共查询到20条相似文献，搜索用时 171 毫秒
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进行小组合作学习,要培养学生群体合作的学习习惯。群体合作指围绕明确的学习要求,共同探究．使每一个学生在完成个人学习目标的同时,通过合作学习实现小组整体目标。达到预期学习要求。通过自身的教学实践。我觉得要培养以下两个方面群体合作的学习习惯。 相似文献
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小组合作学习可以发挥群体的积极功能,提高个体的学习动力和能力,使学生认识到合作学习的重要意义,从而认识到合作学习方式、合作学习的精神。 相似文献
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魏瑾 《湖南科技学院学报》2005,26(4):171-172
合作性竞争学习综合了合作学习和竞争学习两者的优势,体现学生学习的主体性、学生活动的互动性和语言的交际性,通过合作交流和挑战竞争,使学生在协作、比拼的氛围中增强群体合作和自主自强意识,从而提高学习自主性。 相似文献
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崔荣秀 《语数外学习(高中版)》2014,(11):28-28
英语教学中,合作学习方式的运用是对传统英语教学过程中学生单干学习方式的纠偏,它在很大程度上挖掘了学生个人潜能,集中了学生群体智慧。英语教学实践表明,合作学习方式的运用不仅利用学生群体资源优势解决了学生个体学习的困惑,而且还使学生在英语学习过程中互相接触、良性互动、相互激励,提高了学生英语学习效果。 相似文献
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张建斌 《教育界(基础教育)》2013,(11):18-18
小组合作学习及班级管理模式充分体现了学生的平等性,强化了群体合作意识,激发了学生学习和参与管理的热情,在自主管理中增强自我约束,使学生学会学习,学习合作,学会竞争,为学生的终身发展奠定坚实基础。 相似文献
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<正>小组合作学习是新课程标准提出的三个重要学习之一。在合作学习中学生如果感觉自己是群体中不可缺少的一员时,就会产生一种成就感和价值感。采取合作学习法,我们要引导学生积极参与学习活动,互相取长补短,共同进步。那么高中历史教学中应该怎样组织学生开展合作学习?一、强化合作学习的组织领导首先,我们要了解合作学习有如下三点好处:一是合作学习使学生的学习兴趣提高。二是合作学习可以增强学生的自信心。三是合作学习使学生学会了合作。 相似文献
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《初中生学习(中考新概念)》2007,(4)
美国的维纳·罗森勃吕特教授研究出一种学习方法——罗森勃吕特学习法,也称为“合作学习法”。合作学习,是指为了完成共同的任务,在学习群体中有明确责任分工的互助性学习。合作学习的方式之一是组成学习小组,相互协作,合理分工,共同完成某项学习任务。合作学习的目的在于使每一个学生尽可能地参与到学习活动中来,通过积极的思考,解决具体问题,实现有效的提升和发展。在组成学习群体的初期,以3至7人为宜,最好不超过10人。因为在初期,参加群体自由式讨论的经验不多,人太多会使讨论离题。而且,在群体中应由3至5个知识面较宽、有组织才能的骨干分子来把握大方向:创造自由愉快的气氛,综合各成员意见,确定学习讨论的主题等等。 相似文献
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孙澄宇 《学生之友(小学版)》2010,(24):41-41
目前合作学习已经成为世界上许多国家普遍采用的一种具有创意的教学理论与策略体系,被人们誉为近年来最重要、最成功的教学改革。从建构主义的角度说,学习是学生不断探索与思考、不断质疑与释疑、不断表达个人见解和提升个人经验的过程。同时也是学生不断超越个人行为成为群体合作的行为;是团队精神和群体意识发展的契机。学生的合作学习可以使学生增强合作的意识．使每个学生切身地体会到自己需要学习,更需要向别人学习和在别人的帮助下获得发展。 相似文献
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目前国内普遍存在的“讲授型外语学习”环境阻碍了外语教学效能的提高和外语教学目标的实现。从分析外语学习目标、学习主体和建构型外语学习环境的特征出发,深入阐述了创新外语学习环境的必要性,并提出一个由目标任务、主题情境、多元信息资源、自主学习策略、协作学习模式、多维评估体系、和谐师生关系七要素构成的建构型外语学习环境的设计模型。 相似文献
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在"Java程序设计"教学中,通过基于项目的教学活动的开展,在"做"中给学生创设真实问题环境和协作学习环境,在激发学生"学"兴趣的同时,提升学生的综合能力,对于计算机类教学有借鉴意义。通过自身教学改革的具体案例,描述了这样一个过程,来探讨"做中学"教学过程应注意的一些问题和和面向过程考核的优劣。 相似文献
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Yuping Wang 《Interactive Learning Environments》2013,21(4):311-330
This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of “cyber face-to-face” is used here to encapsulate the kind of environment in which a combination of real-time oral/aural, visual, and text-based interaction happens simultaneously via the various features in an advanced Synchronous Learning Management System (SLMS). The study discusses the results of an evaluation of the five features, namely, the interactive whiteboard, the text chat, the group cyber face-to-face classrooms, the audio, and the video, in an SLMS called 3C. Thirty-three students from an online Chinese/English interpreting course participated in this study. Survey data indicate that collaborative learning can be effectively facilitated in a cyber face-to-face environment, although the degrees of collaboration vary among the five features evaluated. Recommendations for maximizing the collaborative learning potentials of a cyber face-to-face environment are also put forward. 相似文献
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《British Journal of Educational Studies》2012,60(2):221-246
Abstract Given the instructional challenges posed by the influx of minority-language children in North America, this article attempts to examine early childhood bi- or multilingualism in one of the fastest growing ethnic minority groups in Canada, Korean-Canadians. By drawing on a Vygotskian perspective, the article focuses on the affective and social aspects of learning for culturally and linguistically diverse (CLD) children and their families. With an emphasis on the integration of language and thought, this article first identifies the instructional applications of Vygotskian perspectives and then describes iterative phases of design-based research aimed at developing technology-mediated collaborative learning environments for trilingual Korean-Canadian children. The technology-mediated collaborative learning environment supported young CLD children's affective, social and cognitive needs and created meaning-centered collaborative learning environments. The paper concludes with a consideration of implications of this technology-mediated collaborative learning environment so as to assist teachers who might be confronted with the educational needs of the growing population of CLD children. 相似文献
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Juan Felipe Calderón Miguel Nussbaum Ignacio Carmach Juan Jaime Díaz Marco Villalta 《Interactive Learning Environments》2016,24(4):758-783
Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design. 相似文献
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词汇习得是大学英语课程教学的重要组成部分,词汇习得的成效将直接影响到英语语言能力和交际能力的提高．在我国,大学生词汇学习方面还有诸多问题。本文以词汇习得的相关理论作为研究探讨的理论基础,以网络环境下自主学习策略和协作学习策略作为切入点,探讨网络环境下,大学英语词汇习得的相关策略和方法． 相似文献
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Kristen L. Nugent 《Educational Action Research》2020,28(3):497-517
ABSTRACT This article describes the experience of French language teachers as they explored interculturality within a collaborative professional development environment. Participants studied how to design culture lessons for their classrooms through the lens of Intercultural Communicative Competence with the support of theoretical frameworks for intercultural learning. The findings underscore a need for teacher professional development that creates space for teachers to explore topics of interest in an in-depth and collaborative manner, that makes time for exploration of theoretical frameworks, and that models practical strategies for embedding interculturality in curricula. Furthermore, this study reveals that explicit examples of intercultural lessons taught while using the target language are needed in order for language teachers to gain confidence in this area. 相似文献
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朱颖 《牡丹江教育学院学报》2021,(3):67-69
阅读焦虑是经常困扰英语学习者的常见问题,严重影响阅读进程,而协作学习作为一种有效的学习方式能够缓解外语学习中出现的焦虑。为了探索协作学习对英语阅读焦虑和阅读成绩的影响,本研究开展了协作学习模式下的阅读教学,研究结果证明协作学习能够较低英语阅读焦虑,提升英语阅读成绩的有效性。 相似文献
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建构主义学习理论与多媒体外语教学 总被引：4，自引：0，他引：4
李彬彬 《成都教育学院学报》2004,18(7):21-23
文章从建构主义学习哲学的历史发展和建构主义学习理论出发,探讨了在理想的多媒体教学条件下,建构主义学习观在教学环境、教学模式及教学内容等方面的体现,即学习者的认知在多媒体教学中是怎样通过情境、协作学习最终完成意义建构的. 相似文献
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Dorothy DeWitt Norlidah Alias Saedah Siraj 《Educational technology research and development : ETR & D》2014,62(4):461-480
Collaborative problem-solving in science instruction allows learners to build their knowledge and understanding through interaction, using the language of science. Computer-mediated communication (CMC) tools facilitate collaboration and may provide the opportunity for interaction when using the language of science in learning. There seems to be little interaction among students in the science classrooms as teachers only seem to be concerned with teaching the facts of science. An exploratory implementation study for a collaborative mobile learning (CmL) prototype design using CMC tools provides the opportunity for interactions using the language of science. The purpose of this study is to investigate whether the CmL prototype can be used for interaction and learning in secondary school science. The prototype, designed based on Merrill’s First Principles of Instruction, was evaluated by five experts before implementation among 14 students. Data collected from interviews with the experts and from students who used the prototype, as well as from online communications, was analyzed. The findings show that interactions when the CmL prototype was used enabled the language of science to be modeled for knowledge-building. This study is explorative in nature and the preliminary results seem to indicate that the CmL prototype has the potential to increase interactions in learning. However, further investigation is required to determine whether the CmL prototype could be used for collaborative problem-solving in science as well as in other subjects, especially in the current educational environment in Malaysia. 相似文献