共查询到20条相似文献，搜索用时 468 毫秒
1.
蔡光春 《中学政治教学参考》2015,(Z2):19-20
<正>美国人大卫·科尔伯于1984年提出体验学习理论,强调学习过程中体验的核心角色和情感成分对学习的作用。长期以来,受评价方式的制约,在思想品德教学中,教师更注重知识教学,强调"双基",教学方法单一,讲授偏多、活动偏少,形成"教师教、学生学"的课堂教学模式,难以调动学生的主动性和积极性,忽视学生情感体验,与体验学习理论背道而驰。心理体验是立足学生心理特点和学习、生活环境 相似文献
2.
高校学生的学习体验会直接影响到学生的学习收获。中外合作办学机构和项目的层次
繁复,学生成分相对复杂,从而,他们的学习体验与预期的学习收获呈现特殊性。本文为了调查上
海市中外合作办学机构或项目中学生的学习体验, 编制了《中外合作办学高校学生学情调研问
卷》,希望通过问卷从项目管理、教学条件、师生关系、教学方法、教学管理五个方面全面了解这些
学生的学习体验,并定量地进行了问卷的信度和效度测试,以增加调查结果的可靠性。 相似文献
3.
沈金林 《中学物理教学参考》2007,36(11):4-6
现代教育理念认为,能力不是教会的,而是学生在学习活动中通过自主体验、感悟、类化、迁移而逐步形成的.高中物理新课程标准提出了体验性目标要求,强调了学生独特的感受和体验.那么,什么是体验学习?体验性学习对学生认知建构有什么重要意义?在物理教学中如何引导学生开展体验学习呢?一、体验学习的含义有人做过这样的教学实验:让学生听老师讲"要尊重、帮助残疾人",这是"间接学习";而让学生坐在轮椅上像残疾人那样驱车爬坡便是"体验学习",即在教师的积极引导下,通过学生的亲自参与从而获得对事物的真切感受并生成学习意义的学习活动. 相似文献
4.
网络环境下高校学生党建工作探究 总被引：2，自引：0，他引：2
互联网的日益普及,给高校学生党建工作带来了巨大的挑战,同时也蕴藏着丰富的发展契机.文章分析了目前高校学生党建工作面临的新问题,阐述了网络给高校学生党建工作带来的新机遇,强调了利用网络进行高校学生党建工作的重要意义,并就如何利用网络推进学生党建工作提出了具体的实施办法. 相似文献
5.
<正>新语文课程标准对语文教学提出了新的要求,它突出了语文本身所具有的人文意义,突出了学生在学习过程中的主体地位,强调了尊重学生在学习过程中的独特体验。因此,在阅读教学中发挥学生在阅读教学中的主体性,提高学生对作品的感悟能力尤为重要。在阅读教学中,教师应该设计引导学生对作品产生某些感受、理解、体验的"碰撞",使学生自然而然地得到情操的陶冶和对作品的感悟。面对未来的挑战,教育理念和 相似文献
6.
新课程强调让学生经历知识的发生、发展过程,关注学生的学习体验.教学“可能性”时,我努力体现这一要求,以学生亲身经历和体验过程为主线,精心设计了一系列的游戏活动,让他们在有趣的学习活动中,获得对知只的体验、感悟. 相似文献
7.
美国高校学生事务管理的特色与启示 总被引：1，自引：0，他引：1
高校学生事务管理以满足学生需要为工作导向,以为学生服务作为工作宗旨,坚持以学生为本的核心理念,强调高校学生事务管理队伍的职业化、专业化,注重思想道德教育的协调性和一致性,做得很有特色,许多方面都值得我们学习和借鉴。 相似文献
8.
9.
随着高等教育向大众化方向迈进,学校后勤社会化,高校学生宿舍公寓化建设不断深入,这对高校学生的学习和生活方式产生直接而深刻的影响,也必然会对高校现有的学生教育管理模式提出种种新的挑战.文章就高校学生宿舍公寓化条件下学生教育管理的模式、公寓管理中的育人功能及实现途径进行了探讨. 相似文献
10.
新的语文课程标准对语文教学提出了新的要求,突出了学生在学习过程中的主体地位,强调了尊重学生在学习过程中的独特体验。因此,阅读教学中发挥学生在阅读教学中的主体性,提高学生对作品的感悟能力尤为重要。 相似文献
11.
Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we developed a student typology based on student responses to survey items on the National Survey of Student Engagement. We then examined the utility of this typology in understanding direct-assessment learning outcomes, self-reported gains, grade-point average, and persistence from the first to second year of college. Results from linear and logistic regression models indicated there were relationships between student types and the various outcomes, and that an engagement-based student typology could help deepen our understanding of the college student experience and college outcomes. 相似文献
12.
Benjamin C. Heddy Gale M. Sinatra Helena Seli Gita Taasoobshirazi Ananya Mukhopadhyay 《教育心理学》2017,37(5):565-581
The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a quasi-experimental design. Our goal was to determine the effectiveness of TTES compared to an alternative teaching method in a course designed for academically at-risk undergraduate students. Specifically, we explored the impact of TTES for teaching about motivation in a college success course. The results showed that TTES generated TE outside of the biological sciences, increased learning, developed student interest and facilitated self-reported transfer to other courses. The findings have important implications for facilitating learning and motivation in academically at-risk college students, which may subsequently impact college student retention and academic success. 相似文献
13.
飞行学生本科英语学习分为基础英语和专业英语两个阶段,而基础英语学困生问题一直是飞行院校英语教学面临的巨大挑战。为了切实提高飞行学生基础英语水平,帮助其顺利掌握飞行专业英语,满足民航业对飞行员语言能力的各种要求,该研究从飞行专业基础英语课一线教师角度出发,采用定性研究方法,通过课堂观察及课下一对一访谈,发现飞行基础英语学困生的根本成因在于学习动机、学习意志、学习策略、课堂体验和课下管理意识这五方面的缺失。 相似文献
14.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献
15.
《Community College Journal of Research & Practice》2013,37(5):363-375
In the study reported in this article, we examine the extent to which community college students' learning style preferences vary as a function of discipline. We were interested in knowing whether gender and academic performance play a role in student learning style preferences. The learning style preferences of 105 community college students (47 males and 58 females) were measured in four disciplines (i.e., English, mathematics, science, and social studies) using a modified version of the Kolb Learning Style Inventory IIa (Kolb, 1995), which was aimed at determining learning mode orientations: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results revealed significant differences in students' learning styles preferences across disciplines, but not for gender. In addition, student learning style preferences varied by academic performance as measured by GPA. These findings have important implications for community college teaching and research. 相似文献
16.
Self-directed student groups and college learning 总被引：1，自引：0，他引：1
Studies conducted by the author are reported in which small self-directed groups of college students assumed the major responsibility for their learning in college courses. Other similar studies are reported and summarized. These studies all indicate that self-directed small group study does not result in any decrement in subject matter mastery in the college learning experience. Furthermore, a number of measurable benefits appear in terms of other desirable outcomes of the overall small-group experience. Such educational outcomes as interest in reading material related to the course and its assignments, quantity and quality of study invested in the courses, increased communicative and interpersonal skills, sense of responsibility for one's own growth and learning, greater enthusiasm for the small-group experience, improvement in critical thinking, greater awareness of applications of study material, and lasting curiosity aroused by the learning, all appear persistently in favor of the self-directed student groups. Observations of self-directed groups in action and some implications for policy decisions in higher education are given. 相似文献
17.
大学生满意度是大学生对大学学习、生活等经历的一种总体心理感受与看法。现阶段开展大学生满意度调查是高校改善学校和学生关系、促进学校自身发展的重要举措之一。文章系统梳理我国大学生满意度调查的开展现状,并借鉴一些发达国家开展大学生满意度调查的成功经验,提出了今后进一步推进我国大学生满意度调查的发展策略。 相似文献
18.
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students 总被引：9，自引：0，他引：9
A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning. 相似文献
19.
Karen A. Myers 《About Campus》2008,13(2):2-9
The two widely acclaimed Learning Reconsidered reports are helping to reshape the college student experience. Karen Myers applies their principles to the learning of students with disabilities and to students learning about disabilities. 相似文献
20.
本文针对新的发展形势下学生教育管理工作的新需求,结合本校工作实践,根据高职院校辅导员队伍建设出现的新问题,提出了辅导员队伍建设的新举措,在辅导员学习培训体系、考核评价体系及专业化、职业化等方面开展新的探索和实践。 相似文献