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1.
Damian Spiteri 《Compare》2019,49(6):888-904
ABSTRACTThis study explores the insights about teaching that student teachers elicit from schools when they go on their first school placements. It thereby offers an appraisal of how student teachers experience teaching when still at the relatively early stages of training and how they are socialised into a role where they become protagonists who can create a positive teaching climate in the classroom. The authors approach this study from the perspective of construction of meanings and consider the discourse that takes place in candidate teacher-student interactions in two university settings – in Malta and China, respectively. The study shows how student teachers believe that cultures and cultural differences need to be clearly considered across the curriculum if schools are to promote active learning equitably. 相似文献
2.
Ali Asghar Ghasemi Hooshang Yazdani Majid Amerian 《Journal of Intercultural Communication Research》2020,49(1):41-60
ABSTRACTThis study aimed to present a model of intercultural communicative competence (ICC) by incorporating international posture, motivational disposition (ideal L2 self), second language (L2) self-confidence, and metacognitive learning strategies. To this end, 150 Iranian L2 learners, selected through convenience sampling procedure, took part in the research. The findings of structural equation modelling revealed that the proposed model showed adequate fit to the data, implying that the model is appropriate in Iranian English as a foreign language (EFL) context. Also, the results indicated that learners with a high level of international posture are more likely to bridge the gap between their present and ideal selves. This was, additionally, argued that internationally oriented and ideally motivated learners become confident of their abilities to get engaged in interaction with L2 target communities. Furthermore, metacognitive learning strategies were found to be directly associated with ICC, implicating that the learners who continuously reflect on their learning and evaluate their performances are more prone to have a higher level of ICC. Finally, suggestions were offered for language teachers and policy-makers to inspire their learners to be more competent in communication with people of other cultures and languages. 相似文献
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The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use. 相似文献
4.
许悦 《体育科技文献通报》2020,(4):42-43
文章采用文献资料法、问卷调查法、访谈法,随机选取100名江苏开放大学的学生,以对哈他瑜伽改善大学生体态的原理进行分析,并提出了哈他瑜伽在高校体育教学中的推广实施策略,从而希望能为哈他瑜伽在大学生群体中的推广和应用,提供更多有利的依据与参照。 相似文献
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While collaborating with a peer can be highly beneficial for learning, more work is needed to understand how instructional activities in collaborative contexts should be designed so as to maximize learning outcomes. To address this, we investigated the impact of different types of preparatory and cognitively engaging tasks on learning from collaborating, using a 2 × 2 experimental study conducted in situ in four introductory psychology classes. We compared individual preparation versus no-preparation and “active” versus “constructive” tasks. A dyadic multilevel analysis showed that preparation prior to collaborating led to better deep learning outcomes, but that the type of preparation did not have a significant effect. We include an exploratory analysis of student dialogues during collaboration to further interpret our findings. We propose that a cognitively engaging preparation phase may lead to better learning because it encourages students to collaborate constructively even when the type of task does not elicit such engagement. 相似文献
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Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction. 相似文献
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追求形体美符合当今女大学生的生理、心理特点,在女大学生当中开展形体训练,不仅能够塑造学生的美 好体型,促进身体的健康,而且有助于内在修养的提高.但只有当对形体美形成正确的认知和态度,掌握科学、合理、适用 的训练方法,才能达到美化形体的目标. 相似文献
10.
孙建梅 《新疆教育学院学报》2003,19(3):24-26
校本课程及其开发是近年来我国基础教育课程改革中面临的新课题。教师在校本课程开发中起着关键作用,他们对校本课程、校本课程开发的理解、态度、动机、能力等心理方面的准备,直接决定其参与校本课程开发的程度和效果。本研究就此展开探讨。 相似文献