基于学习共同体的中小学生学习心理机制及有效教学策略     

黄爱玲  宋艳丽 《当代教育与文化》2019,11(6):60-65

学习共同体的学习方式有别于传统的教师主讲式的课堂授课形式。学习共同体特别强调"师-生"之间,"生-生"之间缔结一个相互联系、相互制约、彼此促进的共同体来完成学生的学习活动。基于学习共同体的中小学生学习心理机制是一种主动建构、信息加工的过程,即:"1.输入信息、注意保持、认知观念;2.加工信息、内化知识、建构系统;3.改组经验、解决问题、生成能力"。学习共同体旨在教师引导下,让学生通过自主探究、小组讨论、合作分享、获得知识、生成能力。教师实施有效的教学策略,充分发挥学习共同体的功能,会促进培养中小学生的核心素养,提升学生分析问题解决问题能力。  相似文献   

The fourth dimension: A motoric perspective on the anxiety–performance relationship     

Howie J. Carson  Dave Collins 《International review of sport and exercise psychology》2016,9(1):1-21

This article focuses on raising concern that anxiety–performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) (‘Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271–278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories’ misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.  相似文献   

《海上花列传》研究综述     

白雪梅 《宜春学院学报》2007,29(1):127-129

从对二十世纪以来《海上花列传》研究的论著与相关论文的梳理与归纳可知,学界对《海上花列传》的研究经历了一个从简单到复杂,由肤浅到深入的过程,研究逐渐走向多元化、深层化,同时也有许多空间有待我们去开拓。  相似文献   

建筑物受震破坏的原因分析及现有房屋的抗震加固措施     

贺云 《河北职业技术学院学报》2004,4(3):41-43

对建筑物震害原因及结构破坏机理作了简要介绍，探讨了对现有建筑进行抗震加固的意义并对国内当前常用的加固技术措施作了详细的分析和研究。  相似文献   

黄宾虹山水画的笔墨价值     

王廷华 《甘肃高师学报》2004,9(1):64-66

黄宾虹从笔墨中找到中国画发展创新的途径 ,穷其一生研究用笔用墨的方法规律 ,然而他透过笔墨的表面现象 ,看到了“笔墨精神”及笔墨精神所表达的自然生命节律与神韵之内美 ,这只是黄宾虹笔墨价值所昭示的一个方面。他绘画的全部内涵通过作品本身的笔墨建构来实现。它不靠诗文题跋的想象与补充 ,画就是画本身笔墨之间的种种构成关系 ,也就是从自然中悟得的种种感觉与内美。将绘画还原给“视觉器官”回归到艺术本体 ,可谓在董其昌之后对绘画本体的开拓作了又一次总结 ,从而将传统文人画推进到一个可与现代审美要求相衔接的新阶段 ,这对开启未来绘画创新有着重要意义。黄宾虹的笔墨价值还在于它在东方文化背景上不期然地与西方文化取得了某种“交汇” ,使中国绘画在自身演进中与西方现代绘画形成某种暗合 ,与西方抽象绘画有异曲同工之妙  相似文献   

20世纪两汉通假字研究综述     

王彩琴 《洛阳工业高等专科学校学报》2005,15(2):90-92

在汉字发展史上，两汉时期的字处于古字向今字过渡的完成阶段。20世纪以来，关于两汉的通假字现象，人们曾经做过不少研究．章针对这一时期两汉通假字的研究状况，分别从传世献和出土献两个方面对其研究进行了归纳、总结，并指出有待深入研究的地方．  相似文献   

地方一般本科院校体育科研工作对策研究     

陈湘文 《安徽科技学院学报》2008,22(3):73-75

采用文献资料调研、问卷调查、实例分析和理论研究等方法,系统地阐述了地方一般本科院校体育科研工作的意义与作用,认为体育科研工作是推进地方一般本科院校体育事业可持续发展的第一生产力,提出强化地方一般本科院校体育科研工作的相应策略。  相似文献   

从序时词语的基准看动意词语的着眼点     

方小燕 《华南师范大学学报(社会科学版)》2003,1(1):65-69

动词本身就具有时量属性,基准可以显现动词时量属性实现的语法,语义的规则。对“动－序组列”格式中动意词语作基准的着眼点的种类的分析,不仅可以揭示着眼点造成的岐义,而且有助于揭示动意词语的非基准用法,这除了说明动作有不同的着眼点外,还充实了起始点逆向漂移的类型,以此增强语用的解释力,更好地指导语言的运用。  相似文献   

社区教育:新成效·新认识·新经验     

朱涛 《河北师范大学学报(教育科学版)》2007,9(6):120-124

勃发于新世纪的我国社区教育,经过八年的推进,取得了明显的社会成效,升华了新形势下人们对社区教育的理性认识,产生出推进社区教育的宝贵经验。由于社区教育独具的特殊功能,它必然会对我国新世纪实现科学发展、构建和谐社会产生特殊的重要意义。  相似文献   

From data source to co-researchers? Tracing the shift from ‘student voice’ to student–teacher partnerships in Educational Action Research     

Susan Groundwater-Smith 《Educational Action Research》2016,24(2):159-176

This article provides a review of the concept of student voice as it has been represented in Educational Action Research from the 1990s to the present day. Contextualised within an exploration of the challenges posed by educational action research that incorporates student voice in the current age of accountability as reflected and understood in academia, we explore issues of power and authority, issues of process and issues of ownership as they emerge in the literature. We note ways in which these challenges are manifest in primary and secondary schooling and in tertiary education. Finally, we survey some recent representations of student voice in Educational Action Research, observing something of a shift from earlier conceptualisations of students as a ‘data source’ to a more active involvement as co-researchers and joint constructors of knowledge, progressing toward more active student–teacher partnerships.  相似文献