. As the results showed, the majority of our respondents have consumerist or mixed orientations that mostly mismatch with the actual models of student–university relationships at Russian universities. We also found that students with these orientations are less engaged than instructivists and constructivists. These findings demonstrate the importance of seeking an optimal match between diverse undergraduate orientations and the actual educational model, which fits national and institutional contexts.  相似文献   

建构主义教学观与本科英语专业翻译教学     

张玉娥 《科教文汇》2011,(7):106-107

传统的本科英语专业翻译教学,以“教”为中心,容易形成学生被动接受的局面．无法激发学生的学习积极性和学习动机：而建构主义教学观指导下的翻译教学。让学生成为学习的主体。学生通过独立思考与翻译、小组讨论、译文评析等活动．真正参与到翻译教学活动中来．增强了学习兴趣．提高了翻译能力。  相似文献   

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments     

Dorit Maor  Barry J. Fraser 《Research in Science Education》2005,35(2-3):221-244

The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches.  相似文献   

建构主义学习理论指导下的《高级日常英语》教学     

陈杰 《宁波广播电视大学学报》2006,4(3):88-89,98

建构主义学习理论是我国正在实施的新一轮基础教育课程改革的理论依据。建构主义强调以学习为中心,学习者是学习的主体。它不仅形成了全新的学习理论,也形成了全新的教学理论。本文以建构主义为指导,从为学习者提供各种信息资源,帮助学生开展自主学习、协作学习和情景教学等四方面探索了《高级日常英语》教学。  相似文献   

建构主义理论与我国基础科学教育改革的若干问题   总被引：5，自引：0，他引：5  

丁邦平  胡军 《比较教育研究》2005,26(7):1-6

建构主义是人类的一种认知方式,因此它具有普适性.用建构主义的观点探讨我国基础科学教育改革中亟需解决的主要问题,如科学观问题、有效地科学学习的问题、教师与科学课程开发问题、发现式科学教学与建构式科学教学的联系与区别问题等等,能够为我们提供新的视角和思路.  相似文献