成人学习情绪和情感的培养策略   总被引：1，自引：0，他引：1  

宋西玲 《继续教育研究》2003,(5):75-77

如何培养成人学习情绪和情感的能力是成人教学的一个主要任务，也是成人比较关注的问题。本从认识情感的价值、鼓励成人多参加社会实践活动，教给一些自我调节情绪的心理学方法，发展合理需要，加强情感品质的培养，将情感培养渗透于学科课程及教学之中等8个方面对此问题作探讨。  相似文献   

Grasping the essence of a science activity by using a model of pedagogical reasoning and action     

Jonna Larsson 《Education 3-13》2018,46(7):770-781

This article grasps the essence of how a science content can be foregrounded by elaborating around concepts as floating and sinking, in relation to boats. The data consist of a videotaped authentic session with one preschool teacher and four children. The model of pedagogical reason and action [Shulman, L. S. 1987. “Knowing and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. doi:10.17763/haer.57.1.j463w79r5645541] constitutes the analytical lens. The results show that the content is framed within a series of creative activities where children’s suggestions of how to act are crucial. The scientific content is approached according to the children’s verbalisations of their understandings. Furthermore, dialectical relationships become the main tool when making the content visible.  相似文献   

Isolation and distinctiveness in the design of e-learning systems influence user preferences     

Hosam Al-Samarraie  Hassan Selim  Timothy Teo  Fahed Zaqout 《Interactive Learning Environments》2017,25(4):452-466

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.  相似文献   

Creating possibilities: studying the student experience     

Rachel Ryerson 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):297-315

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教学对话:内涵、特征与表现形态     

李小红 《湖南师范大学教育科学学报》2006,5(1):11-15

教学对话不单是一种教学方法、教学关系和教学认知方式,而是一种教学精神.其典型特征是共享智识、促进理解和创生意义.其表现形态有三:教学主体与课程文本的对话、教学主体与教学主体的对话以及教学主体的自我对话.  相似文献   

对教学语言中一些现象的思考     

孙宏吉 《雁北师范学院学报》2003,19(6):79-80

本文试图用语用学和逻辑学的观点,来分析教学语言中存在的一些现象,阐述其产生的原因,并提出了应对措施.  相似文献   

开放教育教学模式的构建——兼与浙江电大开放教育教学模式研究小组商榷     

蒋建新  徐文仙 《广东广播电视大学学报》2007,16(3):19-24

本文从教育思想、教学理论和学习理论、教学环境与教育资源及各教学要素之间关系与结构三个方面对开放教育教学模式的实质进行认识,对基于网络——导学结合——师、生、资源、媒体四维互动的教学模式的表述与内涵进行辨析,在此基础上,提出了基于网络教育环境——导学、助学、督学、自学、互学结合——学生、资源二维互动新的开放教育教学模式。  相似文献   

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry     

Bette Davidowitz  Marietjie Potgieter 《International Journal of Science Education》2016,38(9):1483-1503

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK and PCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p < .001). We found evidence to suggest that while topic-specific PCK (TSPCK) develops with increasing teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.  相似文献   

Four Student Teachers' Pedagogical Reasoning on Functions     

Victoria Sánchez  Salvador Llinares 《Journal of Mathematics Teacher Education》2003,6(1):5-25

This study attempts to identify theinfluence of student teachers' subject matterknowledge for teaching on the process ofpedagogical reasoning. This influence isstudied through the way in which the concept offunction is presented to pupils in teachingthrough the textbook problems. Our findingsshow that the four student teachers in ourstudy differed in their subject-matterknowledge for teaching both in the differentaspects of concepts they emphasised and in theuse of a representation repertoire to structurelearning activities. All of this conditionedthe use of graphical and algebraic modes intheir planning of subject matter to bepresented to pupils. We explored also theinfluence of images of mathematics,teaching and learning on student teachers'organisation of the subject matter forteaching, but found this only slight. Finally,regarding the relationship between subjectmatter knowledge and pedagogical contentknowledge in student-teachers' ways of knowingthe subject matter, we offer some implicationsof these findings for mathematics teachereducation programmes.  相似文献   

Students’ choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity     

Roxana Moreno  Terri Flowerday 《Contemporary educational psychology》2006

College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) was assigned an APA by the system. All participants in C group chose to learn with APAs and students of color chose significantly more same-ethnicity APAs than White American students. A significant interaction between choice and ethnic similarity factors revealed that group C produced lower retention, transfer, and program ratings when learning with same-ethnicity rather than different-ethnicity APAs. Results support an interference hypothesis for students who choose to learn with same-ethnicity APAs.  相似文献