共查询到20条相似文献，搜索用时 265 毫秒
1.
自从我校试行生本教学以来,通过各种形式的学习及在课堂教学中的实施,我认为生本教育是一种比较好的教育模式。生本课堂上倡导全面依靠学生,教师的角色有了较大转变,学生是课堂的主人。我校是农村寄宿制学校,学生都在学校住宿,班级学生以小组形式进行学习。在生活中,他们互相帮助,形成谦让、互助的良好品质。在学习中,我将学生编成四人互助学习小组,每组中都有不同层次的学生,为学生课上学习与课下辅导奠定良好的基础。前置性作业在生本教学中起重要作用,我结合教学浅谈自己对前置性作业的理解。 相似文献
2.
分析多媒体网络环境下高职高专英语自主学习模式创新的必要性与可行性,提出了教师指导下的学生探究式学习模式、网络自主参与下的学生互助型学习模式和目标指引下的监控式学习模式的构建设想。 相似文献
3.
柴巩利 《乌鲁木齐成人教育学院学报》2004,12(1):31-34
通过对开放教育逻辑教学实践情况的客观描述，从学生自主学习、教师面授辅导、网络学习条件、平时作业管理、期末考试试题、电大系统管理等方面进行了认真的诊断剖析，提出在开放教育逻辑教学中，应着重解决学生自主学习的指导与监控、有效教学模式的研究与实践、网络教学资源的建设与利用、平时作业质量的监控与评价、教学内容与考试内容的统一、电大管理系统的建设与监督等问题。 相似文献
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心理互助:高校心理健康教育发展的新模式 总被引：3，自引：0，他引：3
大学生心理互助是指受过一定专业心理助人技能培训的学生心理互助员,在专业心理咨询教师的指导下,深入同学当中开展心理帮助的活动.其人本主义心理学理论、亲社会行为理论、社会学习理论是大学生心理互助的理论基础;符合大学生心理求助意向,符合大学生心理发展特点,符合高校心理健康教育发展的要求,这是大学生心理互助的现实主客观基础.高校积极探索大学生心理互助的有效模式中健全心理互助组织体系是基础:提高心理互助员的助人技能和素质是关键:规范心理互助工作机制是保障. 相似文献
6.
刘真彪 《商情·科学教育家》2013,(17)
本文阐述了信息技术环境下高职外语自主学习模式改革的必要性与可能性,结合当前高职外语教学改革的实际,提出了在教师指导下的学生自主性高效学习模式,网络自主参与下的学生互助型学习模式和目标指引下的监控式学习模式的构建设想。 相似文献
7.
张钰平 《教学月刊(小学版)》2014,(Z1)
正近年来,随着新课标对合作学习的大力倡导,学生作业"互助纠错"的方式被广泛采用。但是,互助纠错做得好,是巩固知识、发展能力、培养精神;若做得不好,则会知识不实、互抄作业、形成弊病。基于此,笔者针对当前小学数学作业互助纠错的情况进行了思考与实践。一、当前"互助纠错"之现状1.主要的形成方式有两种第一,教师指定。教师基于对学生学力水平的 相似文献
8.
培养英语自主学习能力探微 总被引：1，自引：0，他引：1
以建构主义、人本主义心理学和认知语言学理论为基础的现代外语教学观认为，外语教学应该帮助学生学会如何独立学习。但在英语自主学习中存在的问题主要有：教师角色转换不到位，自主学习监控不力；学生自主意识淡薄，策略单一，自主学习效果不佳。培养学生自主学习能力的有效措施主要有：引导探索，激活学生自主学习的意识；创设学习环境，激发学生自主学习的内在动机；多管齐下，形成学生自主学习的有效策略；制定可行的目标，拓展学生自主学习的实践空间。 相似文献
9.
根据对元学习内涵及其范式的研究，探讨了在新课改背景下，教师应用元学习理论，从引导学生对自身学习进行评价与监控、选择有效的学习策略和促进学习心理调整与优化三方面，培养学习能力的策略。 相似文献
10.
体验式学习能够将学生的情感态度和价值观塑造进行有效结合，促使学生不断产生新经验、新知识，形成积极的人生态度。本文针对体验式学习模式在小学数学教学中的应用进行了研究和讨论，希望能对数学学科教师在进行课堂教学和内容优化时有所帮助，以便引导学生针对学科基础知识理论进行有效学习，更好地提升学生的学科知识学习质量；同时有效引导学生形成更加科学高效的数学思维，并在学习体验过程中加强自身的独立思考和自主探究能力，最终为提升课堂教学质量起到应有的作用。 相似文献
11.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
12.
While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has
been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education,
the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines
the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances
the concept of readiness, and explores its implications for those who wish to promote change in the department.
Virginia S. Lee is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning,
and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her
Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide
curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment,
and the scholarship of teaching and learning.
Michael R. Hyman is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University.
He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol
University. His major research interest is the biodegradation of environmental pollutants.
Geraldine Luginbuhl is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received
her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest
in undergraduate education and, recently, inquiry-guided learning. 相似文献
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14.
《Australian Journal of Learning Difficulties》2013,18(2):20-30
Abstract Up to 30 per cent of gifted students display a learning disability, with 10 per cent reading at two or more years below their grade level. They are referred to as being ‐gifted learning disabled’ or as having the dual exceptionalities of giftedness and learning disabilities. For these students, their learning disability is more likely to be recognised and targeted in teaching than their gifted ability. The present study reviews their learning characteristics and explains these in terms of an information processing model of learning. Nine characteristics are addressed: their superior general intellectual ability in at least some domains of knowledge, a global wholistic preference in thinking, a negative academic self‐concept, low resilience in learning, patterns in motivation to learn orientation, their use of metacognifion, their ability to show what they know, their uneven rates of development, their high standards and goals, and the quality of their interpersonal interactions. The paper uses these characteristics to recommend a set of procedures for identifying these students. It examines the influence that a learning disability can have on the display of gifted knowledge and describes how dynamic assessment procedures can be used to obtain a more accurate diagnosis. It describes the two main types of general ability profiles that emerge. Procedures for assessing creativity and divergent thinking, a learning disability, aptitude in particular areas, an intrinsic motivation to learn, self‐concept, metacognition and self management of learning are discussed. To his teachers, Adam was a conundrum. He was a very quick thinker, but not in the ways that would help him excel academically. He had excellent knowledge of a range of subjects but this didn't seem to help him achieve academic success. His answers to questions were unexpected, although, when analysed, creative. On excursions he could be relied on to see ways around obstacles that arose; his teachers valued his ‘native intelligence’ on these occasions. It was less valued in classroom contexts in which they were developing a topic with a group and Adam would interject with ideas and questions that were either ‘marginally relevant’ or ‘further down the track’. They wished he would put his energy more into improving his spelling and writing ability, that were extremely low, and bis recall of the times tables. Ann, an eight year old, was also perplexing to her teachers. In class she was ‘off task’ and daydreamed a lot. She did not finish most tasks, frequently lost her place and made many careless errors. Her distractability meant that she was frequently disruptive. As a consequence, her level of academic achievement was low. Her teacher interpreted her inattention and impulsivity as a lack of interest in learning and her preference to avoid tasks. As well, however, her teacher noticed her comparatively high level reading ability and her advanced oral language capacity and had difficulty reconciling the two sets of observations. 相似文献
15.
义务教育阶段,数学教育的三个新的基本理念:人人学有价值的数学、人人都能获得必须的数学、不同的人在数学上获得不同的发展,实际上要求注重学生的个性发展;而数学情境为学生提供了充分、自由的思维构造空间,从而成为培养学生个性发展的有效切入点。 相似文献
16.
Takashi Fuji Takeshi Tanigawa Masahiro Inui Takeo Saegusa 《Education and Information Technologies》1996,1(3-4):203-226
In the business-systems-design learning environment, there may be more than one solution to any given problem. For instance,
the data model will be different depending on each learner’s perspective. Accordingly, group learning systems are very effective
in this domain. We have developed a collaborative and multimedia environment for learners on teams (CAMELOT) using the ‘nominal
group technique’ for group problem solving. In this paper, the basic framework of the collaborative learning system and the
effectiveness of collaborative learning in designing the data model are described. By using CAMELOT, each learner learns how
to analyse through case studies and how to collaborate with his or her group in problem solving. Learners come to a deeper
understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion,
tips from other learners and examination of one another’s individual works. 相似文献
17.
Elie Holzer 《Journal of Jewish Education》2013,79(2):130-149
How might one perceive the role of his or her hevruta partner in the hevruta learning relationship? Drawing on recent developments in the scholarship of rabbinics, this article offers an interpretation of a Talmudic legend that discusses three forms of interpersonal relationships in hevruta learning. Rather then considering hevruta learning as a formal setting meant to serve the learner's own learning, this interpretation offers a dialogic view of hevruta learning in which the learner carries a responsibility for the learning of his or her hevruta partner as well. The article concludes by suggesting further considerations of the interpretation of Talmudic legends as a resource for Jewish education and of hevruta learning as a locus for moral education. 相似文献
18.
A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments 
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下载免费PDF全文 Ebrahim Rahimi Jan van den Berg Wim Veen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):780-792
In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs. 相似文献
19.
赵新颜 《读与写:教育教学刊》2009,6(8):17-17,80
Vocabulary is the basis for learning any language.Anyone who wants to learn a language well faces the challenge of enlarging his/her vocabulary effectively.From six aspects,this paper discusses what teachers should do to help their students with vocabulary acquisition. 相似文献
20.
《Africa Education Review》2013,10(3):416-433
Abstract The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students. 相似文献