建构主义学习理论与现代远程开放教育     

韩玲 《天津职业院校联合学报》2002,4(1):4-7

建构主义（Ｃｏｎｓｔｒｕｃｔｉｖｉｓｍ）是西方近些年来所提倡的一种学习理论，它说明了人类学习过程的认知规律，其现点对传统教学思想有很大的挑战性，因此吸引了很多教育工作者研究它的理论、探索它的应用性。现代远程开放教育是构筑知识经济时代终身学习体系的主要手段，同时也是终身教育和学习化社会的重要组成部分，用建构主义学习理论研究现代远程开放教育具有一定的实际意义。  相似文献   

结构主义课程论对电视教材编制的启示     

王燕 《中国教育技术装备》2005,(10):6-8

网络教学时代对电视教材提出了新的要求，本文在对布鲁纳结构主义课程论分析的基础上，提出了当前电视教材编制的一些原则和理论。  相似文献   

预设与建构——教育价值观演进的思考   总被引：1，自引：0，他引：1  

LIU Xu-dong 《教育理论与实践》2007,(21)

教育价值观是对教育功能和作用的认识。讨论教育价值观体现了教育与所处时代的关系,也是对所处时代的教育在人类生活中的位置、教育的意义和教育研究的价值取向的反思与建构。以往,在逻辑实证主义的影响下,教育价值观是预设的,而20世纪中叶以后,教育价值观开始由"预设论"转向建构论,教育的实践性特征越发明显,这是教育价值观的发展方向。  相似文献   

Gender Difference,Misconceptions and Instruction in Science     

Goh Ngoh Khang  Chan Chee Kai  Chia Lian Sai 《Asia Pacific Journal of Education》1995,15(2):33-41

The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed.  相似文献   

Weaving an interpretivist stance throughout mixed methods research     

Katrina McChesney  Jill Aldridge 《International Journal of Research & Method in Education》2019,42(3):225-238

ABSTRACT

A recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances toward the integration of paradigms and methods in mixed-method studies. In this article, we review these arguments and stances, positioning ourselves in favour of flexible (but intentional) integration of any research method with any research paradigm. We then draw on a recent study of teachers’ experiences of professional development to provide an illustration of how a single paradigm can be used to inform the entirety of a mixed methods study, including study design, data collection, analysis and reporting. This illustration is particularly noteworthy since past mixed-method studies that have been grounded in a single paradigm have typically used the post-positivist paradigm, whereas our study involved an interpretive stance and a social constructivist epistemology. This article may, therefore, provide a useful resource for those considering the design of mixed methods studies as well as a practical demonstration to support theoretical claims in support of moving away from binary methods–paradigm associations and assumptions.  相似文献   

发挥多媒体课件教学优势提高大学英语大班教学效果   总被引：3，自引：0，他引：3  

旷红宇  谭宪芳 《湖北成人教育学院学报》2006,12(5):68-70

多媒体辅助教学正逐步成为高校大学英语教学的主要方式。本文认为以建构主义理论为理论基础,以多媒体技术为辅助条件,提高大学英语大班教学效果是当前高校英语教学改革的关键。  相似文献   

Teacher Beliefs: The Impact of the Design of Constructivist Learning Environments on Instructor Epistemologies     

Rose?MarraEmail author 《Learning Environments Research》2005,8(2):135-155

Promoting student epistemological development is seen as a goal of higher education. Further, the epistemological beliefs of instructors have been shown to affect their teaching beliefs and behaviors. Some argue that only when instructors are epistemologically advanced will they be able to engage in pedagogical activities that encourage student epistemological development. This study examines the impact of the design of constructivist learning environments on university instructors’ epistemological belief systems. Constructivist learning environments are technology-based environments that present learners with authentic problems, that are supported by cases similar to the problem being posed, and learning-support strategies such as modeling, coaching, and scaffolding. Instructors’ epistemologies might be impacted by engaging in constructivist learning environment design because the process requires instructors to think about their discipline in non-traditional ways. Results of this qualitative inquiry suggests that instructors who are in a zone of ‘readiness’ for intellectual growth could experience epistemological growth from this experience.  相似文献   

反思建构主义理论下的大学英语教学     

易雪梅 《四川教育学院学报》2008,24(Z1)

近年来,建构主义教育理论在我国大学英语教学改革中发挥了极大的作用,有力地促进了我国大学英语教学的发展。但是,在大学英语教学实践中我们也发现了一些问题和倾向,比如过分强调学生的主体地位、忽视教学目标的分析、忽视自主学习的设计等等,如何将传统英语教学模式与建构主义英语教育理念结合起来,值得我们认真反思。  相似文献   

Social constructivist teaching methods in Australian universities – reported uptake and perceived learning effects: a survey of lecturers     

James M. Hanson  Kenneth E. Sinclair 《高等教育研究与发展》2008,27(3):169-186

Pragmatic social constructivist teaching methods require students to construct knowledge by engaging collaboratively with realistic problems, cases or projects. It is hypothesised that they are more effective than traditional didactic teaching methods in developing undergraduate students’: (1) theoretical knowledge; (2) profession‐specific skills; and (3) knowledge creation capacity. Results of a survey show the second and third learning effects to be salient among Australian university lecturers, but not the first. Lecturers report that these teaching methods have been adopted more widely in human service‐related faculties and design‐related faculties than in business‐related faculties, possibly owing to the lesser emphasis placed by business lecturers on developing students’ profession‐specific skills and knowledge creation capacity. A corresponding survey of business practitioners revealed a surprising gap between the value that business practitioners place on new graduates’ knowledge creation capacity and the rather limited emphasis that business lecturers place upon developing that capacity in their undergraduate students.  相似文献   

A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities     

Yan Ping Xin  Jia Liu  Sarah R. Jones  Ron Tzur  Luo Si 《The Journal of educational research》2016,109(4):436-447

Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving.  相似文献