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1.
在程序设计教学中善用网络学习社区,可以大大提高学生课堂学习的效果,使教学事半功倍。本文从为什么运用网络学习社区开展程序设计教学出发,介绍了网络学习社区下程序设计教学的研究背景方法和对象,沦述了网络学习社区对程序设计教学的改进,以及运用网络学习社区进行程序设计教学的研究成效,最后得出研究结论。 相似文献
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网络教学作为一种新型教学模式,受到人们的普遍关注,也遭到不少质疑。本文首先分析网络教学的本质与特点,阐述网络教学是与传统校园教学不同的模式,来研究网络教学。其次从网络教学的学习理论、学习资源体系、学生学习过程与学习支持服务体系、教师教学过程与教学支持服务体系、测试系统来探讨校园网络的建立与网络英语教学课件的设计。 相似文献
3.
网络教学作为一种新型教学模式,受到人们的普遍关注,也遭到不少质疑。本文首先分析网络教学的本质与特点,阐述网络教学是与传统校园教学不同的模式,来研究网络教学。其次从网络教学的学习理论、学习资源体系、学生学习过程与学习支持服务体系、教师教学过程与教学支持服务体系、测试系统来探讨校园网络的建立与网络英语教学课件的设计。 相似文献
4.
靳世平 《陕西广播电视大学学报》2008,10(1):31-33
网络教学与网络学习问题的研究是远程开放教育永不衰老的话题。本文在调查分析和总结网络教学与网络学习问题的基础上,针对宝鸡市陈仓区开放教育三届汉语言文学本科学生网上学习状况,提出加强网络教学的改进措施。从基于网络教与学过程出发,以网络教学与自助式学习理论对实践的指导探讨。 相似文献
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网络教学是基于网络系统的现代学习方式。这种学习方式与基于传统介质的学习方式不同,它为学习者提供了更大的选择性空间,为学生自主学习创造了良好条件。网络教学中应注意网络平台的建设,完善网络教学资源和教学环境支持系统,建立适用于网络教学的质量评估体系。 相似文献
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网络教学的特点是：学生学习的自主性;教学资源更加丰富;有利于开展交互式学习。网络教学对专业人才培养具有前所未有的促进作用,网络教学的开放性有助于改变以往教学模式,实现以学生为主体的教学,具体包括三方面：自主学习;合作学习;交互学习。 相似文献
9.
面向自主学习的网络课件的教学设计 总被引：1，自引：0，他引：1
网络课件有三种应用模式:面向传递教学、面向自主学习、面向混合式教学。在现代远程教育中,应当设计和开发面向自主学习的网络课件。面向自主学习的网络课件包含六种教学设计成分:学习内容、扩展学习资源、教学策略、动机策略、学习指导和学习评价,论文分析了上述六种教学设计成分的设计方法,归纳了网络课件的教学设计模式。 相似文献
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网络教学交互是为了创设良好的网络学习环境,提高学习者参与网络学习的积极性、主动性,增强他们学习的动机,从而提高网络教学的效果。本文根据网络教学中交互的"主客体"特性及其交互性提出了网络教学交互过程的模式,并对如何保障交互的质量做了深入的分析。 相似文献
11.
Rebecca Walker Rachel Spronken-Smith Carol Bond Fiona McDonald John Reynolds Anna McMartin 《Instructional Science》2010,38(6):707-722
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the
impact of a curriculum change on students’ approaches to learning in two large courses in a health sciences first year programme.
The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST
was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students
at the beginning and end of the new HUBS courses in 2007. Changes in students’ approaches to learning over time were examined.
The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a
deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater
extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to
their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface
approach, the results suggest that it is possible to bring about small but significant positive changes in students’ learning
behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results
showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual
factors, including assessment, and is the focus of ongoing curriculum development. 相似文献
12.
王永豪 《徐州师范大学学报(哲学社会科学版)》2007,33(3):40-42
诠释学作为一门指导文本理解和解释的学科，在以前类似于修辞学、语法学、逻辑学，从属于语文学。到了20世纪，诠释学由一种理解和解释的方法论发展成为一种哲学理论。诠释学的哲学转向与世界意义的多元化转向并行。随着古典诠释学向现代哲学诠释学的转换，诠释学不再仅是对经典文本的诠释而具有多元化的意义，从而为自己找到广阔的诠释空间，因此在诠释学的视野下比较诗学也具有更加开放的被诠释可能。以诠释学为背景，进一步探讨比较诗学在学理意义上的可能性和可行性，便会发现：比较诗学之“比较”不是工具论意义上的一种手段而是存在论意义上的一种思维方式，从而为比较诗学学科研究提供一个新的视角。 相似文献
13.
立志是儒学修养的前提和功夫,也以此特质区别于知识性学术,尤受阳明重视,并与其身心一体、以心导之思想相一致。阳明认为立志于为学首先是定向与植根,所谓“植根”就是播种,它是心灵纯化的方向和起点,“致良知”之“致”即立志。立志犹如舟舵、马衔,收拾身心并构成为学动力和恒力;立志又是定心,志定心收气凝。而人生并不怕科举功名,就怕消磨转移理想意志、立志不真切。立志是个体道德生命即良知的最初释放,是道德意志的最初真正展示和逐步坚固化,志立而不移就是从“致良知”到“良知致”。立志贵在专注,专于天理而非朱子的“持敬”,个人在专心主一的过程中,涵养精神,调理气机,使理气通达,上达天道,“精一”既是矢的又是功夫。 相似文献
14.
The article reports a study in which three groups of dyads—mothers and their six-year-old children—interacted in a problem solving task. The dyads had to solve a task that was simultaneously intellectual and manual in the sense that they were to tie a knot (a clove hitch) using a picture as a resource. The mothers differed in terms of their professional and educational background; in one group the mothers were industrial workers, in the second group they were nurses and in the third group they were teachers. The interactions were videorecorded and analysed with respect to who was responsible for performing the necessary steps in the attempts to tie the knot and what responsibilities the child was invited to take on. The results indicate considerable similarities between groups on many variables (such as time used on the task, number of words uttered, etc.), but they also show that the teacher mothers were more inclined to involve the child as a performer and to organize the cooperation in such a way that the child had to engage in the semiotic activity of relating the picture to the tying of the rope. It is argued that the differences observed reflect varying conceptions of what it means to learn in a situation of this kind and what the child should do in order to learn. However, it is obvious that these differences between the dyads do not represent anything that we can conceive of as stable traits or competences. Rather, they seem to a large extent to be produced through differing interpretations on the parts of the dyads of how to interpret the very situation in which they were acting. 相似文献
15.
《学习科学杂志》2013,22(4):495-547
This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LBD has students learn science in the context of achieving design-and-build challenges. Included in LBD's framework is a set of ritualized and sequenced activities that help teachers and students acclimate to the culture of a highly collaborative, learner-centered, inquiry-oriented, and design-based classroom. Those ritualized activities help teachers and students learn the practices of scientists, engineers, and group members in ways that they can use outside the classroom. LBD is carefully crafted to promote deep and lasting learning, but we have learned that careful crafting is not enough for success in putting a collaborative inquiry approach into practice. Also essential are fostering a collaborative classroom culture in which students want to be engaged in deep learning and where the teacher sees herself as both a learner and a facilitator of learning, trusts that with her help the students can learn, and enthusiastically assumes the roles she needs to take on. 相似文献
16.
Classroom stories of multicultural teaching and learning 总被引：3，自引：2，他引：1
Joann Phillion 《课程研究杂志》2013,45(3):281-300
This is the second of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the research was to describe the details of teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning, which I call 'narrative multiculturalism'. In this paper, I provide a sampling of stories that illustrate what contributed to my changing thinking about multiculturalism. Four short stories focus on a participant teacher in her school, in her classroom and in interaction with her students. The stories illuminate the complexity of multicultural teaching and qualities of narrative multiculturalism. In the analysis of the stories I explore multicultural understandings that developed from the experience of being in the classroom, being in relationship with a teacher participant, and our on-going dialogue. 相似文献
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《Journal of Further & Higher Education》2012,36(6):804-818
Teaching practitioners in all education sectors commonly face expectations to engage in ‘learner-focused’ teaching, although the term is defined and interpreted in a myriad of ways. In higher education, some studies have examined links between learner-focused teaching and academic disciplines. This article reports on a study which investigates the ways in which practitioners in different discipline areas conceive of, and report, different approaches to teaching. For 344 lecturers in a polytechnic in Singapore, data from the Approaches to Teaching Inventory indicated that these lecturers, as a group, reported paying more attention to teacher-focused approaches to teaching. Further, lecturers teaching a subject in a ‘hard’ discipline were more likely to report a teacher-focused approach to teaching for that subject. Conversely, those lecturers teaching a subject in a ‘soft’ discipline were more likely to report a learner-focused approach. The implications of this for staff development will be discussed. 相似文献
18.
John MacBeath 《Journal of Educational Change》2006,7(1-2):33-46
This article examines the process of change in 22 schools which participated in a three year study of leadership spanning
seven countries. Quantitative and qualitative measures were used to establish a baseline in each of the schools, providing
a basis for discussion at follow up workshops, and offering agendas for schools to work on and to refer to in face-to-face
and virtual networking. Finding a common language and common instruments for purposes of comparison proved to be a strength
rather than an impediment, as it challenged assumptions and taken-for-granted conventions from the outset and began at an
early stage to sow the seeds of change. Over the three years, research teams in the respective country sites monitored the
process of change and, through a dialogue among the participating schools, developed a set of leadership for learning principles,
together with tools through which to realise those principles in practice. By the end of the three years participating teachers,
principals and board members professed to profound changes in their thinking and practice, ascribed to the reframing that
occurred by being exposed to differing practices across cultural boundaries. 相似文献
19.
构建和谐社会与图书馆的发展 总被引：2，自引：0，他引：2
李珊 《广东广播电视大学学报》2007,16(2):99-102
和谐社会的构建必然为图书馆的发展提供机遇。本文基于和谐社会的内涵简要论述了图书馆在构建和谐社会中的作用。在构建和谐社会中,图书馆扮演着十分重要的角色,图书馆是人们获取知识的枢纽;能丰富人们的精神生活,使人达到身心和谐;能培养人们的保存意识和宽容精神。最后提出了为适应构建和谐社会,图书馆应该努力做到以人为本,转变图书馆观念;加大投入,加强图书馆建设;创新管理模式,完善图书馆服务功能;保证人才配备,加强图书馆管理队伍建设。 相似文献
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In this article we use data from the Longitudinal Study of American Youth to examine the influence of parent education on pathways to science, technology, engineering, mathematics, and medicine (STEMM) professions. Building on a general model of factors related to STEMM education and employment, we employ a two-group structural equation model to examine the factors that predict enrollment in a postsecondary STEMM program and employment as a STEMM professional. The results of this analysis indicate that most of the variables in the two models function in a similar manner, but the levels of parental encouragement, help, and direction vary significantly between college-educated and non-college-educated families. The children of non-college-educated parents were less likely to take algebra in Grade 8, take calculus in high school, and take calculus in college than were the children of college-educated parents. Young adults that grew up in noncollege families were less likely to enter postsecondary education; more likely to begin postsecondary education at a community college; less likely to earn a baccalaureate, graduate, or professional degree; and less likely to become a STEMM professional. The analysis reveals a clear pattern of cumulative advantage and cumulative disadvantage, and the final section of this article discusses the need for educational and public policy leaders to develop strategies and programs to address the substantial differential associated with parent education. 相似文献