信息化环境中“教育技术学研究方法”课程改革探索   总被引：3，自引：2，他引：1  

张进良 《现代教育技术》2008,18(1):53-56

信息化环境为教学改革提供了肥沃的土壤,如何在此环境中开展有效的教学改革一直是困扰高校教师的难题。文章立足于教学实践,对《教育技术学研究方法》课程改革探索的成果分别从课程目标、课程内容、学习环境、教学模式和教学评价等几方面做了详细的阐述。  相似文献   

能力为主 技术先行——高职计算机应用基础探索   总被引：2，自引：0，他引：2  

张丽  华莉莉 《现代教育技术》2008,18(8):114-116

计算机应用基础是高职院校的一门公共基础课,文章从高等职业教育人才培养目标出发,运用现代教育理论,结合个人教学经验和一些思考,尝试对高职院校计算机应用基础的教学方法及评价方法作一些探讨。  相似文献   

陕西省教育技术学专业学生信息素养调查研究     

孟亚玲  魏继宗  闫世笙 《现代教育技术》2008,18(10):32-34

信息素养作为教师素养体系中最重要的素养之一,研究教育技术学专业在校学生的信息素养问题显得非常必要,利用问卷调查法对陕西省10所高等院校教育技术学专业的在校生信息素养状况进行调查,旨在以陕西省为例,为全国教育技术学专业学生信息素养培养提供参考资料。  相似文献   

信息技术环境下艺术类学生英语写作积极性的探究   总被引：1，自引：0，他引：1  

于莉  郭平建 《现代教育技术》2008,18(8):72-77

该研究为教育部第二批大学英语教改扩展项目。研究对象为我院2005级工艺美术系三个班的学生,根据艺术类学生自身的特点,探索在计算机网络环境下,通过教师课堂指导和学生课外自主学习,分层次、分阶段地利用各种教学手段充分调动艺术类学生写作的积极性,提高其英语写作能力和自主学习能力。为探究新型教学模式的教学效果,该研究使用了测试、访谈、问卷调查等手段。  相似文献   

信息技术在陕北高校课堂中的应用调查与分析   总被引：1，自引：1，他引：0  

贺平  杜善飞 《现代教育技术》2008,18(7):37-40

为了了解信息技术在陕北高校课堂中的应用情况,作者采用问卷调查与访谈的方法,在延安大学全校范围内展开了关于信息技术应用的实地调查。通过整理与统计的数据,作者从中发现了信息技术在陕北课堂教学应用中所存在的问题,并给出相应的可借鉴性建议及对策。  相似文献   

信息技术促进学生外语内隐学习的探析     

程志  周铁 《现代教育技术》2008,18(6):17-19

首先论述了内隐学习及其所具有的特征,然后从信息技术能为学习者提供多种媒体的学习材料、便于实现外显学习与内隐学习的有机结合、能为学习者阅读和听力提供良好的环境及能创设真实的外语学习情境四个方面探讨信息技术在促进学生外语内隐学习中的作用。  相似文献   

信息技术环境下的读写方式——OneNote和Apabi Reader     

聂倩 《现代教育技术》2008,18(3):97-100

信息技术的飞速发展已经改变了人们的读写方式。文章通过介绍两款软件的功能以及使用方法,使人们更好地适应信息技术环境下的读写方式,提高工作和学习效率。  相似文献   

Students’ Conceptions of Sound Waves Resulting from the Enactment of a New Technology-Enhanced Inquiry-Based Curriculum on Urban Bird Communication     

Meredith E. Houle  G. Michael Barnett 《Journal of Science Education and Technology》2008,17(3):242-251

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Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?     

Gary Beauchamp  John Parkinson 《Education and Information Technologies》2008,13(2):103-118

The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final year cohort and were interviewed to determine their views about school science and their views about the teaching methods employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to their new school, and were again asked their views about school science and the way it was taught. While in the primary school, pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary school, which compensated for the relative lack of ICT in science teaching.  相似文献   

课程的基础学科与语文新课程改革   总被引：1，自引：0，他引：1  

王优  刘琳 《和田师范专科学校学报》2008,28(5):10-11

课程的基础学科包括心理学、社会学和哲学,它们都有自身成长、发展的特定的社会背景。而作为人文学科的语文,它与心理学、社会学和哲学的关系更为密切。所以,我们对课程之基础学科进行分析,就是希望从中找出它们之间的内在联系,以此来指导语文课程改革的进程。  相似文献