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1.
学习方式与学习效率息息相关，学习方式存在着个体差异，学习者学习方式的差异主要表现在感觉通道，认知方式，与学习有关的生活方式，脑功能单侧化四个方面。教师要做到因材施教，必须关注学习方式的个体差异，只有当教师采用了最适合于学习者特质的教学方法时才能产生最大的教学效果。 相似文献
2.
学习方式主要是指学习者在长期学习活动中所形成与表现出的具有鲜明个性特征的学习行为和学习认知倾向，它是学习者在学习过程中的动机、态度、情感及其为完成学习任务而采用的方法、策略的总和。新一轮基础教育课程改革（下称“新课改”）积极倡导多元化的新型学习方式。本文就新型学习方式及其教学价值作简要论述。 相似文献
3.
通过对网络学习中学习者在感觉通道、学习材料、学习环境和思维方式等方面偏好的分析,构建网络学习者学习风格特征结构模型。以此模型作为理论依据,提出对网络学习者学习行为进行采集、诊断和个性化引导的方法,并设计网络学习行为个性化引导系统。 相似文献
4.
一、学习风格的概述Reid将学习风格定义为：“学习者所采用的吸收、处理和储存新的信息、掌握新技能的方式？这种方式是自然的和习惯性的。不会因为教学方法或学习内容的不同而发生变化。”我国学者则认为，学习风格是学习者持续一贯的、带有个性特征的学习方式，是学习策略和学习倾向的总和（谭顶良）。 相似文献
5.
肖静 《中小学信息技术教育》2009,(10):84-84
本文向大家推荐几个支持中文界面的外语学习社区，通过营造良好的语言学习环境，使学习者能在课余时间用社交的方式学习外语。
这些社区都源于这样的理念：（1）向你的同伴学习。（2）学你真正想学的。（3）免费学习外国语。社区以成员的母语为主要学习资源，因而人人都是宝贵的资源， 相似文献
6.
自主学习在外语学习上的主要成分包括：（1）态度（attirude）。学习者自愿采取一种积极的态度对待自己的学习，即对自己的学习负责并积极地投身于学习；（2）能力（capacity）。学习者应该培养这种能力和学习策略，以便独立完成自己的学习任务。（3）环境（environment）。学习者应该被给予大量的机会去锻炼自己、负责自己学习的能力。 相似文献
7.
学习方式是当代教育理论研究的一个重要概念。对于它的界定目前还没有定论，但通行的观点认为,学习方式足指学生在完成学习任务过程中基本的行为和认知的取向。学习方式因人的个性不同而表现出明显的差异,但学生的学习方式也有一些基本相同的成分：学习方式的实质是学习者喜欢的或经常使用的学习策略，反映了学习者对不同教学方式的偏爱以及学习倾向；学习方式的本质特征是学习者所表现出的学习方面的稳定性与独特性；独特的学习方式还受到学习者特定的家庭、学校教育和社会文化等因素的影响。 相似文献
8.
为了理解学习者如何建构正在学习的内容的意义,研究根据“生成式学习活动”（Generative Learning Activities,GLAs）的优势与边界条件,提出生成式意义建构框架。生成式意义建构框架区分了三种主要的意义建构方式——言语解释、图示表征和具身表现,每一种方式都有助于实现独特和互补的认知功能。具体而言,该框架假设学习者在心理上组织和模拟学习材料（通过图示表征和具身表现方式）,可促进自己概括学习材料的能力（通过言语解释方式）。GLAs的相关研究证据也表明了图示表征和具身表现（教师提供和/或学习者生成）能促进学习者高质量的言语解释以及相应的学习结果。研究还探讨了学习者在生成式学习活动中意义建构的若干障碍,这些障碍有助于解释生成式学习活动何时无效,并阐述了通过对生成式学习活动作出适时指导和合理安排时机来克服障碍的可行途径。最后,研究阐明了生成式意义建构框架的理论启示和实践意义,并为后续研究提供可行建议。 相似文献
9.
新一代网络技术的发展与智能终端的普及改变了知识的分布和存储方式,革新了人的知识分享方式,催生了基于移动技术的微型学习。微型学习能够帮助企业员工开展随时随地的短时学习,促进企业内部更大范围的学习协作与知识分享,是保持和提高企业竞争优势的重要手段。企业微型学习的设计要充分考虑组织特征、学习者、微型内容、技术通道和学习评价等要素,通过前端分析、通道选择、内容设计、活动设计和评价设计几个阶段来完成。微型学习的评价可以借助企业学习平台,结合测试、问卷、历程分析等方法对学习者的反应层、学习层进行效果评估。 相似文献
10.
契约学习：教师个性化教学和学生自导学习的有效途径 总被引：1，自引：0，他引：1
契约学习（contracting learning）既是一种以学习契约（learning contract）为载体的教育组织形式，又是一种教学方法。自我导向学习（self-directed learning）是指学习者自觉确定学习目标，拟定学习计划，寻找学习资源，从事学习活动，评价学习结果的过程，简称自导学习，在国内又叫“自主学习”。实施自导学习有诸多方法，其中契约学习是最适合培养自我导向能力的工具之一。 相似文献
11.
Murad Abdu Saeed Huda Suleiman Al Qunayeer 《International Journal of Research & Method in Education》2021,44(1):3-19
ABSTRACT Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts. 相似文献
12.
Vidar Gynnild John Tyssedal Lisa Lorentzen 《International Journal of Science and Mathematics Education》2005,3(4):587-607
In the late 1990s failure rates in a first-year introductory calculus course at the Norwegian University of Science and Technology
reached peak levels. This paper reports on findings from an action research project that was set up in 2002/2003 to improve
the situation. The study confirms that students approach their tasks differently which contributes to qualitatively different
learning outcomes. Furthermore, patterns of achievement in mathematics and physics in secondary education keep reoccurring
in the calculus course, even though the teaching and learning contexts are different. The paper does not provide any definite
answer as to why groups of students get involved in distinctly different learning processes, and it will take further research
to decide the nature of commitment to the learning tasks. However, inspired by the notion of ‘practices’ this paper raises
a discussion about the role of intentionality in learning processes. When doing mathematics, students are also in a process
of being engaged in and developing a practice. It is a major challenge for academic staff to contribute to communities of
practice that are conducive to learning. 相似文献
13.
Rustam Shadiev Wu-Yuin Hwang Tzu-Yu Liu 《Educational technology research and development : ETR & D》2018,66(4):893-912
A learning activity supported by a mobile multimedia learning system (MMLS) was designed in this study. We aimed to test the effectiveness of the learning activity to enhance autonomous language learning in quasi-experimental Study 1 using a pretest/posttest design. Two groups participated in the learning activity: the students in a control group (n = 27) completed the activity using traditional approach whereas the students in an experimental group (n = 26) completed the activity using MMLS. The results of Study 1 showed that the experimental students outperformed their counterparts on the post-test (F = 29.602, p < 0.005, partial eta-squared = 0.372). In a non-experimental Study 2, the experimental students (n = 26) were assigned two learning tasks, the first task was completed individually and the second task in collaboration. We aimed to investigate which learning approach to complete tasks (i.e. individual vs. collaborative) enhances learning performance better by comparing students’ scores on two tasks. In addition, we explored students’ perceptions towards MMLS. The results of Study 2 showed that the students had better learning performance when they completed tasks in collaboration than individually. The results also showed that the students had high perceptions towards MMLS. Based on our results, we make suggestions and provide directions for future research. 相似文献
14.
This study explores the effectiveness of a cooperative learning (CL) approach, where students work together and elaborate concepts of physics. The group problem‐solving tasks were conceptual questions from physics, where the students had to discuss and provide explanations of some phenomena. The effectiveness of the learning‐in‐groups approach was validated and correlated with working group interactiveness. Two group variables were assigned: the group performance and the group activity. These variables and the subjects' participation variable were correlated with achievement. Discourse analysis revealed variation in the nature of the interactions and information exchange, and the two roles as learners and learning facilitators. In addition, the study provided evidence for some features of cooperative learning that could characterize it as a nonlinear dynamical process. Implications of the findings are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 556–576, 2006 相似文献
15.
《师资教育杂志》2012,38(1):71-92
This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part‐time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e‐learning on students following a part‐time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face‐to‐face and e‐learning together with the nature and structuring of the e‐learning tasks; the focus on professional learning with the immediacy of its application in the work‐place; its focus on independent and student‐led interaction; and the motivation and personal circumstances of the students involved. 相似文献
16.
Eva Kyndt Filip Dochy Katrien Struyven Eduardo Cascallar 《European Journal of Psychology of Education - EJPE》2011,26(3):393-415
Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings
did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging
factors are for inducing a deep approach to learning. The aim of this research study is to determine whether perceived workload
and task complexity are discouraging or encouraging factors. In addition, these relationships will be investigated under different
induced conditions which offer the potential to deepen our understanding of the nature of the investigated relationships.
Participants were 128 second year Bachelor level students in educational sciences. After an introduction with the theory,
students were given four tasks with various workloads and task complexities after which they filled out questionnaires on
learning approaches, perceived workload and perceived task complexity. For every task, correlations and multiple stepwise
regressions were calculated. The information from the interviews was used to support and illustrate the results of quantitative
analyses. In general, results show no significant relationship between perceived workload and students’ approaches to learning.
For perceived task complexity, it was found that a perceived lack of information is a discouraging factor for inducing a deep
learning approach. A lack of information consistently increases students’ surface approaches to learning regardless of the
induced workload and task complexity. 相似文献
17.
AbstractIn this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to achieve that, students had to reflect about the basic ‘components’ that make up their learning process: reading (using not only by text but also multimedia), doing/reflecting (creating cognitive artefacts) and sharing (discussing, showing, and offering and receiving feedback from and to a community of reference). Students formed relationships between those components and any technological tools they used and created mind maps to represent their PLEs. The main objective is to try to understand how PLEs are organized and how they are perceived by learners, not from a technological perspective but from a learning perspective. The main results confirm the strong nature of PLEs as a pedagogical approach with a strong technological base. In addition, those results suggest a close relationship between students’ beliefs and expectations regarding academic tasks as well as the importance they give to each component in their learning process. 相似文献
18.
项目驱动教学法培养学生自主学习能力研究 总被引：10，自引：1，他引：9
马玲玲 《山西广播电视大学学报》2010,15(2):54-55
项目驱动教学法是一种以学生为中心的教学方式。在大学英语教学中引入项目驱动教学法,使学生在教师的指导及同学的合作下,利用必要的学习资料,通过完成一系列任务,获取知识和技能,是培养学生自主学习能力的有效途径之一。 相似文献
19.
《Journal of Further & Higher Education》2012,36(2):225-241
This article takes a reflective stance on the development of practice in scaffolding and mediating for creativity and potentially better performance in gymnastics. The pedagogical approach outlined illustrates how an experienced practitioner can adopt mediational (rather than meddling) and scaffolding techniques to focus on supporting the development of creativity. Various teaching tactics and their influences on the nature and direction of learning are described. Dialogic reflections from the students as well as examples of task outcomes offer insight into the impact of this approach on learning processes and performance outcomes. Reflections-in-action, on-action and post-action from this study offer suggestions about how a learning programme could be re-focused, tasks structured and mediational approaches adapted to support more creativity in the teaching and learning of gymnastics specifically and in learning in general. 相似文献
20.
Petra H.M. Cremers Arjen E.J. Wals Renate Wesselink Nienke Nieveen Martin Mulder 《International Journal of Lifelong Education》2013,32(2):207-232
Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a learning configuration, learning is typically trans-boundary in nature and embedded in ill-structured, authentic tasks. The goal of this study is to develop a set of design guidelines for an intervention that would strengthen students’ capacity for self-directed lifelong learning within a hybrid learning configuration, a one-semester elective course at a university of applied sciences in the Netherlands. The research approach was educational design research. An intervention was designed, implemented and evaluated during two iterations of the course. Evaluation methods included interviews with students and the course facilitator, questionnaires, and students’ logs and reports. We developed five intervention design guidelines that will promote self-directed learning. Our conclusion is that the intervention was usable and effective: at a basic level, the students did develop their capacity for self-directed lifelong learning. Further research is needed to investigate conditions for realizing higher levels of proficiency in self-directed lifelong learning throughout the curriculum and beyond. 相似文献