共查询到20条相似文献，搜索用时 93 毫秒
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唐康明 《成都教育学院学报》2007,21(11):63-65
网络教学是一种与教育现代化紧密相连的新型教学形态,是一种以学生为中心的教学形式.网络教学具有生命性、社会性、教育性、交往性,决定了网络教学有自身的教学伦理,网络教学伦理的价值取向就是促进人的全面发展.现代网络教学伦理应该在网络教学伦理理论建设、网络教学过程优化、网络人际关系改善和网络教学环境设计等方面予以关注. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2017,(3):78-81
为了研究教师对于网络信息可信度感知的基本情况,采用技术接受模型为基本模型构建网络信息可信度感知影响因素的模型,通过问卷调查收集数据。结果发现:模型中各元素之间关系密切,教师对于网络信息的可信度感知整体在一般水平,不是很信任网络信息;教师网络使用态度和感知易用性在中等以上水平,使用网络信息态度比较积极;感知有用性和教学环境能力的水平较高。总体来看,教师网络信息可信度感知受教学环境、教师对网络信息的感知易用性和有用性以及使用态度的影响,其中,教学环境会影响教师网络信息的感知易用性和感知有用性,进而影响教师对网络信息的使用态度,最终影响教师网络信息可信度感知。本研究对教师的启示是在具体的教学环境中,教师应重视网络教学环境的影响、不断提高自身能力、保持对网络信息使用的积极态度。 相似文献
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以主题为载体的教学模式具备学科综合性、情境性、任务驱动性、活动探究性、反思递进性，能培养学生的创新思维和实践能力，尤其是在网络环境中所开展的主题教学，能有效培养学生的问题意识、探究能力和反思能力。笔者结合网络教学技术，探索基于网络环境的小学数学主题教学的开展。 相似文献
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叶玉梅 《宿州教育学院学报》2005,8(4):37-38
网络环境下的语文教学,应该突出表现语文教学的人文魅力.网络教学的超时空性,实现了语文课程资源的人文性;网络教学的自主性,实现了教师教学过程的人文性;网络教学的丰富性,展现了语文教学的人文美;网络数学的潜移性,展示了语文数学的可塑性. 相似文献
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在网络环境下开展了《基础会计》课程的教学评价研究,系统阐述了网络环境下过程性评价的特点、方法,并对网络环境下《基础会计》教学过程评价模型进行了设计和教学实验,是信息技术与课堂教学有机结合的有益尝试。 相似文献
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在传统的外语教学模式中,教学反馈是教学过程中的一个必要环节。在网络教学环境下,它同样是外语教师不可缺少的教学手段。在外语教学实践中,教学反馈存在不适时性、无顾忌性等问题,缺乏具体性、偏离性、形式化。在网络环境下,积极的教学反馈要具有准确性、针对性、具体性、适时性、激励性等特点。 相似文献
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《华夏少年(简快作文 )》2016,(8)
随着网络环境的发展,传统的初中语文作文教学不断受到冲击。网络环境有着其特有的随时性、便捷性、快速性、高效性等特点,这些特点能够帮助初中语文作文的教学在网络环境下不断发展、优化,能够促进初中语文作文教学效率的提升。网络环境下,学生积累作文素材,开展远程的作文学习以及交流,拓宽了学生书写随笔以及提交随笔的渠道。对初中语文作文的教学目标进行了概述,并在明确了初中语文作文教学目标的基础上,依照当前网络环境的特点,重点详细论述了优化初中语文作文教学的具体措施。 相似文献
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网络教学 ,是以Ｉｎｔｅｒ ｎｅｔ网为主要媒介 ,运用现代信息技术手段（包括 :多媒体技术、数据库技术和通讯技术等） ,利用网上资源所进行的教学活动。由于网络所具有的跨时空性、交互性、开放性及网络资源的非线性、共享性等特点 ,使在网络环境中进行的教学与传统课堂环境中进行的教学相比呈现出不同的特征。本文拟通过对网络教学和传统课堂教学的结构、内容、方法等三方面的比较 ,揭示网络教学的基本特征及实践价值。一、网络教学的结构特征及实践价值教学活动是“过程的集合体” ,总是在特定的时空展开的。网络本身具有的跨时空性和开… 相似文献
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张欢雨 《荆州师范学院学报》2012,(1):95-96
传统英语语法教学乏味且低效,而多媒体网络环境下的教学模式具有开放性、互动性和形象性,能有效改进当前陈旧、机械的语法教学方式。多媒体网络环境下英语语法教学模式可以通过营造立体交互式课堂教学氛围,构建课后自主学习环境,建立形成性教学评价机制来构建。 相似文献
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Brian K. Trombley 《Learning, Media and Technology》2002,27(3):137-146
Web‐based learning (WBL) is synonymous with on‐line learning, and is defined as learning that is delivered wholly or in part via the Internet or an Intranet. This paper first covers the advantages and concerns of using WBL in the corporate environment. It then examines the acceptance of WBL in American corporations, revealing who is using it and why, and who is not using it and why not. Finally, this paper discusses issues, challenges, and opportunities presented by WBL to corporations, the instructional designers and researchers. 相似文献
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作为一种颇具特色的学习工具，概念图有着非常高的学习与应用价值，同时在基于网络学习中也一样具有非常广泛的应用前途。本文从网络学习的层次、概念图作为学习工具和协作工具三个方面出发，分析和论述了基于网络学习的概念图应用情况，以深化网络学习方式的完善化和多元化的发展理念。 相似文献
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Paula Nottingham 《Teaching in Higher Education》2016,21(7):790-806
The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using three main perspectives that help to conceptualise the existing range of practice: discipline-centred, learner-centred and employer-centred. Data were collected from 20 academic practitioners with expertise in WBL using qualitative interviews, documents and observations at 14 different institutions from 7 regions in England. The research findings suggest that there are both commonalities and distinctive attributes across the range of practice that influence how academics develop and orient their pedagogy. It is argued that the characteristics and discursive features of these WBL perspectives present pedagogical approaches that could be adapted to inform more flexible mainstream provision. 相似文献
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Work-based Learning in Health: Evaluating the experience of learners,community agencies and teachers
Wendy Rickard 《Teaching in Higher Education》2013,18(1):47-63
This paper evaluates a case-study work-based learning (WBL) programme for final year health studies undergraduates, analysing key characteristics, and reporting benefits and tensions that result. It triangulates evidence from learners, community agencies and teachers. Cross-fertilisation of ideas between the academy and community agencies, and the viability of a very short term WBL programme were highlighted as positive features of the scheme, aided by clear student learning agreements. However, student confidence issues, struggles with self-directed learning and assessment of practical skills represented tensions, especially for ethnic minority and part-time learners. For community agencies, some lack of supervisor engagement, limited contribution to the taught-course curriculum and frequent structural reorganisation presented difficulties. Tensions for teachers related to reconciling academic and community enterprise goals, embracing resource pressures, fitting WBL within wider curriculum development and scaling up from small scale WBL programmes. 相似文献
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Nadia Edmond 《Teaching in Higher Education》2013,18(3):311-322
Rapid change in higher education (HE) has lead to a reappraisal and debate about the role and ‘mission’ of the university and the university teacher. In the diversification of the HE sector, it is possible to see a shift away from the ‘advancement of knowledge’ as the primary purpose of the HE sector as a whole. This article focuses on a particular dimension of this change referred to as the ‘vocationalisation’ of HE and evident in the growing role of work-based learning (WBL) in the academy. In particular, foundation degrees provide a context for examining the role of WBL and the university in professional development. Analysis of interviews with 19 students on, or progressing from a foundation degree for teaching assistants reveals how they construct their learning and the relationship between work-based and academic learning. The author concludes that notions of ‘equivalence’ between work-based and academic learning are flawed and fail to recognise HE's distinctive contribution to professional learning, and argues for recognition of the distinctive contributions that both WBL and ‘academic’ learning make to professional development. 相似文献
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Ern Reeders 《高等教育研究与发展》2000,19(2):205-220
Though often of low status in universities, work-based learning is widespread and is popular with governments, students and industry. The challenge is to extend scholarly approaches to making it efficient and effective. Three ideal types of current practice in WBL are outlined, five challenges to the extension of scholarly practice in WBL are discussed, and some examples of emerging scholarly practice are given. 相似文献
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Cognitive styles have been regarded as a crucial factor that affects the effectiveness of web-based learning (WBL). Previous research indicated that educational settings that match with students' cognitive styles can enhance students' learning performance, which is, however, linked to their emotion. Various physiological signals can be applied to measure emotion but the pulse is perhaps the most effective indicator. Thus, we conduct an exploratory research, which looks for a link between emotion and the matching/mismatching instructional approach with the condition of cognitive styles through a continuous pulse rate monitoring. The matching/mismatching instructional approach was delivered via a WBL system, which includes an index version and map version. The pulses of individual learners are collected by using a non-intrusive sensor. Our results indicate that the matching condition enables learners to feel more positive emotions than the mismatching condition, and is also linked to better learning performance. 相似文献
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Nouwen Ward Clycq Noel Struyf Annemie Donche Vincent 《European Journal of Psychology of Education - EJPE》2022,37(3):877-900
European Journal of Psychology of Education - Educational policy strategies give work-based learning (WBL) and dual learning pathways a prominent role in strengthening student engagement. Given... 相似文献
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The paper draws upon empirical material from a two year qualitative research project. The paper briefly outlines the key research questions, research design and data collection strategies. The following sections draw on observational, interview and journal data from the learning sites and the teachers and students who work and learn in them are used to show how college-based learning (CBL) is also work-based learning (WBL). We argue that to differentiate between CBL and WBL in this particular case is unhelpful and three separate contexts are identified to show where learning typically occurs for students of animal care. The discussion draws upon Lave and Wenger's ‘communities of practice’ and Fuller and Unwin's notion of ‘expansive learning environments’ to illustrate the ways in which full time students of animal care undertake valuable real work (albeit mostly unwaged) on farms, in stables and in reptile houses. Characteristics of communities of practice, namely, recognition of distributed expertise, inclusive language and interactions, ways of communicating about animals and nurturing teacher–student and student–student relations are identified. 相似文献