Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective     

Xiao-Li Zheng  Hoi-Soo Kim  Wen-Hua Lai  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130

In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.  相似文献   

同伴接纳与流动儿童外化问题行为的关系:自尊和物质主义的链式中介作用     

张春妹  丁一鸣  陈雪  周长新 《中国特殊教育》2020,(1):65-72

本研究探讨同伴接纳对流动儿童的外化问题行为的影响,以及自尊、物质主义的链式中介作用。在武汉市三所小学选取478名五、六年级的流动儿童,运用同伴提名法、物质主义价值观量表-儿童版(MVS-c)、自尊量表(SES)、儿童青少年问题行为问卷(CB)进行问卷调查。结果发现,同伴接纳、物质主义价值观、自尊、外化问题行为四者均显著相关;同伴接纳对外化问题行为具有很强的直接预测作用,也会通过物质主义价值观和自尊的部分中介作用而影响外化问题行为,还会通过自尊、物质主义的链式中介作用影响外化问题行为。  相似文献   

明代小说中的“侠”观念     

王冉冉 《华东师范大学学报(哲学社会科学版)》2002,34(3):37-41

许多人可能都有着这样的想法：“侠”不仅身怀绝技,而且义薄云天;不仅是异人,而且还是义士。实际上,不同时期的古代小说中,“侠”观念也是不同的。明代小说中的“侠”观念既与前代有着共通之处,也有着新的时代特点。  相似文献   

The process of internal evaluation as a tool for improving peer supervision     

Sonja Žorga  Bojan Dekleva  Alenka Kobolt 《International journal for the advancement of counseling》2001,23(2):151-162

Peer supervision is a method which enables the counselors to be involved in a continuous learning process throughout their professional career and not only when they are in training. It is a personal way of learning in which a pair or a small group of colleagues gives supervision to one another. In this article some advantages, potential pitfalls and conditions or ``guidelines' that should be followed to ensure the most effective peer supervision experience are discussed. An effective evaluation can greatly improve the process of peer supervision and can successfully minimise potential obstacles and pitfalls. Hence, in the second part of the article we describe the internal evaluation of the peer supervision process and illustrate it with some results of final evaluations from four peer supervision processes.  相似文献   

Learning while playing: Children's Forest School experiences in the UK   总被引：1，自引：0，他引：1  

Janine K. Coates  Helena Pimlott-Wilson 《British Educational Research Journal》2019,45(1):21-40

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.  相似文献   

“互联网+”时代医学期刊同行评审问题探析及质量控制          下载免费PDF全文

吴飞盈  季魏红  吴昔昔  谢浩煌  毛文明  胡臻 《编辑学报》2019,31(3):258-261

同行评审作为国际上医学期刊惯用的一种审稿机制,是保障医学期刊质量的关键环节。在“互联网+”时代,如何巧妙地借助互联网的力量,来提高医学期刊同行评审质量,值得深思。笔者在分析医学期刊同行评审问题的基础上,提出了利用互联网信息优势对评审者进行信息审查和身份识别,建立同行评审评价体系和同行评审专家数据库动态化管理机制,并创新同行评审方式等质量控制方法,以期提高医学期刊的同行评审质量,促进医学期刊的可持续发展。  相似文献   

Bullying and social support: variation by school-type and emotional or behavioural disturbances     

Hannah Margraf  Martin Pinquart 《Emotional and Behavioural Difficulties》2016,21(3):258-270

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.  相似文献   

以评促学:基于三元交互决定论的同伴互评研究     

吴遐  高记  刘兵 《中国远程教育(综合版)》2020,(4):58-64,77

同伴互评是一种成本效益高、功能强大的评估方法,不仅减轻了教师的工作量,也给学生的学习带来了许多潜在的好处,但同伴互评仍面临着如何提高其有效性的挑战。本文以现有的研究为基础,基于班杜拉的三元交互决定论,构建了同伴互评体系,进而从互评个体、互评环境和互评行为的角度设计了同伴互评体系的有效组织程序,并通过实验的方式检验了同伴互评体系的有效性。  相似文献   

Peer and self-assessment applied to oral presentations from a multidisciplinary perspective     

Joan Josep Suñol  Joan Pujol  Lidia Feliu  Rosa Maria Fraguell  Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637

This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness.  相似文献   

Small fish in a small pond: the impact of collaborative learning on academic success for less-prepared students in a highly selective STEM environment     

Marina Micari  Pilar Pazos 《高等教育研究与发展》2019,38(2):294-306

ABSTRACT

This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.  相似文献