论基于问题式学习（PBL）的有效实施   总被引：17，自引：0，他引：17  

徐文娟  杨承印 《教育学报》2006,2(3):47-50

基于问题式学习是一种与建构主义学习理论及其教学理论相吻合的教学模式,近年来受到教育界的广泛重视,但在我国中小学中实施要考虑其效度问题。只有充分理解和把握实施PBL的要素,处理好实施PBL的相关问题,才能使PBL的实施更有实效。  相似文献   

Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education     

Ángel Alsina  Jordi Colomer 《Assessment & Evaluation in Higher Education》2019,44(1):155-168

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谈电大开放教育考试制度的深化改革     

许学善 《天津职业院校联合学报》2007,9(6):22-24

从树立与自身特点相适应的人才观、质量观和考试观并按其要求进行考试制度改革为出发点,指出目前电大开放教育考试制度基本上仍是与普通高校无异的文凭本位模式,从构建终身学习体系的战略角度,提出对其考试制度深化改革的思考。  相似文献   

服虔及其《通俗文》     

韩卫斌 《新乡师范高等专科学校学报》2007,21(1):129-132

服虔是我国东汉末期著名的经学家和语文学家,他对《左传》的研究在经学史上占有重要地位。但其主要成就还表现在对传统语文学的贡献上,其《通俗文》对我国的文字学影响巨大。着重论述了《通俗文》的成书、流传、内容、价值等问题。  相似文献   

Teachers’ perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula     

Ahmad Khanlari 《European Journal of Engineering Education》2016,41(3):320-330

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.  相似文献   

Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science     

Dina Zoe Belluigi  Georgina Cundill 《Environmental Education Research》2017,23(7):950-971

This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student evaluations, a focus group discussion, lecturer reflections and summative assessment results. During the course, the development of critical thinking skills was scaffolded by different thinking approaches to the possibilities and problematics of student-selected case studies, followed by a collaborative re-examining of ‘what is known’ about Citizen Science. Spiralling engagement with various resources harnessed the diversity of the class, as they drew on their personal and disciplinary backgrounds. The insights highlight possibilities for alternative higher education teaching models for emerging subjects such as Environmental Science, where the competencies required of graduates, such as critical thinking and coping with uncertainty, differ significantly from traditional ‘science’ competencies, and therefore require a departure from traditional teaching methods.  相似文献   

图书馆与"学习型社会"   总被引：5，自引：0，他引：5  

杨云芳 《丽水学院学报》2003,25(3):104-107

在知识经济时代,学习能力是人类生存、发展所要具备的首要能力,因此,形成“学习型社会”的倡导应运而生。图书馆与生俱来的馆藏优势、环境优势、服务优势决定图书馆是打造“学习型社会”的最佳场所。“学习型社会”给图书馆带来了发展契机,也对图书馆提出了诸多新的要求。  相似文献   

The persistence of preschool effects: Do subsequent classroom experiences matter?     

Katherine A. Magnuson  Christopher Ruhm  Jane Waldfogel 《Early childhood research quarterly》2007

Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool “catch up” to their counterparts who did. Specifically, we focus on two dimensions of the early school environment—class size and the level of academic instruction provided. The findings suggest that most of the preschool-related gap in academic skills at school entry is quickly eliminated for children placed in small classrooms and classrooms providing high levels of reading instruction. Conversely, the initial disparities persist for children experiencing large classes and lower levels of reading instruction. These results point out that the longer-term effects of early childhood experience partly depend on classroom experiences during at least the first years of school.  相似文献   

高中生英语词汇学习策略与词汇量相关性研究     

丁新宇 《湖州师范学院学报》2006,28(4):58-62

以湖州双林中学高三学生为调查对象,采用问卷、词汇量测试卷等工具,运用定量分析的方法研究了高中生词汇学习策略的总体倾向,探讨了词汇学习策略与词汇量的相关性。结果表明:高中生普遍接受运用和上下文的词汇学习观念,他们不太赞成死记硬背的观念;高中生使用的词汇学习策略数目有限,在22项词汇学习策略中,常用的仅选择性注意、重复、自我激励等8项;词汇学习策略与词汇量之间存在着一定的相关性。其中计划、背景知识猜测、上下文等13项词汇学习策略与词汇量呈显著或极显著正相关。  相似文献   

深度学习视域下的高中物理教学探研     

赵红梅 《成才之路》2020,(5):94-95

深度学习是一种能够促进学生对知识理解和应用的新兴模式。在高中物理教学中,引入深度学习模式,能够改善学生的学习现状,培养学生的学习能力,提高教学效率和教学质量,提升学生的物理核心素养。文章结合教学实践,对深度学习视域下的高中物理教学进行探研。  相似文献