新媒体与赋权:一种实践性的社会研究   总被引：8，自引：0，他引：8  

丁未 《国际新闻界》2009,(10)

西方社会科学领域对赋权理论、研究和应用进行了广泛的探讨,赋权天然地具有对社会边缘群体的关怀、对小团体沟通的重视并有着强烈的社会实践性。随着新媒介技术在社会各阶层的迅速扩散,新媒体与赋权的研究,尤其是西方情境式研究取向,对我们有一定的启发意义。  相似文献   

Web-enhanced case-based activity in teacher education: a case study     

Hyeonjin Kim  Michael J. Hannafin 《Instructional Science》2009,37(2):151-170

Recent work in case-based reasoning (CBR) reinforces the importance of situated learning, expert cases, and authentic tasks and activities for novice learners. As novices engage CBR environments, they apprentice in the experts’ practices while developing the understanding, knowledge and skill of a given community. This study examined how prospective teachers, as novices in a semester-long course, engaged and developed expert-like practices using the case knowledge of experienced teachers who teach with technology. By engaging experienced teachers’ knowledge and skill via Web-enhanced cases, prospective teachers refined their understanding of teaching culture and teaching with technology as they transitioned to the teaching community.  相似文献   

“三位一体”人才培养模式下的课堂教学反思   总被引：1，自引：1，他引：0  

高翔 《怀化学院学报》2010,29(7):132-134

"教学"是一个很广泛的概念,它包括的内容很多,如教学大纲、教学计划、教学内容、教学方法,等等,但最终的实施更多是在课堂里进行,课堂也就成了培养人才的主要阵地。根据当前学校的"三位一体"人才培养模式,分析当前课堂教学中学生对知识与能力转换的现状与不足,认为知识只有通过学习主体才能转换成能力;并就教师如何改变教学理念,树立学生主体意识,营造良好的个性发展环境,培养具有创新性人才提出几点课堂教学看法和设想。  相似文献   

数值模拟技术在建筑结构加固教学中的应用   总被引：2，自引：0，他引：2  

常旭  张悦  蔺海晓  张娟霞 《现代教育技术》2010,20(5):118-120

在教学资源相对缺乏的情况下,为激发学生的学习热情,帮助学生理解基本概念,把数值模拟技术引入到建筑结构加固的授课过程中,形象逼真的模拟建筑构件加固前后的破坏过程。  相似文献   

Situated Learning: Conceptualization and Measurement     

Lakshmi Goel  Norman Johnson  Iris Junglas  Blake Ives 《Decision Sciences Journal of Innovative Education》2010,8(1):215-240

A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making.  相似文献   

Ecologies of participation in school classrooms     

Mark Boylan 《Teaching and Teacher Education》2010

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.  相似文献   

Approaching twenty-first century education from a cosmopolitan perspective     

Suzanne S. Choo 《课程研究杂志》2018,50(2):162-181

All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the worldwide spread of twenty-first century education frameworks reveals that these are predominantly informed by Human Capital Theory. Conceptualized mainly by transnational and governmental organizations, such frameworks essentially steer education towards preparing students to compete successfully in the global economy. Next, utilizing findings from a case study of two schools in Singapore and the USA, I highlight how the concretization of twenty-first century education via school-level frameworks is similarly governed by the aims of Human Capital Theory and I discuss some of the resulting effects. Using these case studies as a platform for theory-building, the final section proposes ways in which twenty-first century education frameworks can be reconceptualized using two alternative theories—Human Capabilities Approach and Cosmopolitan Capacities Approach. I show how their incorporation in twenty-first century education frameworks can offer a more holistic and ethical vision of education conducive to our globally interconnected age.  相似文献   

基础会计的结构分析     

马东红 《河西学院学报》2009,25(3)

在基础会计教学过程中,由于其专业术语之多,往往给学习者带来理解上的困难.结合多年的教学实践经验,将学习该门课程的关键归纳为以下四条主线:第一条线是会计方法中的会计核算方法;第二条线是会计职能→会计对象→会计要素→会计科目→会计账户的相互联结关系;第三条线是搞清楚几个"式子"的意义;第四条线是用账务处理程序串起会计凭证、会计账簿和会计报表.本文亦可作为基础会计的导读性文章。  相似文献   

中国远程教育投资的个人收益率研究   总被引：1，自引：0，他引：1  

郑勤华  陈庚  张向东 《北京师范大学学报(社会科学版)》2009,(2)

我国的现代远程教育已经取得了长足发展,成为国民教育体系的重要组成部分。已有的教育收益率研究多是对普通全日制教育体系的分析,缺乏对远程教育的相关实证研究。基于现代远程教育试点高校学习者调查数据的经验研究发现,我国远程教育投资的个人收益率达到了9.3%,控制了个人特征和职业特征相关因素后,教育收益率仍然达到8.8%,远远高于以往针对普通教育体系的研究结果。进一步的研究还发现,远程教育投资的个人收益率受个人特征和职业特征影响较小,而不同专业类型的教育投资中,工科类专业的个人教育收益率达到11.7%,文科类的收益率为7.2%,两者具有显著差异。这表明,远程教育投资具有明确的收入增长指向性,选择理工类专业接受高等教育更能够实现收入的增加。  相似文献   

彭湘婕平衡木木端屈体前空翻依次落木运动学分析     

江芸  杨惠  姚侠文 《福建体育科技》2013,(6):27-29

运用日本JVC9800型摄像机拍摄,采用美国ARIL运动生物力学高速解析系统,对我国优秀运动员彭湘婕平衡木木端屈体前空翻依次落木动作的全过程进行分析,揭示彭湘婕完成平衡木木端屈体前空翻依次落木动作的运动学规律和技术特点,为我国体操运动员发展和改进此动作技术提供了理论依据和技术参考。  相似文献