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1.
师范大学生合作学习学科教学模式的构建 总被引：2，自引：0，他引：2
从对合作学习概念的理解和对国内外合作学习模式与策略的分析入手,提出了包括三种目标(认知、情感、技能)、五个环节(教学准备、教师示范、学生合作、评价奖励、总结改进)、五种策略(团体辅导、授人以渔、综合反馈、激励进步、反思展示)的师范大学生合作学习学科教学模式,该模式包含了教学模式设计的原则、目标、程序、策略、任务内容,体现了合作学习的理论要求与实质内涵。 相似文献
2.
数学建模中的合作学习体现在教师与学生的合作学习、学生与学生的合作学习两个方面。教师与学生的合作学习包括情感的合作、认知的合作；学生与学生的合作学习指的是建模小组中的每一个学生之间相互配合、分工协作、共同完成建模任务。其意义在于：促使建模任务顺利完成，实现学生主体参与教学，有利于学生团队合作精神的培养。在数学建模中有效地开展学生之间的合作学习应遵循一定的原则。 相似文献
3.
合作学习正在被中小学教师在教学实践工作中广泛使用,但从当前课堂教学的情况来看,合作学习的使用中还存在着许多问题,主要表现在合作学习的要素不明确、合作学习的形式比较单一、合作学习的具体方法没有被教师和学生所掌握等。有效合作学习的教学就是在教师指导下,学生掌握合作学习的方法与过程,进而在单位时间内有效地完成学习任务的教学。有效合作学习的主要教学策略包括选择合作伙伴与明确责任分工、采用多样化的合作学习形式、进行合作学习方法的有效指导等。 相似文献
4.
小组合作学习是当前备受中小学教师推崇的一种新型教学的学习方法,它有两个关键因素:一是积极互赖;二是个人责任。教学实验证明,在实施小组合作学习中需要精心构建两个模块:一是小组合作学习的任务模块,包括总分任务模式和开放任务模式;二是小组合作学习的组织模块,包含明确任务→小组分工→自主互助→小组合作→小组发言等五个环节。 相似文献
5.
陈基汉 《广西教育学院学报》2006,(4):145-147
小组合作学习是当前备受中小学教师推崇的一种新型教学的学习方法,它有两个关键因素:一是积极互赖;二是个人责任.教学实验证明,在实施小组合作学习中需要精心构建两个模块:一是小组合作学习的任务模块,包括总分任务模式和开放任务模式;二是小组合作学习的组织模块,包含明确任务→小组分工→自主互助→小组合作→小组发言等五个环节. 相似文献
6.
在课堂教学中运用合作学习的方式,不能盲目、随意、放任自流,为合作而合作,使合作学习流于形式。教师应当加强对合作学习的指导,注重对合作学习的监控。 一、加强对合作学习的指导 有效的合作学习离不开教师的指导、教师对学生合作学习的指导,主要包括两个方面: 一是合作技巧的指导。学生如果缺乏必要的合作技巧,就无法有效地合作学习,甚至无法合作学习。正因为如此,国外研究合作学习的学者都十分重视合作技巧的指导。 相似文献
7.
合作学习法就是在教师的指导下,学生掌握合作学习的方法与过程,进而在单位时间内有效地完成学习任务的教学方法。合作学习法的主要教学策略包括选择合作伙伴与明确责任分工、采用多样化的合作学习形式、进行合作学习方法的有效指导等。 相似文献
8.
学习支持服务是本科毕业设计（论文）指导的重要手段。随着信息技术的发展，利用社交媒体开展学习支持服务愈发普遍。本文基于学习支持服务、本科毕业设计（论文）以及社交媒体教学应用的相关理论，参考多媒体学习认知理论、等效交换原理以及连续关注理论，构建“一基点、四向度”本科毕业设计（论文）学习支持服务模型，即以人员支持作为基点，包括资源支持服务、教师情感支持服务、评价支持服务和技术支持服务四个向度，为信息时代本科毕业设计（论文）指导服务提供借鉴。 相似文献
9.
数学教学中有效开展"小组合作学习"应当合理掌握合作小组运作策略、合作人际互动策略、教师指导参与策略、学生参与激活策略、合作效果评价策略五个方面,才能减轻教师的负担,提高学生学习的效果. 相似文献
10.
李蓓蓓 《中学语文(读写新空间)》2023,(27):97-98
从教师视角探究高中语文学习任务群实践中的困境与挑战,提出相应的对策。对高中语文教师的任务群认知和实践情况进行调查和分析。结果表明,高中语文学习任务群实践中可能遇到的问题包括任务难度、任务分配、学生合作等方面的困境和挑战。教师在任务群实践中面临任务设计、评价方式等方面的问题。提出相应的对策和建议,如优化任务设计、提高学生合作能力、改进评价方式等。 相似文献
11.
Xiaoli Wu Joost Lowyck Lies Sercu Jan Elen 《European Journal of Psychology of Education - EJPE》2013,28(2):255-274
In the field of second and foreign language learning, how various task characteristics affect language learning has been the focus of many recent studies. Much of this research examined the relationship between task characteristics and task performance without fully taking into account learner related variables. The present study aimed to assess task complexity and sequence in relation to the learner related variables drawn from the social cognitive perspective of self-regulated learning, i.e. self-efficacy beliefs and frequency of learning strategy use, as they were applied to two versions of vocabulary learning from reading tasks. The tasks designed for the present study were based on the componential framework for second language task design. With tasks and task sequence counterbalanced, 146 first-year university students (mean age?=?18.59 years) were randomly assigned to one of four groups. Results reveal a significant effect of task sequence on vocabulary learning self-efficacy beliefs, frequency of learning strategy use and task performance, and a significant interaction effect of sequence with task complexity. Findings are discussed in terms of complex interactions between task and learner factors. 相似文献
12.
基于认知负荷理论的复杂学习整体任务设计探讨 总被引：2，自引：0，他引：2
目前的教学设计趋向于聚焦真实的学习任务,但由于这些任务的复杂性,使学习者的学习受到阻碍。文章基于认知负荷理论介绍了复杂学习任务的设计,并结合认知负荷理论具体探讨了如何通过降低认知负荷来进行复杂学习的整体任务设计。 相似文献
13.
朱海祥 《山东教育学院学报》2014,(1):54-59
数学课堂教学任务认知水平是对学生学习效果进行过程性评价的重要手段,通过方差分析及回归分析影响不同学业成绩、年级、性别学生数学课堂教学任务认知水平的各种因素及其重要程度.不同学业成绩和性别的学生在任务认知水平及多数影响因素方面差异显著;不同年级的学生在任务认知水平及多数影响因素方面差异不显著;影响任务认知水平最重要的三种因素是数学教学情境、数学课堂交流、数学知识应用,构建科学的评价任务认知水平的模式,为测量学生任务认知水平和实施高水平认知要求的教学任务提供可操性方法. 相似文献
14.
Katia Lehraus 《Education 3-13》2015,43(1):55-69
This study explored how to integrate cooperative skills training into learning tasks in the area of writing. Cooperative learning sessions, aimed at developing both cooperative and cognitive skills, were created and conducted in two elementary school classes (Grade 2, age 7–8). Pupils’ teamwork interactions were videotaped and analysed. Results show that young pupils were able to work cooperatively on writing tasks (WT) without teacher's help, advocating realisable teaching practices. Interactive dynamics likely to enhance pupils’ involvement in constructive interactions and in WT are documented; this typology could be used as a heuristic tool in future qualitative research. 相似文献
15.
Patrizia Piotti Dóra Szabó Zsófia Bognár Anna Egerer Petrouchka Hulsbosch Rachel Sophia Carson Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553
Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation. 相似文献
16.
合作学习的基本理论及其借鉴意义 总被引：9，自引：0，他引：9
合作学习是20世纪70年代初在美国兴起的教学理念。合作学习理论的代表人物之一罗伯特.斯莱文在其文章中着重阐述了合作学习的动机理论、社会凝聚力理论、认知发展理论和认知精致化理论;另两位代表人物约翰逊兄弟则将合作学习理论分为认知发展理论、社会行为理论和社会互赖理论。合作学习是以学生为中心的教学理念;它的动力理论及凝聚力理论也与归因理论有着密切的联系。合作学习的中心是合作,但它也强调了如何尊重学生,如何调动学生的学习兴趣、提高他们学习的动机,如何组织教学和改革教学的形式,如何改进学习方法和教学环境,尤其是如何培养学生的综合素质。 相似文献
17.
Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global–sequential, active–referential, and visual–verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups. 相似文献
18.
Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students’ engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning positioned as a pedagogical model capable of supporting these four learning outcomes (Dyson & Casey, 2012), the purpose of this review was to explore the empirical research in the use of Cooperative Learning in physical education reported on the achievement of learning in the physical, cognitive, social, and affective domains (or their equivalents). The review found that while learning occurred in all 4 domains, the predominant outcomes were reported in the physical, cognitive, and social domains. Affective learning was reported anecdotally, and it became clear that more work is required in this area. The article concludes by suggesting that research into the outcomes of this and other pedagogical models needs to focus on learning beyond the initial instructional unit and extend over a period of years and not just weeks. 相似文献
19.
共同学习：促进学生互动的教学策略 总被引：4，自引：0，他引：4
共同学习是近20多年来发展起来的一种新型的教学策略，包含六个基本要素：正相互依赖、个人责任感、混合编组、教授合作技巧、检查小组交互行为和多能力任务，主要方法是小组协作教学。共同学习既考虑到了课堂教学中的师生互动，更重视学生之间的互动学习，充分看到了学生在课堂教学中的主体性与主动性。 相似文献
20.
Frankie Bernèche Pierre Charlebois 《European Journal of Psychology of Education - EJPE》1997,12(1):63-75
This study focused on the relationship between social perception and children’s involvement in learning tasks. The interaction between disruptive boys’ (n=32) perception of the competence attributed to them by their mother, the mother’s behavior (verbal and physical intrusion) and the child’s involvement in learning tasks was observed in a laboratory setting. Boys were asked to solve easy and difficult tasks on a personnal computer under the supervision of their mother. Observations of mother-child interactions showed that disruptive boys with a negative perception of the competence attributed to them by their mother, were less involved in the difficult task than boys who had a positive perception. Mothers of the boys with a negative perception showed more verbal intrusions in the easy task and more physical intrusions in the difficult task than the mothers of boys with a positive perception. Mothers’ verbal intrusion, physical intrusion and boys’ involvement in the task discriminated 75% of the boys with a negative social perception. These results seem to indicate that disruptive boys do not constitute an homogeneous group and that a significant variation in their involvement in a learning task is related to their perception of the competence attributed to them by their mother. 相似文献