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教研员引领的网上教研活动研究 总被引：1，自引：0，他引：1
开展网上教研活动是促进教师专业发展、提高教育教学质量的有效途径.本研究从北京市西城教育研修网网上教研活动的现状和问题入手,以远程教育理论为指导,采用合作行动研究模式,通过计划、行动、观察和反思,逐步改善网上教研活动.研究表明,开展教研员引领的网上教研活动有助于转变教师行为,增强教师参与网络教研的广度和深度.教研员应从主题、时间、要求、资源和话题无方面精心设计活动,吸引教师参与,并提供及时恰当的反馈,维持教师的参与动机. 相似文献
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冯立国 《现代远程教育研究》2008,(5):43-46
随着现代远程教育的发展,通过网络进行的远程网上教研解决了异地教师远程研讨的问题。本研究采用内容分析法,选取中央广播电视大学的部分网上教研活动为样本,分析网上教研教师的研讨内容。研究结果表明,网上教研在考试评价、教学方法等教学问题和课程管理等方面进行了比较多的讨论,但对学科专业知识、学生学习问题和网上资源问题的讨论还不够充分。教师在组织网上教研时,教研内容的设计应注意实用性、时效性和专业性。 相似文献
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教研教师发展 总被引：1，自引：0，他引：1
李雪华 《黑龙江教育学院学报》2006,25(2):54-55
随着课程改革的不断深入,教师需求在不断发生变化,教研工作需要不断改进和完善。在有效的校际校本教研活动中,教师成为教研活动的主体,共同参与,合作研究。教师在教研行动中发展成长;教研在教师的提高中跟进完善。 相似文献
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传统教研活动有其局限性,依托教研博客开展集体备课、同伴互助、课题研讨、专家引领、自我反思等网络教研活动,拓展了教师合作教研的空间与时间,丰富了教学研究的内容,转变了教师参与教学研究的方式与行为。 相似文献
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笔者和本市一些骨干教师组成的研究小组参与了福建省教育学院举办的、以推进我省普通高中高级职称教师继续教育为目的的名师网上授课(教研)活动并承担部分工作。根据工作安排,网上授课(教研)活动可采用多样化的形式:可以是名师授课情景,可以是学科组教研集备活动,也可以是名师点 相似文献
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9月18日
上海市中小学二期课改网络互动平台开通仪式启动，从而拉开了在网上进行全市性教研活动的序幕。会议主会场设在远程教育集团，全市19个区县在各自区域内设置分会场，通过网络视频同步收看课堂教学实录，并参与视频互动交流和网上发帖互动交流。 相似文献
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网络教研已成为信息时代教师继续教育发展的新模式,但近期一些网络社区教研活动却出现萎缩现象,绩效受到质疑,教师参与网络教研能否有效提升其专业教学能力的问题亟待回答。文章基于技术接受和采纳行为理论,从网络教研中教师采纳行为的视角出发,开展网络研修社区中教师行为意向、促成因素、使用行为等三个维度与教师教学能力提升之间关系的实证研究,构建了教学能力影响因素回归模型。结果表明,教师利用研修平台中的教学资源、参与研修活动等使用行为,能够正向影响教师的教学能力提升,尤其对教学实施能力的提升影响最大;促成因素与行为意向对教学能力的提升也具有明确的直接或间接的解释力度。 相似文献
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杨梓生 《福建基础教育研究》2010,(2):13-14
笔者和本市一些骨干教师组成的研究小组参与了福建省教育学院举办的、以推进我省普通高中高级职称教师继续教育为目的的“名师网上授课（教研）活动”并承担部分工作。根据工作安排,“网上授课（教研）活动”可采用多样化的形式：“可以是名师授课情景,可以是学科组教研集备活动,也可以是名师点评课堂教学、同课异构教学研讨、单元教学总结反思讲评、新单元备课安排交流以及集体评课议课等”。参与继续教育学习研修的教师则借助福建基础教育网络平台,通过观看在线视频的方式进行学习研修。 相似文献
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Cynthia Nicol 《Educational Studies in Mathematics》1998,37(1):45-66
This paper reports a study designed to explore prospective teachers' learning to teach mathematics in the complex context
of a university-based curriculum and instruction course. The course, taught with a focus on inquiry, used prospective teachers'
weekly interactions with students as springboards for investigations of mathematics, teaching, and learning. A framework of
questioning, listening, and responding is used to analyze prospective teachers' understandings and the tensions they experienced.
The difficulties and tensions prospective teachers face in turn pose challenges and tensions for teacher educators.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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教师行为研究:课程与教学论的重要研究方向 总被引：4，自引：0，他引：4
20世纪,课程论和教学论得到了巨大发展,同时也暴露出实践品性不足的倾向。这种倾向既是课程与教学论发展的一个阶段性标志,也为课程与教学论的进一步发展提供了空间。近年来,课程与教学论的整合研究越来越受到重视,这为增强课程与教学论的实践品性提供了新的思路,也为教师行为研究提供了新的理论基础。教师行为研究是一项实践性比较强的研究,成为课程与教学论整合的一个重要途径,为课程与教学论的发展开辟了一个新的研究方向。 相似文献
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Jensen Jamie Smith Clara M. Bowers Robert Kaloi Mahealani Ogden T. Heath Parry Kirkham A. Payne Joshua S. Fife Porter Holt Emily 《Journal of Science Education and Technology》2022,31(6):718-729
With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.
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More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions. 相似文献
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E.C. Boling M. Hough H. Krinsky H. Saleem M. Stevens 《The Internet and Higher Education》2012,15(2):118-126
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research. 相似文献
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Nira Hativa 《Instructional Science》2000,28(5):491-523
Two instructors, given the lowest ratings by students in theschool of law at a research university in Israel, were interviewed,rated by students, and videotaped in classes twice: before and afterthey went through a treatment for improving instruction. Throughout theintervention period, several of their students were also interviewedregarding their instruction. Ratings by students of the same course inthe years previous to, and following, the treatment were also recorded.An analysis of the pre-treatment data identified three general factorsthat diminished students' ability to pay attention to and understandtheir teaching, thus causing their teaching to be perceived by studentsas poor. These three factors were: personal characteristics andaptitudes that negatively affect classroom behavior; lack ofsufficient pedagogical knowledge, and damaging thinking and beliefsregarding instruction and students. The four-month intensive treatmentshowed success in modifying and changing for the better most of thedamaging factors and in increasing instructional effectiveness. Thesignificant increase in student satisfaction from instruction thatresulted from the intervention was maintained for at least eight monthsafter the end of treatment. A principal conclusion is that for improvinginstruction of teachers perceived as poor by students, it is necessaryto modify not only the teachers' classroom behaviors but also theirpersonal characteristics and their beliefs about teaching and students– especially those that damage the effectiveness of theirinstruction. 相似文献
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Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing. 相似文献
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Heather K. Evans 《TechTrends》2014,58(3):63-70
Lecture videos are often praised as a great medium of instruction in online education. There is a lack of research, however, that tests whether videos are superior to other teaching tools in online classes. This article examines whether videos are better than lecture notes and still slides in an online introductory political science course. The results show that lecture videos might not be the best tool of instruction for introductory students. Students in the non-video course gave higher evaluations of the instructor and the course and scored higher on exams. 相似文献
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A qualitative case study research was conducted to investigate the process of evaluation and implementation of a Standard-based textbook by two seventh grade middle school mathematics teachers over a period of two years. The data suggested that teachers' mathematical knowledge was the greatest influence on how they evaluated and implemented the textbook. This mathematical knowledge manifested itself in how the teachers planned their instruction, interacted with students, and used the textbook in their classes.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献