建构主义体育技术教学模式   总被引：3，自引：0，他引：3  

程其练  詹晓梅  何耀昕  周美芳 《上海体育学院学报》2007,31(2):91-94

采用文献资料、教学实验、数理统计等研究方法,对建构主义理念下的体育技术教学模式进行研究。结果表明:采用建构主义体育技术教学模式,可积极主动地建构认识过程,提高学生学习效率;加强“教”与“学”的互动,增强教学效果;创设学习情境,激发学生学习兴趣;突出主体参与,优化学生实践技能。  相似文献   

浅论跨文化交际中的非语言行为     

王雪梅 《滨州教育学院学报》2001,(3)

运用丰富翔实的例证 ,从表情语、身势语、姿势语、空间语和服饰语等方面对非语言行为进行归类 ,并探索了它在中西方文化中的异同及对跨文化交际的影响。  相似文献   

非智力因素--情感交流在英语教学中的作用   总被引：1，自引：0，他引：1  

周裴芳 《三明学院学报》2001,18(1):138-142

本文探讨了非智力因素在英语教学中的作用,提出寓师德情感,创建课堂教与学情感,培育后进生的兴趣情感,协同作用.促使学生乐然求知,教学过程突出学生的主体地位,重视培育发展学生的创造性,充分发挥教师的主导作用和学生主动结合的英语教学新方法,取得有益经验.  相似文献   

论体育舞蹈对大学生身心健康的影响     

黄斌 《体育科技文献通报》2008,16(8):91-91,99

体育舞蹈是一门具有很高的审美价值和健身娱乐价值的综合艺术，是一项集体育、舞蹈、音乐为一体，融体能锻炼与艺术修养为一身的体育运动项目，对推进大学生素质教育起着积极的作用，对增强大学生生理健康、心理健康、个性发展、审美能力、社会交往及适应能力等具有重要的意义和作用。  相似文献   

体育课的堂有效互动策略     

曾永忠  余为平  董伦红  赵苏喆 《体育成人教育学刊》2009,25(4)

师生互动存在于体育教学的各个环节.对教学效果发挥着独特作用.在教学过程中,教师与学生之间、学生与学生之间的暗示、感染、合作、竞争、冲突等互动因素对教学效果有着独特的影响,但常处于自发的无意控制状态.如何使这些互动因素的利用成为体育教师的自觉有意行为是本研究的重点,提出了支配性、协商性、常规性、操作性互动策略,并提出了各策略具体的实施建议.  相似文献   

Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions     

《Learning and Instruction》2017

Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value theory and tested predictions about how self-concept and value are related to achievement and coursework aspirations across four science domains (physics, chemistry, earth science, and biology). First, strong support for social comparisons suggested that high achievement in a particular domain enhance students' motivation in the same domain, which in turn predicted domain-specific aspirations. Particularly, self-concept significantly interacted with value to predict aspirations. Second, in the processes underlying the formation of self-concept and intrinsic value, students tended to engage in negative dimensional comparisons between contrasting domains (physics vs. biology) but positive dimensional comparisons between assimilating domains (physics vs. chemistry). Similar dimensional comparison processes were evident for the effects of self-concept and intrinsic value on aspirations. The results generalized well across all countries.  相似文献   

Applications of augmented reality-based natural interactive learning in magnetic field instruction     

Su Cai  Feng-Kuang Chiang  Yuchen Sun  Chenglong Lin  Joey J. Lee 《Interactive Learning Environments》2017,25(6):778-791

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.  相似文献   

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions     

Jingjing Chen  Jianliang Xu  Tao Tang  Rongchao Chen 《Interactive Learning Environments》2017,25(6):792-807

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE – WebIntera-classroom – which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners’ learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students’ awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N?=?464) and face-to-face interviews (N?=?60) conducted with the users from China Jiliang University. We compared the students’ performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012–2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom.  相似文献   

Becoming a tutor: student scaffolding in a game-based classroom     

Natalia Monjelat  Laura Méndez  Pilar Lacasa 《Technology, Pedagogy and Education》2017,26(3):265-282

Student interaction in school contexts is a topic that has been researched from many different perspectives. However, the role of students as tutors scaffolding other peers is not normally addressed, since studies are usually focused on the teacher. Moreover, considering the many technologies that can support students’ work nowadays, studies describing specific practices are still needed in order to understand the many possibilities and constraints that can emerge from the use of these tools in the field of education. This exploratory case study aims to extend research on scaffolding between students, presenting data from an ethnographic study where a commercial video game was introduced as part of the curricular activities. Analytically, the scaffolding metaphor is the departing point to describe in detail how the scaffolding process took place, focusing on its purposes and on the role of students as tutors. Our findings reveal how students offered mostly procedural scaffoldings, performing tutor functions such as highlighting relevant features, reducing levels of freedom or controlling the frustration. Results highlight that students can perform scaffolds, and this should be considered as part of the classroom design, making this process visible. Moreover, specific features of the video game enhanced these interactions, which should also be considered when designing game learning environments in the future.  相似文献   

R＆D项目实物期权关联性分析     

张清华  田增瑞  毛水荣 《研究与发展管理》2004,16(4)

R＆D项目包含的实物期权之间存在关联性作用,使得项目实物期权不具有可加性。在此,讨论了R＆D项目实物期权之间关联作用的大小和方向,结合案例分析,阐述了关联性作用对R＆D项目投资决策的影响,为R＆D项目投资提供了一个投资决策分析框架。  相似文献