共查询到20条相似文献，搜索用时 203 毫秒
1.
朴香春 《吉林广播电视大学学报》2015,(3):57-58,82
自21世纪以来,我国已步入终身学习阶段。在终身教育背景下,社会中的每个成员都应不断地接受新知识。唯有不断接受教育,人们才能适应不断变化发展的社会。教育已深入人们的心中。当前,我国成人教育事业正处在如火如荼的发展阶段。外语是国际交流的通用语言,外语已深入我国生活工作的方方面面。近年来,外语教学越来受到社会的关注,外语自主学习已成为教育界的研究重点。自主学习是指学习者不依赖他人,进行自我管理学习。在开放教育模式下,成人外语学习是基于学生的自主学习为主,并运用多媒体为辅助学习,同时采用教师面授等形式的进行自主学习。开放教育具有传统教育模式不可比拟的优点,其以学生自主学习为主,并采用现代多媒体技术进行教学。本文对开放教育模式以及自主学习理论进行了研究,并分析了我国成人外语教学的现状,最后探讨如何提高成人外语学习者的自主学习能力,其具有重要的研究意义。 相似文献
2.
成人学习者的学习行为和学习方法研究 总被引：1，自引：0，他引：1
成人学习者的学习行为和学习方法有其自身的特点和规律。教师的课堂面授技巧、学习者自主学习能力的培养、小组合作学习的开展以及与多种媒体资源交互的能力,是确保学生选择恰当的学习方法,获得学习成功的有效途径。 相似文献
3.
顾江萍 《新疆广播电视大学学报》2005,9(4):31-33
“中央电大人才培养模式改革和开放教育试点”项目研究要求从以教师为中心、课堂面授为主的传统的封闭式教学模式向教师“导学”、学习者自主学习、多种媒体支持的现代远程开放教育模式转变。这就是在倡导一种研究性学习,倡导“以学习者为中心”的分散化(小组形式)、个别化自主学习。作为学生研究性学习过程中的重要角色——教师应积极跟进并借助网络等多媒体技术对这一过程进行适度指导和提供必要的支持服务。 相似文献
4.
现代教育要求我们从以教师为中心、课堂面授为主的传统的封闭式教学模式向学生自主学习、多种媒体支持的现代教育模式转变。 相似文献
5.
赵晖 《河北广播电视大学学报》2005,10(5):85-86
：在开放教育计算机专业教学中，总结出一套符合现代教育理念，体现开放教育计算机专业特点，适合开放教育学生自主学习的教学模式，印“导学——自学——面授——助学”的四维教学模式。它是运用现代信息技术，以学习者自主学习为中心，以教师引导学习为主导，以多种媒体和教学手段为基础，更好地帮助学习者学习的教学模式。 相似文献
6.
黄萍 《淮北职业技术学院学报》2009,8(1):108-109
“中央广播电视大学人才培养模式改革和开放教育试点项目研究”要求从以教师为中心、课堂面授为主的传统的封闭式教学模式向教师“导学”、学习者自主学习、多种媒体支持的现代远程开放教育模式转变。应当注重现代远程开放教育与传统教育的比较,在现代远程开放教育模式下,更好地开展《中国通史》的教学活动。 相似文献
7.
王涛 《湖北广播电视大学学报》2011,31(9):133-134
本文通过对外语自主学习的概念、自主学习者与师生角色关系的分析,探讨了外语教师和外语学习者在自主学习模式中充当的新角色以及在这一模式下师生关系的重新定位,从而对外语教师和学生提出更高的要求。 相似文献
8.
罗雁文 《河北广播电视大学学报》2007,12(3):68-70
成人学生注重学习的合作性,合作学习是当代主流的教学理论,能大面积提高学生的学业成绩.为了改善成人外语教学的语言环境,大面积提高成人学生的外语综合交际能力.利用现代网络手段,在电大开放教育的英语教学中进行"面授 网络"的合作学习外语教学的实践,从理论与实践两个方面探索"面授 网络"的合作学习外语教学模式的可行性. 相似文献
9.
中央电大实施的"人才培养模式改革和开放教育试点"项目的研究,要求建立"以学生自学为主、多种媒体教学为辅、面授辅导为补充"的电大远程开放教学新模式.在该模式中,要求教师树立全心全意为学生服务的理念,为学生的自主学习提供尽可能周到的导学支持服务.如何做好导学,做好学习支持服务,是摆在每一个市级电大课程责任教师面前的新问题. 相似文献
10.
在开放教育教学模式中，要让学生转变学习观念，帮助其制定个人学习计划，运用多种媒体自主学习，教师要搞好形成性考核。开放性教学模式有利于进行创造性教育，培养学生自主学习能力。便于因材施教，使学生共享学习资源。但是分类面授辅导课的教学方法需要改进，要增加讨论课，并制定督促学生学习的措施。 相似文献
11.
翻转课堂是以“学生为主体,教师为主导”的全新的教育教学模式,使教师由知识传授者向学生学习指导者转变。本课题将翻转课堂教学模式引入留学生法医病理学教学实践中,目的是提高留学生自学能力,激发留学生的学习激情,培养留学生的兴趣。翻转课堂教学模式不仅突破留学生学习的时空限制,还突破了单一教学和学习模式的限制,使留学生能动性地掌握知识,且调动了学生学习积极性和主动性。另外,翻转课堂还可以借用信息媒介分解知识难度,增加留学生知识内化次数,促进留学生法医病理学知识获得。在当今高等教育全球化进程中,法医病理学教师应积极探索和改进留学生教学模式,以期对留学生法医病理学教学改革提供新思路和新方向。 相似文献
12.
Mwajuma Vuzo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(6):803-822
Research has been conducted on the detrimental effects of using a foreign language for learning in Tanzania’s secondary schools. While most studies recommend the use of a familiar language for instruction, the use of a foreign language in secondary education in Tanzania has been maintained. This has many consequences on the quality of education, and contributes to student dropout. Presenting a study carried out in the semi-rural areas of Dar es Salaam region in Tanzania, this article examines the extent to which language of instruction (LOI) contributes to school dropout. It postulates that the use of a foreign language for teaching and learning in Tanzanian secondary schools hinders the achievement of the United Nations’ Sustainable Development Goals (SDGs). The study’s findings, drawn from exploratory and qualitative narrative research, indicate that, notwithstanding the presence of several other factors, the use of a foreign language as LOI is a major contributor to student dropout. The use of an unfamiliar language of instruction contributes to students’ lack of interest in and disengagement from learning, which ultimately pushes them out of the school system. This is because students usually perform poorly when an unfamiliar language is used as the language of examination and in classroom interaction. The study also reveals that the voices of both teachers and students are not in consonance with what would be expected in an ideal classroom teaching and learning environment. Student dropout from secondary education caused by an inappropriate LOI leads to myriad further problems which, in turn, negatively affect realisation of the SDGs in Tanzania. This article, therefore, concludes that LOI needs to be strongly factored into the development agenda. In order to ensure equitable access to quality secondary education, as required by SDG 4, the Government of Tanzania needs to adopt a language policy that promotes effective teaching and equal access to quality education in secondary schools. 相似文献
13.
Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in integrating the Internet into their instruction. A concurrent mixed-method approach is employed in this study. Both quantitative and qualitative results show that teacher training is crucial for Internet-integration instruction by the teachers of English as a foreign language (EFL) in Northern Taiwanese higher education institutions. Continuous professional development focused on technology application in language instruction is imperative. 相似文献
14.
张志松 《安徽广播电视大学学报》2008,(4):52-55
网络环境下的现代远程开放教育如何让处在师生准分离状态下的学员端正入学动机,自觉开展自主学习,有效进行师生交互,顺利完成学业？在分析我国网络环境下学员思想现状基础上,提出在实施教育的入学始业、课程注册、网上导学、面授辅导、考前教育等关键环节中施以适当有效的思想政治工作策略,要在工作全局层面建立相应的组织、队伍、活动方式等工作机制。 相似文献
15.
Michael J. Strambler Clark McKown 《Journal of educational and psychological consultation》2013,23(2):87-114
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. 相似文献
16.
王洪玲 《黑龙江教育学院学报》2007,26(7):155-156
课堂教学是外语教学的基本组织形式,课堂教学的效果直接影响着学生的学习质量。课堂教学的进程是师生思维共同活动的过程,是老师与学生相互作用、相互影响的过程,教与学是相关的。俄语课堂教学的趣味性、学习的主体性及差异性等对提高课堂教学质量至关重要。 相似文献
17.
In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities. 相似文献
18.
School physical education teachers promote fitness by offering children a variety of aerobic activities. Our interdisciplinary team developed a cultural dance active video game (AVG) and tested whether the AVG was equivalent to traditional face-to-face instructor lessons or hybrid instruction at dance mastery, increasing heart rates, and student satisfaction. The study participants (N = 404) were elementary children, Grades 1 to 5, at a Midwestern suburban school. We employed a quasi-experimental design to compare outcomes across groups of children exposed to different teaching approaches. Group 1 received AVG instruction. Group 2 received face-to-face lessons by a certified Irish dance teacher. Group 3 received AVG and face-to-face lessons. Group assignment was stratified by age, ethnicity, gender, and socioeconomic status. During daily physical education class, students received five days of intervention exposure. AVG students achieved comparable levels of mastery, significantly elevated heart rates, and high levels of satisfaction. 相似文献
19.
《Africa Education Review》2013,10(2):244-262
Abstract The development and use of Information and Communication Technologies (ICTs) in education has led to most universities incorporating elements of online learning into their traditional classrooms via the use of a Learning Management System (LMS) (Burrell-Ihlow 2009, Angeli 2005, Salisbury and Ellis 2003). However, it is not known how well students who are used to traditional face-to-face learning environments and who do not necessarily prefer online environments adapt when placed in such environments. This study investigated the attitudes of students towards the use of a LMS in a traditional face-to-face classroom. The combination of the LMS and the face-to-face mode of instruction were considered as a “mixed learning mode of instruction”. The study aimed at assessing the attitudes of students towards a mixed learning mode of instruction. The results showed a positive trend towards the acceptance of a mixed learning mode of instruction for learning. Many students involved in this mode said that it was the mixed mode of delivery that enabled them to benefit from this course, have more contact with the lecturer and were motivated to work. Most students felt that the efficiency and quality of education had improved. These results suggest that more courses should be offered using a mixed mode delivery. 相似文献
20.
张世梅 《广东技术师范学院学报》2008,(4):101-103
普及外语和培养外语人才,改进外语教学方法和提高外语教学水平已经不是一般的教学问题,而是影响我国经济和社会发展的重大问题。从目前各级各类学校的外语教学的现状看,创建一套符合中国国情的外语教学方法尚未系统化,在学校外语教学方法上,还普遍存在着亟待解决的问题,如缺乏对外语教学方法的正确认识,教师讲得多,学生练得少,调动不起学生学习的积极性等。从几个结合中寻找改进外语教学方法的出路。如句型法和情景法的结合,传统教学方法与现代电教手段的结合,正规的课程学习和非正规的潜课程学习的结合。 相似文献