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1.
一、“以学生为本”与“游戏精神”遥相呼应《语文新课程标准》贯穿于整个语文课程的基本理念是以学生为本,促进学生的发展,明确指出:“学生是语文学习的主人”“学生是学习和发展的主体”。要实现这个教育目标,在语文实践过程中就要尊重学生的个体差异,创造性地开展各类活动,以创设出良好的自主学习情境,借此激发学生在各种场合学语文、用语文的兴趣。培养学生自主学习的意识和习惯,展示“主体”,即学生自主确定学习内容,自主选择学习方法与评价方式,在自主、合作、探究的学习氛围中进行。细细品味“以学生为本”这一理念,竟发现与西方所提倡的“游戏精神”遥相呼应。 相似文献
2.
一、语文教学中实施“自主学习”的条件
1．敢于让学生“自主学习”,这是语文教学中实施“自主学习”的前提。在教学过程中,许多语文教师不敢让学生”自主学习”,究其原因,一是担心学生的“自主学习”能力有限,适应不了“自主学习”的环境;二是担心让学生“自主学习”会打乱教学进度,降低语文教学效率和学生的考试成绩,影响升学率和自己的教学信誉。 相似文献
3.
小学语文教学应以促进学生自学能力、自主发展为宗旨．以新课标为指导．改革传统语文教学的方法．变“以教师讲为主”为“以学生读为主”．激发学生学习语文的兴趣．使他们真正成为课堂学习的主人。那么,教师应怎样在教学中培养学生自主学习的能力呢．本文认为可以通过以下途径来实现：课前预习,学会自主阅读;质疑问难,学会自主问答：课堂学习,开辟自主空间。 相似文献
4.
何耀明 《中国校外教育(理论)》2014,(5):45-45
自主学习是近年来语文教学中兴起的新式教学方法,是指学生在教师的科学指导下,通过亲自探索,大胆实践,得出结论或规律性认识,积极主动地构建自己的知识结构的过程。自主学习使学生由“学会”变为“会学”,从而发展他们的学习力,实现自主性发展。本文通过对自主学习理论同语文教学实践的关系分析,旨在系统展现了语文教学中的自主学习策略。 相似文献
5.
一、“以学生为本”与“游戏精神”遥相呼应
《语文新课程标准》贯穿于整个语文课程的基本理念是以学生为本,促进学生的发展,明确指出：“学生是语文学习的主人”“学生是学习和发展的主体”.要实现这个教育目标，在语文实践过程中就要尊重学生的个体差异，创造性地开展各类活动，以创设出良好的自主学习情境，借此激发学生在各种场合学语文、用语文的兴趣。培养学生自主学习的意识和习惯，展示“主体”，即学生自主确定学习内容， 相似文献
6.
新课程改革以来,实现着语文教学的有效和高效是每一位语文教师追求的目标。实践中,“学案导学”成为了很多教师探究实现语文有效教学的课堂模式,以“学案”为载体,以“导学”为方法,以学生的自主学习为主体,通过教师的引导点拨,共同完成教学任务,实现教学目标,进而实现语文教学的有效性。在教学目标的实现过程中,实现学生的自主学习、合作学习和探究学习,弘扬学生的个性,培养学生的创新能力。在这种课堂模式中,“预学”作为 相似文献
7.
一、构建“自主—合作”语文教学模式的理论依据构建“自主—合作”的语文教学模式的两个基本要素是自主与合作。主体教育理论为自主学习提供了理论依据。主体教育理论指出：教师传授的知识只有通过学生自身的努力才能转化为他本人的财富，任何人也不能代替他们学习。这也就是说，学生是学习的主体。因此，创新教学要以学生的自主学习为基础。自主是创新的前提， 相似文献
8.
美国的一位教育家曾说:“最精湛的教育艺术,遵循的最高准则就是学生自己提出问题”。为了培养学生的“问题”意识,引导激励学生自主探究,笔者借鉴美国亚利桑那大学琼·梅克教授提出的“问题体系”理论,自2003年起在教学实践中就小学语文自主探究性学习进行了实践与探索,取得了较好的效果。本文就此谈一点个人浅见,求教于语文教育界同仁。一、“问题体系”对语文自主探究性学习的启示“问题体系”理论是美国亚利桑那大学琼·梅克教授提出的。它以“问题”为中心,以“方法”为中介,以“答案”为结果,按照提出什么问题,怎样解决问题,解决问题的… 相似文献
9.
自主学习是以学生为学习主体,通过学生独立的分析、探索、实践、质疑、创造等方法来实现学习目标。教师为学生提供表现才能的机会,充分发挥学生的主体作用,实现个性的自主发展。笔者在实验研究过程中,以“疑”为线索,以“学”为核心组织教学,把“疑”和“学”贯穿阅读教学全过程,构建小学语文阅读教学自主学习“四步教学法”课堂教学模式。 相似文献
10.
颜海军 《学生之友(小学版)》2013,(23):32-32
“学生是语文学习的主人。语文教学应该激发学生的学习兴趣,注重培养学生自主学习的意识和习惯,为学生创设良好的自主学习情境”,“倡导自主、合作、探究的学习方式”, 相似文献
11.
WANG Xiao-jing 《教育探究》2008,(2)
大学专业课的学习具有较强的研究性和探索性,这从客观上要求大学生对专业课学习进行更多的自我管理和自我监控。当前我国大学生对专业课的日常学习重视程度普遍不高,自主学习能力也不是很强。实证研究表明,我国大学生专业课自主学习能力的培养很大程度上还要依赖于任课教师的引导和监督,"马蝇效应"对我国大学生专业课自主学习能力的培养有一定的借鉴意义。 相似文献
12.
文献研究表明,当前对网络自主学习的界定不一致,很多调查研究中还存在误区.从活动理论的视角考查网络自主学习研究,有助于厘清这一研究领域的基本脉络与核心概念.因此,活动理论指导下的网络自主学习研究有其必要性.依据所分析的网络自主学习的内涵和理论框架,设计了网络自主学习行为调查问卷,并结合访谈以聊城大学为个案,分析了大学生的网络自主学习行为现状.基于分析结果,对如何帮助学生养成良好的网络自主学习行为习惯、提高网络自主学习的成效提出了相关建议. 相似文献
13.
博客作为一种新型网络工具和网络文化现象，已受到越来越多的教育者关注。教育博客的出现，是一种教育技术手段进步的反映，影响或改变着我们的思维习惯、教育、学习和沟通交流方式。本文分析了教育博客的特点、大学生自主学习的意义和传统自主学习的局限，讨论了教育博客在大学生自主学习中的应用。 相似文献
14.
Various studies have focused on self-regulated student learning. However, little attention has been given to the self-regulation processes in teacher learning. In this study, we focus on the work-related learning processes reported by experienced higher education teachers. The aim of this study was to discover whether teachers actively self-regulate their learning experiences (as their students are expected to do) and to examine how this regulation takes place in the workplace. We tested some generally held assumptions and conceptions regarding teacher learning. Fifteen experienced college teachers, from three different colleges in The Netherlands, participated. Two semi-structured interviews and a (digital) diary study were used as the primary data collection methods. We collected 86 examples of teacher learning episodes. These were analysed using a phenomenographic method. The results show that our teachers’ learning experiences are not as self-regulated, planned, reflective, or spiral as some assume. Sometimes, the teachers’ learning was planned (self-regulated), but mostly it occurred in a non-linear (both external and self-regulated) or spontaneous (externally regulated) way. We conclude that our teachers do not always self-regulate their learning, but they mostly do self-regulate their teaching practice (with learning as a result). 相似文献
15.
许嘉 《闽西职业技术学院学报》2005,7(2):63-67
从自主的角度考虑,学习策略应用的关键在于调控技能。如何让学生具备对学习过程及自我意识的调控,拟以《花的话》的学习为例,探讨提高学生自主阅读理解能力的策略和实践指导的方法。 相似文献
16.
从现代远程开放教育发展的战略高度来探究我国当前的自主化、个别化学习的内涵、现状和途径是十分必要的。自主学习的内涵包括学习动机、学习态度、学习方法、学习计划、学习调控以及对物质和社会环境的利用等维度,其中学习动机是核心。当前我国的远程学习者在适应自主化、个别化学习上存在元认知方面的缺陷,学习动机功利化,学习态度较差,学习过程的计划、组织、自我指导、自我监控和自我评价基本处于被动状态。我国现代远程开放教育应立足于我国学习者的特征,从构建环境、完善运行机制和管理体制、强化监督和控制、合理设计教学系统、提供支持服务等方面入手探索自主化学习的可行途径,以实现真正意义的自主化、个别化学习。 相似文献
17.
Heinz Neber Jing He Bang-Xiang Liu Neville Schofield 《International Journal of Science and Mathematics Education》2008,6(4):769-788
The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model
that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described.
This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school
in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning
that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated
physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their
learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics.
The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower
than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal
role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering
self-regulated learning in physics instruction are discussed. 相似文献
18.
语言自主性学习理论评述 总被引：1，自引：0，他引：1
人本主义心理学认为学习者具有发展潜能的能力和动力,研究者应促进其个性发展和潜能发挥;社会认知学派通过所构建的研究框架确定学习自主性程度,采用五个维度描述自主学习状态,认为自主学习能力习得是将外部学习技能内化为个人能力的过程;信息加工理论指出完整意义上的自主学习过程经历四个阶段,还构建了自主学习内在机制;元认知理论认为循序渐进的发展过程直接影响自主性学习能力的发展。对各理论学派教育哲学理念进行全面梳理,利于研究者借鉴其成果,从而提出本土化之理论。 相似文献
19.
Ernesto Panadero Heidi Andrade Susan Brookhart 《The Australian Educational Researcher》2018,45(1):13-31
We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the field and directions for future research. 相似文献
20.
Roger Azevedo Daniel C. Moos Jeffrey A. Greene Fielding I. Winters Jennifer G. Cromley 《Educational technology research and development : ETR & D》2008,56(1):45-72
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected
adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students
with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition
regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated
learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings
revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater
number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated
that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring
activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL
condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design
principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex
and challenging science topics.
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献
| Roger AzevedoEmail: |
Roger Azevedo is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning. 相似文献