基于jsp-vrml-java技术的网上虚拟情境性学习平台的建构   总被引：1，自引：1，他引：1  

杨彦军  赵瑞斌  周海军 《现代教育技术》2005,15(5):58-62

虚拟现实技术在营造虚拟情境方面有着其它技术不可比拟的优点,在建构主义学习理论的指导下,将java语言的普适性,jsp技术的交互性与虚拟现实建模语言(vrml)巧妙结合,构造出情境化的网上学习环境,实现了学习者网上学习的自主化、自适应化和有意义化。  相似文献   

网络环境下大学生人文素质教育研究性学习的实践研究   总被引：3，自引：0，他引：3  

林秀曼  张世君 《现代教育技术》2007,17(8):34-37,33

人文素质是人才最基础的素质,人文教育是教育的基本主题。目前我国高校的人文素质教育大多数还停留在知识传授的层面上,不能较好地实现人文知识内化为人文素质。本文论述了在网络环境下进行大学生人文素质教育研究性学习的实践研究,促进大学生实现人文知识内化为人文素质,更好地体现人文素质教育的内涵和目标,促使人文素质教育深入持续地开展。  相似文献   

培养学习能力,提高信息素养--剖析开放教育英语本科"成功指南二"的课程设计     

毛东辉 《宁波广播电视大学学报》2005,3(1):61-63

本文剖析开放教育英语本科“成功指南2”的课程设计，从对开放教育学生在素质方面的培养角度出发．提出了该课程的设计注重培养学生的学习能力和获取信息的能力，符合开放教育的特点。  相似文献   

Educational effects of the Tools of the Mind curriculum: A randomized trial     

W. Steven Barnett  Kwanghee Jung  Donald J. Yarosz  Jessica Thomas  Amy Hornbeck  Robert Stechuk  Susan Burns 《Early childhood research quarterly》2008

The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses on the development of self-regulation at the same time as teaching literacy and mathematics skills in a way that is socially mediated by peers and teachers and with a focus on play. The control group experienced an established district-created model described as a “balanced literacy curriculum with themes.” Teachers and students were randomly assigned to either treatment or control classrooms. Children (88 Tools and 122 control) were compared on social behavior, language, and literacy growth. The Tools curriculum was found to improve classroom quality and children's executive function as indicated by lower scores on a problem behavior scale. There were indications that Tools also improved children's language development, but these effects were smaller and did not reach conventional levels of statistical significance in multi-level models or after adjustments for multiple comparisons. Our findings indicate that a developmentally appropriate curriculum with a strong emphasis on play can enhance learning and development so as to improve both the social and academic success of young children. Moreover, it is suggested that to the extent child care commonly increases behavior problems this outcome may be reversed through the use of more appropriate curricula that actually enhance self-regulation.  相似文献   

“课堂学习研究”对香港教育的影响   总被引：6，自引：0，他引：6  

卢敏玲 《开放教育研究》2005,11(3):84-89

世界上不少地方正在进行教育及课程改革，然而不少教育研究的结果却告诉我们，绝少教育改革能真正对学生学习产生正面的影响；而能够产生明显作用的，都是那些直接涉及学习内容的改革。课堂学习研究就是针对学习内容为出发点，以变易学习理论为基础，运用行动研究的模式，聚合教师、教育研究员的集体智慧，解决学生的学习困难，帮助每个学生学得更好。经过六年的探索、实践及研究，香港已有超过100多所学校参与，并已开展了130多项课堂学习研究。在这过程中，课堂学习研究被发现不仅能帮助学生学得更好。更是一个成就教师发展、校本课程发展及学校改革的有效工具。本除阐述课堂学习研究在香港的发展外，更探讨其对教师发展、校本课程发展及学校改革的影响，以及其未来发展所要面对的挑战。  相似文献   

融入通用学习设计理念：学习障碍APP的研究与实践     

李欢  林佳英 《现代远程教育研究》2020,(1):102-112

学习障碍在特殊学生中十分常见,目前虽无治愈方法,却可通过辅助技术在教学中的运用降低其影响。具有辅助技术功能的教育APP为学习障碍学生提供了多样化的参与、表征和表达方式,这正好与通用学习设计的理念相契合,有助于他们在融合班级中获得平等的受教育机会。这些学习障碍相关APP可划分为文字转语音、语音识别、单词预测、文字处理、计划与组织、数学运算等6种类型。一方面,作为能力补偿工具和学习支持工具,学习障碍相关APP能够在阅读、写作和数学学习中为学习障碍学生提供多元化、可参与的学习环境;另一方面,作为一种新型的教学工具,学习障碍相关APP也可能给学习障碍学生带来诸如注意力分散、学习情绪消极等负面影响。因此,其作用机制和在教学中的有效性仍有待明确。未来我国在学习障碍相关APP的研究与实践方面还需做到:推进通用学习设计理念在学习障碍学生教育中的应用与实践,为其学习提供适宜的环境和支持;完善特殊教育辅助技术相关法律和政策,确保各类特殊学生能够获得更专业的支持;加强学习障碍相关APP的开发与研究,使其能够更有效地应用于现实教学情景;建立教育APP的评价体系和支持系统,提升学习障碍相关APP的应用效果。  相似文献   

Projects in Technology Education and Fostering Learning: The Potential and Its Realization     

Moshe Barak  Ahron Shachar 《Journal of Science Education and Technology》2008,17(3):285-296

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.  相似文献   

基于交互分析的协同知识建构的研究   总被引：3，自引：4，他引：3  

刘黄玲子  朱伶俐  陈义勤  黄荣怀 《开放教育研究》2005,11(2):31-37

该指出，计算机支持的协作学习(CSCL)主要研究协同知识建构的过程以及设计工具支持这一过程的实现，而共享、论证、协商、创作、反思和情感交流是实现协同知识建构的基础。目前，交互分析是明确CSCL中协同知识建构的本质、把握其规律的主要研究方法，其应用主要有四个方面，即通过分析成员个体和小组整体的知识结构变化、关系网络形成、互动结构、协同知识建构水平等来探讨协同知识建构的基本规律。该最后还分析了一个以这一方法来评估协同知识建构水平的研究案例。  相似文献   

谈谈在初中英语教学中的具体做法     

马林英 《中国教育发展研究杂志》2007,4(12):133-134

如何面对新教材？怎样激发学生学习英语的积极性呢？笔者通过二十多年的教学经验认为应创造和谐的师生关系，培养良好的学习心理；创造一个轻松愉快的学习环境；运用良好的提问艺术，激发学生学习英语的兴趣。  相似文献   

Do Enhanced Communication Technologies Inhibit or Facilitate Self-regulated Learning?     

PHILIP BANYARD  JEAN UNDERWOOD  & ALISON TWINER 《European Journal of Education》2006,41(3-4):473-489

The assumption tested here is whether the introduction of enhanced communication technologies in the form of high-speed broadband connectivity has removed or ameliorated any of the barriers to efficient and effective teaching and learning.ⁱ
Evidence is presented of how enhanced communication technologies have facilitated self-regulated learning. The examples are drawn from a range of subject areas in secondary (11–18 years) and primary (5–11 years) schools in the UK. Evidence is also presented of the new challenges to self-regulated learning that are created by enhanced communication technologies, for example, non-selective searching, plagiarism and issues of filtering.
Case studies were developed in 37 schools in the public sector, from rural and urban areas. Field workers conducted interviews with teachers and made classroom observations. Further interviews were also conducted with headteachers and ICT coordinators.
These studies showed some outstanding examples of students taking ownership of the learning process. However, these enhanced communication technologies raised concerns for school management, for teacher workloads and for the parents. These findings are not parochial. International comparisons indicate that we are studying a trans-national phenomenon. Similarly, costs and benefits of such technologies are not sector specific; the outcomes of this research can inform debate in higher education.  相似文献