共查询到20条相似文献，搜索用时 15 毫秒
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通过两轮教学行动干预,最终构建了课堂讲授结合Quora话题回答写作的混合式教学模式,并通过多手段考察行动研究的效果,结果表明,该教学模式能激发学生兴趣,提高学生英语思维能力,有助于学生养成自主学习习惯;平台提供的数据反馈也能丰富老师对学生及其作业的评价手段。 相似文献
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在信息技术和现代教学理念的双重推动下,高校实验教学正在转向混合式教学。在此背景下,文章构建了高校混合式实验教学模式,并以“基础化学”课程为例开展了为期3个月的教学实践。文章采用问卷调查、化学实验视频评价量表、访谈的研究方式获取数据,通过数据分析重点探讨了混合式实验教学对学生学习成效与学习体验的影响,结果发现:混合式实验教学能整体提升学生的学习兴趣、学习动机和实验操作技能;男生和女生在学习兴趣、学习动机、操作技能提升方面不存在显著差异;混合式实验教学能给学生带来更佳的学习体验,而积极的学习体验会正向促进学习成效。文章构建的高校混合式实验教学模式具有推广价值,对于促进高校实验教学改革、提升人才培养质量具有积极意义。 相似文献
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刘红星 《黄冈职业技术学院学报》2021,(2):43-46
在教育信息化背景下,为了提高教师和学生的信息化素养,为了提高学生的自主学习能力、解决问题的能力,在建构主义理论、混合式学习理论、泛在学习理论的指导下,黄冈职业技术学院应用文写作课程采用线上线下混合式教学,促进了信息技术与课程的深度融合。本文从实施混合式教学的理论基础,实施混合式教学的必要性以及具体的教学组织三个方面进行阐述,说明信息技术与课程教学的深度融合有助于提升人才培养质量。 相似文献
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如何确保在线直播课程的教学成效,是当下在线教学亟待解决的问题。文章以师范生“中职课程设计与开发”课程为例,遵循学生中心、行动导向、工作过程导向和工作成果导向的基本理念,借鉴探究社区模型理论和学习环境设计相关理论,结合行动导向教学的要求,从学习环境(物理环境、心理环境)、学习内容(学习任务、学习活动)两方面展开在线直播课程设计,以提升学生的学习体验和学习参与度,确保在线直播课程的学习成效。文章的研究可为在线直播教学和混合学习的教学设计实践提供参考,并有助于推动教学改革。 相似文献
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课堂学习共同体的有效建构——以高级语言程序设计(VB)课程为例 总被引：3，自引：1，他引：2
在分析研究学习共同体的内涵和教学实际的基础上,从学习环境、教师学习共同体、教学内容、教学过程、对话协作方式和学习评价等六个方面提出了构建课堂学习共同体的具体策略,经高级语言程序设计(VB)课程两年的教学实践,既保证了在有限课时内开展协作交流促进学生知识内化的可能,又有效地解决了学习程序设计入门难、大班教学中有效教学监管和遏止作业抄袭等问题,使学习者能力得到全面发展。 相似文献
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Jillian Seniuk Cicek Sandra Ingram Marcia Friesen Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70
ABSTRACTAn engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. 相似文献
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高职英语课程旨在培养学生实际运用语言的能力,增强学生人际沟通和解决问题的能力。在英语教学中采用行动导向教学法并通过协同学习的教学组织形式满足该课程的要求。本文旨在将行动导向和协同学习理念引入到英语合班教学中,以解决公共英语教学中课堂互动的困境,促进师生的共同提高。 相似文献
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该文针对大班教学的全校性公共数学课程,利用"超星学习通",在教学过程中引入过程性评价,改革传统教学方式,探索适应新时代特点的新型混合式教学模式,增强学生的学习积极性和主动性,并以"概率论与数理统计"课程为实践案例,运用学习通进行混合式教学,得到了学生的认可,取得了良好的效果。 相似文献
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疫情当前,面对计算机基础较为薄弱的文科生,程序设计语言课程如何顺利开展在线教学并保障教学质量,是一个值得探讨的问题。以韩山师范学院3个专业6个文科班的学生为调查对象,运用问卷调查法从个人基本信息、以往在线学习经历、对本门课的在线学习需求3个维度进行数据统计与分析。基于调查结果,提出在文科生程序设计语言课程在线教学中,可通过搭建课程框架、组织针对性的课程资源、采用异步教学方式、积极创设课堂活动、关注学生学习进度5个方面提升教学质量。 相似文献
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计算机辅助学习工具Black Box在口译自主学习中的应用 总被引：1，自引：1，他引：0
文章将从探讨口译教学理论和教学法出发,论述学生自主学习的必要性和重要性,并结合实际口译教学,着重介绍计算机辅助学习软件Black Box的特点、功能及其在口译自主学习中的应用。 相似文献
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当前,高校以学习者为中心大力推进教育教学改革,传统的教学方法难以满足学习者对编程课程学习的个性化需求.传统课程实践环节中的编程练习较为单调乏味,很难激发学习者学习编程的兴趣,学习者甚至会对编程学习产生负面的情绪.本研究面向培养计算机编程能力提出一个基于计算机游戏的学习模型,该游戏模型以"面向对象程序设计"课程为例面向在... 相似文献
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Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student’s perception and their peer interaction in the constructivist–collaborative learning environment (CCLE) with multimedia contents and Web 2.0 tools, to address the research question: What is the impact of CCLE on student learning process? By using factor analysis on the questionnaire results, and applying content analysis on students’ comments in Web 2.0 tools and feedback given by 182 students at INTI International University, several components of constructivist–collaborative learning were identified. The discussion in this study focuses on “team” and its sub-components include group dynamics, students’ prior knowledge with team and group processing. The discussion provides more understanding on the impact on student learning process for enhancing the learning experiences in Malaysian university class environment. 相似文献
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Sharon H. Harwell Shannon Gunter Sandra Montgomery Cheryl Shelton Deborah West 《Learning Environments Research》2001,4(3):259-286
This article describes initial results of a collaborative action research endeavor between a regional university and a local
school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist
viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning
Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and
classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which
the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics
and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded
no significant changes in student perceptions of the classroom learning environment over the duration of the academic year.
Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom
learning environment into closer alignment with a constructivist perspective for teaching and learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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A synchronous blend of online learning and “face-to-face” teaching is becoming a feasible instructional approach in higher education with the advent of technology. Although this learning mode is not new in higher education, little research has been done to contextualise social presence experiences in which effects of interactions were explored for enhancing learning. A qualitative approach was adopted using the case study method to examine the instructor and students’ pedagogic interactions in the social presence of a blended synchronous learning environment. This paper reports an exploration of the blended learning with an online group of students at a remote site attending a computer-aided engineering drawing course synchronously with a face-to-face group taught by an instructor in a laboratory. The process of interaction was visually and verbally mediated by videoconference as if in an online face-to-face learning community. The findings show that the online and face-to-face groups had different social presence experiences in which interaction emerged. Emotional adaptation and practice is needed for the students and the instructor in such a complex environment. Based on the interaction patterns, a framework of interactions in the blended synchronous learning environment is conceptualised to inform course development and instructional design. Implications for further study are also discussed. 相似文献
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Shu-Chen Yen Yafen Lo Angela Lee JudelMay Enriquez 《Education and Information Technologies》2018,23(5):2141-2153
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed. 相似文献
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基于高校网络教学平台的混合学习模式应用研究 总被引：1，自引：0，他引：1
鉴于混合学习模式在普通高校的应用优势和趋势,混合学习已成为高校教学改革的重要内容。基于高校网络教学平台的混合学习模式应用,将为高校教学改革提供一个新的思路。通过分析高校师范专业必修课程《现代教育技术》混合学习设计需求,构建了基于高校网络教学平台的《现代教育技术》课程混合学习模式,设计了该课程的混合学习实施流程图,并从混合学习的学习环境、学习内容、学习资源、学习活动、学习评价等方面,阐述该课程是如何基于网络教学平台进行混合学习实践。课程混合学习实施结果显示:教师教育技术能力、网络课程内容设计、网络课程学习导航、网络学习活动设计与组织、及时的师生互动交流、学生的信息素养、学生网络学习参与度、师生对网络学习的认可度等因素对混合学习的有效实施有重要影响。基于高校网络教学平台开展混合学习的对策主要包括加强网络教师培训;重视混合学习环境设计;强化混合学习活动设计与组织;提供在线学习辅导与支持;明确学校激励措施与网络教学发展政策。 相似文献
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混合式教学模式作为一种新的教学模式,结合了线上线下以及翻转课堂、微课、移动学习等教学理论与方法,是目前国内外研究者研究的热点之一,也是教学改革的重要举措之一。本文将以“现代教育技术应用”这门课程展开混合式教学实践研究,通过构建系统科学的教学设计实施教学,采用定性与定量相结合的方法,探究分析混合式教学中学习者的情感体验、学习行为、学习效果等。研究结果表明,混合式教学模式提高了学习效率、学习者情感体验良好、学习积极性均较高、课堂互动效果明显、课前课后自主学习能力增强等。 相似文献
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Roisin Donnelly 《Learning, Media and Technology》2006,31(2):93-116
This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students. 相似文献