Individual differences in an English learning achievement system: gaming flow experience,gender differences and learning motivation     

Jie Chi Yang  Benazir Quadir 《Technology, Pedagogy and Education》2018,27(3):351-366

Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English learning. This study investigated how individuals’ gaming flow experience levels affected their levels of learning motivation, and whether any gender differences existed in gaming flow experience and learning motivation while engaging in the achievement system. The results showed that gaming flow experience significantly predicted learning motivation, whereby the students with high gaming flow experience were six times more likely to have high learning motivation than those with low gaming flow experience. Subsequent analysis showed that the female students had significantly higher gaming flow than the male students, but the male and female students showed similar learning motivation. Furthermore, the results indicated that the male students achieved more interactive rewards than the female students, but no significant differences were found in the male and female students’ achievement of other types of rewards. Based on these findings, the authors contribute to the literature by developing a framework which can be applied to support designers to accommodate individual differences in DGBL.  相似文献   

通过数学活动题培养学生创造力的实践探索     

邢佳立  张侨平 《课程.教材.教法》2020,40(3):43-49

培养学生的创造力是世界各地的课程改革也包括数学教育的一个重要目标。然而由于对创造力本身的界定有不同的认识,如何在教学中培养学生的创造力一直是困扰一线教师的难题。数学活动题作为一种开放性的问题,提供了丰富的问题情境,有助于学生探索和思考。学生在解决可操作的数学活动题时,表现出积极的情感体验,体现出多样的思维过程,并能对自己的解题思路进行反思和调整。利用数学活动题是培养学生数学创造力的一条可行的途径。  相似文献   

The role of Action Learning in supporting cross-cultural adaptation of international students     

Helen Collins  David Callaghan 《Action Learning: Research and Practice》2018,15(3):267-275

ABSTRACT

We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students.  相似文献   

《清史稿·李念慈传》订误补充     

杨春俏 《唐山师范学院学报》2004,26(3):73-74

李念慈是清初诗人、画家。《清史稿》对其生平仅有非常简短的记述,且有明显讹误:传主之号失载、传主履历不清、历史地名错误、引用评价不当。对其生平、著述,亦有可以补充的余地。  相似文献   

兴趣 体验 探究 反思——谈新课程实施中的中学历史教学改革   总被引：1，自引：0，他引：1  

张桂芳 《课程.教材.教法》2004,(2)

新课程最终是为了促进学生身心的全面和谐发展,学科教学改革必须站在学生的角度去考虑问题。怎样才能使学生乐学、会学、学有所得?优秀的历史课、成功的历史教学改革案例,比较突出的特点可以用四个词来概括:兴趣、体验、探究、反思。即学生的学习兴趣得到激发,学生在学习过程中有发自内心或身临其境的情绪体验,大多数学生能积极参与探究有价值的历史问题,并通过反思悟得历史认识和历史智慧。这将是我们今后实施新课程、进行中学历史教学改革努力的方向。  相似文献   

试论在现代国际法中作为主体的国家与个人的关系     

王晓明 《哈尔滨学院学报》2006,27(11):71-75

国家是传统国际法上的主要主体,随着世界经济的不断向前发展,个人作为一个在国际法上享有权利承担义务的实体,其主体法律地位必将得到广泛的认可。那么,如何解决在作为现代国际法的主体的国家与个人的矛盾,协调二者的关系,如何更好的保护个人权利的实现,同时又不损害国家权威呢?当前,在现代国际法中,不但提供了实体性的法律,甚至提供了程序性的法律使其得以实现。  相似文献   

论高职教育对国际商务类专业定位的重构     

夏毅榕 《湖州职业技术学院学报》2007,5(3):5-7

根据我国中等职业教育、高等教育举办国际商务类专业(以下简称国商类专业)基本情况,分析了本科和中职教育在国商类专业建设和改革方面的成果、趋势,指出高等职业教育应当重新构建国际商务类专业培养模式,准确定位.针对高职办学规律和特色,将国际商务高职专业培养模式归纳为“培训模式的学历教育“,就该模式的构成做了初步研究.  相似文献   

创新背景下的教师情意     

孙燕 《保定师专学报》2007,20(1):96-98

教师情意是创新教育能否落实到课堂教学实践的关键。从教师的创新意识、情感体验、职业认同等方面分析教师情意的特征，探讨阻碍创新教育实施的情意因素。  相似文献   

关于高职语文的几点思考   总被引：2，自引：0，他引：2  

高虹 《黑龙江教育学院学报》2006,25(6):140-142

高职语文在高职教育教学改革中,属基础课程改革范围内,在高职教育中发挥着独特的作用。如何使高职语文教学融入专业教学,更好地为高职院校专业服务,这是一个需要认真研究的课题。  相似文献   

全球胜任力视角下中外合作办学项目评价——基于189个项目培养方案的内容分析     

刘晓光  曹敏妍 《江苏高教》2020,(4):55-59

全球化和“一带一路”合作倡议的深入发展,推动我国国际交流和协作的规模持续扩大,急需能够胜任全球化挑战、具有国际视野的人才。基于现有研究,提炼出具有全球胜任力的人才应具备全球意识、开放与尊重、专业的学科知识、语言、团队沟通与协作五大要素。运用NVivo11软件,分析62所高校189个中外合作办学项目培养方案中五大要素的表达情况。研究发现,在培养目标、课程体系等方面,对照全球胜任力的要求,各项目仍有较大改进空间。据此提议:高校应在培养目标上重视文化多样性理念,拓宽课程口径,打破学科限制,丰富跨地域交流实践;政府应加强顶层设计与战略规划,构建社会各界权责明确的协作体系,提高当代青年在全球化过程中的胜任素质。  相似文献