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梁慧琳 《中国科教创新导刊》2008,(27)
在教育活动中,教师的教学行为起关键作用,它是教师素质的外化形式,是教师素质的集中体现。幼儿教师的教学行为是影响幼儿全面发展的重要因素。文章通过对新手型幼儿教师与专家型幼儿教师在教育活动设计能力、活动过程中教学行为、对幼儿教育过程和结果的评价三方面进行比较,为幼儿教师提供由新手教师向专家型教师转变的理论依据,以促进幼儿教师向专家型教师的迅速转变。 相似文献
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专家型教师的研究及其对教师成长的启示 总被引：14，自引：0，他引：14
随着21世纪的到来和我国加入WTO,我国的教育事业也面临着前所未有的挑战。如何提高办学水平,使教育事业在激烈的国际竞争中站稳脚跟,培养一支专家型教师队伍显得尤为重要。专家型教师与新手型教师存在着很大的差别,探索二者之间的本质差异,采取有效措施,尽快实现新手型教师向专家型教师的转变,已成为振兴我国教育事业的必要措施之一。 一、专家型——新手型教师的界定 何谓专家型教师,在具体实验操作中心理学家通常通过两种办法进行分辨。一是通过学生的成绩来确定。用标准 相似文献
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作者着重阐述了专家型教师和新手型教师在知识结构、问题解决、教学行为方面的差异.并结合化学学科特点,提出专家型化学教师应具备的素质及采用微格教学、反思教学实践和开展行动研究作为培养专家型教师的基本模式. 相似文献
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幼儿园新手与专家型教师活动观察记录的比较 总被引：1，自引：0，他引：1
本研究选取新手与专家型教师各3名,采用内容分析法对新手与专家型教师的活动观察记录进行分析,结果发现新手与专家型教师的文本在“外在－内在”“教师－幼儿”“单一－多样”“表面－深刻”“指令性词汇－建议性词汇”等方面存在差异,并讨论了新手与专家型教师的活动观察文本在指向性、概括性和弹性上的具体表现。 相似文献
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专家型教师:教师成长与发展的目标 总被引：2，自引：0，他引：2
陈丽云 《成都教育学院学报》2005,19(4):82-84
随着社会的不断发展,培养专家型教师已成为世界教育发展的共同趋势,文章从专家型与新手型教师的研究入手,探讨两者的本质差异,通过对专家型教师的主动反思、对基本教学问题的处理达到自动化、知识结构化、高水平的自我效能感与自我监控能力等四个基本特征的分析,阐述了其对教师成长与发展的启示. 相似文献
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什么是专家型教师？专家型教师是怎样炼成？
专家型教师也是从新手型教师成长起来的。热爱教育、喜欢学习、有追求、善反思、有个性和爱研究,专家型教师就是这样炼成的。 相似文献
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文章从语义分析角度出发,通过比较幼儿园集体活动中专家型与新手型教师的提问行为,得出以下结论：提问数量上,新手型教师使用提问言语的频率较专家型教师偏低;提问类型上,新手型教师偏向教学的有序性而使用的提问类型比较单一,或是对三种提问类型分配存在问题。为此,文章对新手型教师提出以下建议：树立正确的教育理念,重视教学提问;精心设计教学提问,合理分配问题类型;在学习—实践—反思的过程中提升提问能力。 相似文献
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通过对温州市高中化学教研活动中开展的同课异构“氯气”公开课上新手、熟手、专家型教师课堂教学行为的记录、对比、分析,发现三者在具体教学行为组合上有较大的差异性,并总结出三者教学行为的组合特点。教师的专业成长是一个长期的过程,要实现新手到熟手到专家的转变,需要三者相互配合,做到：优势互补,形成同伴合作支持的文化;专业引领,... 相似文献
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钟灿富 《福建教育学院学报》2011,12(5):95-99
应用弗兰德斯互动分析矩法对一位新手型教师和一位专家型教师同一节化学课的课堂实录进行分析,发现两位教师由于教学经验、教学经历及对教学内容的整体把握不同,引起课堂教学行为的差异,从而在课堂教学氛围、学生学习知识的方式等方面产生差异。 相似文献
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Ruth Dann 《Assessment in Education: Principles, Policy & Practice》2014,21(2):149-166
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts. 相似文献
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A vast body of research has indicated the importance of distinguishing new vs. continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for ‘surviving’ in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large-scale replication study, we investigated whether and how the learning satisfaction experiences of 16,670 new vs. 99,976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs. 相似文献
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陈丽云 《成都教育学院学报》2005,19(6):91-92,100
在新课程的背景下,培养学生自主能力是非常重要的.文章从激发学生的学习动机、培养学生的学习策略和学习迁移能力等方面探讨了在语文教学中学生自主学习能力的培养. 相似文献
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This special issue was designed to promote an integration of mobile and psychological theories of learning by inviting empirical research that draws upon both theoretical approaches to guide investigation into learning involving mobile devices. Five empirical articles illustrated how mobile devices afford resources to learners and how new channels of data afford researchers new insight into learning processes. Authors of two invited commentaries note the challenges involved in researching mobile learning, which unfolds across multiple contexts and can involve novel tools, multiple learners, and instructors and experts. These authors propose a taxonomy that can organize research that investigates interactions amongst learners, instructors, experts, and tools across one or more physical contexts, as well as a research agenda that would empirically test and refine assumptions made by mobile learning theorists. In this commentary, the editorial team proposes that mobile and psychological theories may be improved through convergence. Theories of mobile learning can be advanced by adopting practices previously employed to refine psychological theories of learning, whereas conducting research using mobile devices (and the data they provide) can further refine psychological theories of learning. We illustrate these positions with examples, and consider how instruction must be designed and how learners must be prepared in order to benefit from learning using mobile technology. 相似文献
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Knud Illeris 《European Journal of Education》2015,50(1):29-40
This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal conditions influence learning possibilities. All this started when the author, aged 27, broke off his career as a travel agent and joined a course for matriculation at the university. He found this course extremely ineffective and got the idea that a firm knowledge about how human learning takes place might be a starting point for the development of more engaging and effective learning, teaching, schooling and education. Over the years, he gathered inspiration from a broad range of learning theorists such as Piaget, Rogers, Ausuble, Leithäuser, Schön, Kolb, Furth, Mezirow, Kegan and his own Danish instructor, Thomas Nissen. But the theory was built up as his own structure by critically adding new elements from the examination of other theories and carefully analysing experience from teaching, supervising and observing learning courses at all levels from primary school to adult education and university studies. 相似文献
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Lisa Wiltbank Kurt Williams Rachel Salter Lauren Marciniak Emily Sederstrom Melody McConnell 《Assessment & Evaluation in Higher Education》2019,44(3):431-448
As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning. 相似文献
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一种推动自主学习的英语课堂教学新模式——清华大学试点班教学报告 总被引：3，自引：0，他引：3
宋丽丽 《清华大学教育研究》2002,(Z1)
本文描述了笔者探索大学英语课堂新教学模式的试点班教学。文中指出大学英语教学的重点是培养学生的自主学习能力。笔者认为大学英语课堂教学应由教师向学生讲解传授语言知识转变为由教师帮助学生树立自主学习的信念 ,激发学生自主学习英语的兴趣和积极性 ,引导学生思考学习策略 ,培养学生自主学习英语的习惯和能力 ,启发学生在学习中注意积累适合自己的学习策略。 相似文献
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郭遂红 《湖北广播电视大学学报》2009,29(11):151-152
大学新生入学后,面对新的学习环境和新的教学方法,普遍表现出不适应。本文分析了大学英语课程教学要求,就如何帮助新生尽快适应大学英语学习,树立新的学习观念,适应新的教学方式提出了相应的对策。 相似文献
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《Journal of Further & Higher Education》2012,36(3):336-357
This paper investigates the role of personal networks in academics’ learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics’ professional development; and, third, whether and how network participation affects professional learning and extant teaching practice. Findings suggest that personal networks equip academics with a diverse pool of knowledge and skills about teaching, offering both professional and emotional support. What academics learn through personal networks subsequently becomes embedded in their teaching practice. In this sample, change in teaching practice is focused on application of new learning technologies and new teaching and assessment strategies. 相似文献
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在当前教育领域内,远程学习、数字化学习与在线学习环境这些专业术语并不少见,学习者和相关研究人员在面临这些专业术语时往往会存在一些理解上的偏差,在使用过程中也会存在一些困惑,因此很有必要对这些术语进行深入研究。目前数字化学习、在线学习与远程学习环境领域相关的研究较多,他们之间的差异不仅仅是表达术语层面,重要的是不同学习环境的侧重点和呈现特点有一定的差异。为此,我们通过实证方法分析研究该问题,总结学习者是如何认识这些学习环境的。结果表明,不同学习者对数字化学习、在线学习与远程学习环境有不同的期望和认知。 相似文献