论高校青年教师的合作学习     

蒋宗珍 《临沧教育学院学报》2005,14(3):76-79

合作学习是促进教师专业发展的重要途径。有效的合作学习策略是积极的相互依赖、积极互动、个人责任、社会技能、自我评价；而有效合作学习的途径则是青年教师之间的合作学习、青年教师与学生的合作学习及网上合作学习。  相似文献   

论网络教育精品课程建设的若干关键问题   总被引：11，自引：0，他引：11  

黄勇 《现代教育技术》2008,18(2):61-64

当前网络教育精品课程建设的关键问题有:课程教师难以全身心投入网络教学;网络课件不符合学生自主学习需要;网络教学缺乏过程性;学习支持服务不规范。针对上述问题提出了以下对策措施:建立一支专兼结合、分工明确的教师队伍;设计适合学生自主学习的网络课件;积极开展网络教学活动;通过制度建设改进学习支持服务的规范性;积极争取学校的政策支持。  相似文献   

面向学习者特征——行为数据融合的协同学习系统框架设计     

王林  张付志 《现代教育技术》2008,18(9):86-88

文章将个性化学习和协同学习的教育理念结合起来,提出了一个基于数据融合技术的协同学习系统框架,以解决协同学习中个体学习目标往往得不到实现的问题。  相似文献   

团体画：团队训练技术及案例解析     

徐畅 《武汉职业技术学院学报》2008,7(4):86-89

团体画是团队训练的一种技术,分析团体画需要观察团体画的作画过程即：作画的顺序、各人之间以及内容之间的衔接、各人所画的内容、各人所画内容占据的空间大小、不同个体之间画面的边界等来分析团体成员之间的分工、合作、沟通、包容等状况,从而了解团队问题以及训练方向,达到培养团队精神的目的。  相似文献   

试析综合实践活动课程的变革与出路     

程艳 《宁波教育学院学报》2008,10(6):17-21

综合实践活动课程是基础教育课程改革中的亮点,它是一场发生在教育领域的静悄悄的革命。它以学生学习和社会生活密切相关的问题为内容,倡导自主、合作、探索的学习方式以及平等理解的师生关系。实施过程中,由于许多教师对课程理念仍理解不深,活动开展停留于表面,因此须进一步强化课程意识,走常态化、规范化、校本化的发展之路。  相似文献   

What do we do when we analyse the temporal aspects of computer-supported collaborative learning? A systematic literature review     

《Educational Research Review》2021

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高校思政课的协同性发展探析     

李晔晔 《继续教育研究》2021,(1):119-122

近年来,随着党和国家的高度重视,高校思政课已经步入发展的快车道,不管是思政课的教学质量还是思政课教师队伍建设都取得了可喜的成绩,但在长期发展的过程中高校思政课建设仍然暴露出一些问题,亟须进一步凝练经验,有针对性地加以解决,有必要促进高校思政课协同性发展,将高校思政课建设推向新高度。  相似文献   

跨学科协作学习何以有效——STEM教育中CSCL应用效果的元分析     

马志强  李慧雯  王文秋  李彦敏 《现代远程教育研究》2021,(1)

STEM教育注重通过跨学科的协作学习发展学生的知识和技能。近年来,计算机支持的协作学习(CSCL)被广泛应用于STEM教育。然而,其效果如何?其采用的各类技术和教学策略对学习效果有何影响?上述问题的明确有助于完善STEM教育中跨学科的协作学习设计。基于对2009至2019年间发表在国际期刊上的142项相关实验和准实验研究成果的元分析发现:在STEM教育中应用CSCL整体上有助于提升学习效果,且相较于过程类和情感类,其对认知类学习效果的作用最为明显;从学科来看,其对科学、工程学和教育学的影响相对较大;从采用的技术来看,通信技术、动态呈现技术和共享共建技术对学习效果的影响更加显著;从教学策略来看,案例式、游戏化、知识建构和探究式等教学策略更能提升学习效果。因此,在将CSCL应用于STEM教育时,应当加强针对情感类目标的设计以激发高水平的认知活动和认知成果,注重发挥共享共建类技术在知识可视化表征、知识追踪等方面的作用,通过整合多种教学策略推进协作探究学习。  相似文献   

The affordances of teacher professional learning communities: A case study of a Chinese secondary school     

《Teaching and Teacher Education》2016

This study investigates the learning experiences and the trajectories of EFL teachers' professional development in Chinese secondary schools under a socio-cultural framework. The findings indicate that social and individual affordances are both essential to individual teachers’ professional development, and to the sustainable growth of the teacher learning community (TLC). The former is prerequisite to the latter, whereas the latter determines the route and pace of development. This paper also demonstrates the usefulness of activity theory in analysing the affordances of TLC, and advocates that all parties involved should understand, identify and create positive affordances for teacher professional development.  相似文献   

How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?     

《Learning and Instruction》2016

This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed.  相似文献