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1.
张莉 《桂林师范高等专科学校学报》2008,22(3):89-91
现代教学的改革强调以学生为重点。在大学语言教学中,不仅强调语言学习者的语言综合能力,而且强调语言学习者的自主学习能力。文章阐述以建构主义为理论依据,依托于多媒体构筑良好教学环境,在大学语言课堂上培养英语学习者的自主学习能力。 相似文献
2.
Undoubtedly the acquisition of mathematical skills for problem solving is critically important in today’s sophisticated technological world. There is growing evidence that meta-cognition application is an important component of academic success in general and impacts on mathematical achievement in particular. Teachers’ application of meta-cognition therefore directs and reflects their teaching-practice behaviour which influences their learners’ learning with understanding in problem-solving. The purpose of the study reported on in this article was to explore teachers’ available meta-cognitive skills in class with the intention of supporting learners’ development of mathematics in problem-solving in some selected rural primary schools in the Eastern Cape, South Africa. The participants were three teachers purposefully selected from three primary schools. Interviews were conducted with the three teachers and three lessons were observed. The interviews, as an extension of observation, focused on the teachers’ knowledge or understanding of available meta-cognitive skills and how they used these skills in helping their learners’ development of mathematics problem-solving. The findings included a detailed exploration of the teachers’ acquisition and use of specific metacognitive skills, either consciously or unconsciously, during teaching and learning processes in order to develop their mathematics learners’ meta-cognitive skills as well as in solving mathematical problems. The results of the observation showed that there was evidence of teachers applying meta-cognitive skills unconsciously in assisting their learners in problemsolving in class. The interviews confirmed this evidence of available meta-cognitive skills which the teachers usually applied in assisting their learners in problem-solving in class. Recommendations have been made regarding teachers’ methods of teaching to improve the development of such skills in the lives of their mathematics learners through problemsolving. 相似文献
3.
de Jong Ton Gillet Denis Rodríguez-Triana María Jesús Hovardas Tasos Dikke Diana Doran Rosa Dziabenko Olga Koslowsky Jens Korventausta Miikka Law Effie Pedaste Margus Tasiopoulou Evita Vidal Gérard Zacharia Zacharias C. 《Educational technology research and development : ETR & D》2021,69(2):417-444
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
相似文献4.
契约学习强调学习者如何学习的过程而不是强调学习的内容,在远程教育教学中优势明显。采用实验研究、问卷调查等方法,对契约学习在远程教学中的应用效果进行分析,得出结论：契约学习是培养开放大学成人学习者自主学习能力和自我控制的有效途径,并能提高学习者学习的积极性与主动性;帮助教师实行个别化教学,有利于教师与学习者之间的良性互动。 相似文献
5.
Mothofela R. Msimanga 《Africa Education Review》2020,17(3):123-141
AbstractThis article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms. 相似文献
6.
Thelma de Jager 《International Journal of Inclusive Education》2013,17(1):80-94
Despite previous research and recommendations in South Africa, secondary-school teachers still encounter economic, social and cultural challenges in implementing differentiated learning activities in the classroom. The diversity of learners with learning barriers inevitably leads to an increase in workload for the teachers. This article draws on data generated from the research conducted in South Africa and from questionnaires completed by secondary-school teachers who identified existing challenges to implementing differentiated learning activities, as well as on student teachers who implemented three differentiated learning activities (for the slow, average and gifted learners), and reflects on their experiences of good and bad practices. The literature review and specialists' views were integrated to determine how to overcome the challenges that the implementation of differentiated learning faces. Several challenges to the implementation of differentiated learning were highlighted by the research. The research indicated that a total of 97% of teachers never or seldom use a flexible curriculum and extra time to accommodate the diverse learning needs of learners. This article provides guidelines on how to implement differentiated learning activities in secondary-school classes and offers ideas on how to start with differentiated teaching. 相似文献
7.
《British Educational Research Journal》2006,32(3):459-480
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classics, English, Geography, History, Science and Design Technology). Within‐ and cross‐case analyses drew on multiple sources of data and characterised teachers' initial statements of practical theory in terms of five key themes: broadening classroom resources and reference; enhancing working processes and products; fostering more independent pupil activity; mediating subject thinking and learning; and improving pupil motivation towards lessons. Three cases are presented to illustrate how teachers developed their ideas in action, and issues that prompted teachers across cases to adapt their approaches are discussed. 相似文献
8.
数字化教育游戏能为学习者提供一个丰富的视听多媒体学习环境,在这样的环境下,教师和学习者同为游戏者。他们在精心设计的游戏中合作学习完成学习任务,游戏情节本身就是学习目标。数字化教育游戏还能为学习者提供适当的学习策略,教师或高水平的学习者还可以提供支架来帮助其他学习者。数字化教育游戏作为一种极具吸引力的学习过程,需要适当的教学系统设计理论和方法来指导才能使教学效果达到最优化。尤其是将教育游戏应用于具体领域时,需要对教学设计模式进行必要的研究。本研究旨在通过对如何构建教学设计模式进行探讨,从而提出一种适合数字化教育游戏的教学设计模式。 相似文献
9.
This paper explores classroom interventions using a particular form of multimedia ICT, and looks to study pupil learning gains which accrue from its use. Work within the Literacy Hour in eight schools was detailed in order to evaluate the effectiveness of this communication system and the research data include pre- and post-test assessments, along with interviews with classroom teachers and pupils. The children are presented with a series of journalistic tasks and classroom activities which they resolve through the use of a compact and coordinated information system. The outcomes demonstrate that children can become self-directive and very active, exploratory, learners in a very short period of time. They quickly enjoy the freedom and control which the system permits, and through which they can be shown to enhance particular literacy skills. The lessons to be learned here relate to the management and organisation of classroom teaching in the face of systems which promote rapid devolution of learning to the learner. 相似文献
10.
多媒体自主学习模式下的师生角色定位 总被引：1，自引：0，他引：1
段莉 《雁北师范学院学报》2005,21(4):80-82
新的大学英语教学改革的实行和多媒体自主学习模式的采用，对传统的教育观念、教学模式、教师和学生角色等都产生了强烈的冲击和深刻的影响。本文通过对多煤体自主学习模式的分析，重新阐述了英语教师角色和学生角色定位，指出学生应该充当自主学习者和探究者的角色，教师应超越其传统角色．在外语教学中成为组织者和研究者、引导者、支持者、监督者和合作者。 相似文献
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学习是学习建构自己的知识经验的过程，是一个主动、积极的建构活动。本在建构主义学习理论的指导下，提出了大学英语多媒体网络互动教学要以教师、学生、信息和学习环境为组成要素，并与传统的教学模式进行了比较分析，探讨了大学英语多媒体网络互动教学的教学原则和特点．这些工作有助于信息化教育改革进一步向纵深发展。 相似文献
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14.
《Journal of Further & Higher Education》2012,36(3):15-36
AbstractThis article reports qualitative research which sought to contribute to the understanding of the importance of individual learning preferences, which is important in the light of the current shift in emphasis from teacher centred to learner centred learning in further and higher education. Analysis was made of the preferred teaching and learning styles of two sub groups — engineering and humanities. The research seeks to ascertain whether there is a relationship between the preferred teaching styles of teachers and the preferred learning styles of their learners. Teachers and learners completed Teaching Style Questionnaires (TSQ) and Learning Style Questionnaires (LSQ) which were analysed using four preferences — Honey and Mumford's (1986) activist, reflector, theorist and pragmatist. The relationship between the teachers’ and learners’ preferred styles was shown to be variable. The engineering sub group demonstrate the same level of preference in the reflector and pragmatist categories, but differences in the other two. The humanities teachers and learners had minor differences in preference in all four categories. 相似文献
15.
当前,高校学生对历史课程普遍不太感兴趣.教师要改变这种教学现状,应该在提炼教学内容和采用恰当的教学方法方面多下功夫.以<中国新闻事业史>为例,在教学内容方面,教师可以以通史为线索,以历史重大事件为"点"来展开教学,重点讲述中国新闻事业史上的重大事件及对后来的影响和着力介绍中国新闻事业史中的代表人物及其代表作;而在教学方法上,教师可以采用多媒体教学法、故事讲述教学法、讨论思辨教学法和亲临其境教学法,提高学生的学习兴趣和学习积极性,从而获得更好的教学效果. 相似文献
16.
Susanne Seifert Andrea Kulmhofer Lisa Paleczek Susanne Schwab Barbara Gasteiger-Klicpera 《Early Childhood Education Journal》2017,45(3):333-345
The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners’ needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this “foreign” language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized. 相似文献
17.
Sue Greener 《Interactive Learning Environments》2013,21(3):267-268
In this article, we present the characteristics and the design of a modular personalized multimedia testing tool based fully on XML learning specifications. Personalization is based on the characteristics of the individual learners, thus the testing paths are tailored to their needs and goals. The system maintains learner profiles rich in content from which diverse information can be elicited and presented to educators to help them understand their learners. At the end of the article, specific use cases are discussed and the educational advantages are discussed on the basis of an evaluative study. 相似文献
18.
Hope E. Wilson 《Roeper Review》2018,40(2):108-120
This study investigates the process of identifying high-quality lessons for gifted learners that integrate the arts with science, technology, engineering, and mathematics (STEM) fields. These STEAM lessons have the potential to develop deep thinking, as well as develop creativity and visual–spatial skills that are necessary in the STEM disciplines. Lessons were solicited from teachers through their involvement in national organizations, and 61 lessons were analyzed and reviewed by experts in the arts and STEM fields, as well as master teachers. High-quality lessons provided deep content knowledge in both STEM and arts fields, connections across content areas, specific criteria for assessment, and collaborations between teachers and between students. The findings from this study will be used to further define the evaluation process for STEAM lessons designed for gifted learners and to develop professional development opportunities for teachers of the gifted. 相似文献
19.
Multimedia Resources to Bridge the Praxis Gap: Modeling Practice in Elementary Science Education 总被引：1，自引：0，他引：1
Numerous research studies have shown that science methods courses based on constructivist approaches can enhance teacher knowledge
and confidence in ways that foster more positive attitudes to the teaching of science. However, a critical part of reflective
practice is the opportunity to observe competent professionals practising their craft. Opportunities to observe teachers engaging
in constructivist and inquiry based practices in many undergraduate programs are limited. Our goal was to make visible the
pedagogical practices and assumptions of teachers through a suite of multimedia resources that provided visual examples of
professional practices. In this paper, we report on the development and use of these multimedia resources. These resources
incorporated interactive CDROMs, videos and websites and supplemented an instructional program that engaged learners in a
range of reflective practices. Evaluation data were derived from focus group interviews with preservice teachers, from interviews
with instructors and from surveys with inservice teachers. Analysis of these data supports the value of multimedia material
as a vicarious learning experience; and highlights the extent that multimedia can demystify science teaching. 相似文献
20.
Nosisi N. Feza 《Africa Education Review》2018,15(1):72-84
South Africa’s esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics stimulation influence this state of affairs. Hence, this article reports on a study that explored the developmental progression of Grade R teachers’ mathematics knowledge and general knowledge of teaching participating in a professional development intervention. In this article I report on data collected after a two-day workshop conducted with the teachers. The video recordings of 14 teachers’ self-selected lessons were collected and transcribed, using a lesson observation tool, and analysed by means of thematic analysis. The findings indicated that teachers’ knowledge of number sense forms a strong foundation for improving the quality instruction of number knowledge. The first step seen to be taken by these teachers to engage the learners was the question and answer approach. The lessons of those who tried to let learners engage lacked structure and resulted in chaos. Demonstration and drill were used to develop the learners’ content knowledge. The teachers’ practices were inadequate as far as developing conceptual understanding is concerned; and their classroom management skills were not sufficiently developed to include all learners in their mediation. In instances where all the learners participated, the teacher directed the participation and did not allow for learner-to-learner engagement. It is crucial to note that they showed potential for growth and willingness to learn despite the limited or minimal the training they received. 相似文献