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1.
高校网络远程教育学习环境的调研与设计 总被引：6，自引：0，他引：6
网络远程教育学习环境是67所教育部试点高校开展网络远程教育学习活动过程中赖以持续的情况和条件,是远程学生学习的最基本、最重要的依托。本文通过问卷调查,了解了目前高校网络远程教育学习环境的现状,并对网络远程教育学习环境的设计原则、物质条件和非物质条件设计的主要内容做了详细地分析:网络学习环境的物质条件要适应远程教育的特点和规律,是一个有信息反馈、可及时监测和控制的闭合系统;非物质条件主要是人际环境,它包括教师网上指导、交互活动的设计、学习氛围的营造等。 相似文献
2.
一、网络环境下教学的特点1.在网络环境下,教师已不再是信息的唯一来源,学生可以通过多种途径很方便地获取信息。在这种环境下,传统的以“教”为主的教学方式,自然地改变为以“学”为主。第一,它针对每一个学习者,按最有效的个性化原则来组织学习,更注重培养自学能力。第二,它能及时反馈和调整学习内容,体现因材施教、因人而异的教学规律,并且它还可以进一步发展为按最有效的个性化原则来组织教学。第三,它引导学生根据自己的实际情况确定合适的学习目标,帮助学生找到完成学习目标的最佳途径。第四,它将扬弃“老师讲、学生听”的班级教学,代… 相似文献
3.
王爱玲 《胜利油田师范专科学校学报》2006,(4)
英语实践活动是以活动促发展的教育,是学生英语语言发展的基础,活动中应遵循突出学生主体,尊重个性差异原则;学用结合,学以致用原则;优化学习环境,增强学习趣味性原则;以活动促发展原则,恰当运用派对法、拓展法、创设情景法、激励法等方法,注重语言应用和语言实践活动在课内与课外活动的巩固应用和扩展应用,全面培养学生英语应用能力。 相似文献
4.
一、网络环境下教学的特点
1．在网络环境下，教师已不再是信息的唯一来源，学生可以通过多种途径很方便地获取信息。在这种环境下，传统的以“教”为主的教学方式，自然地改变为以“学”为主。第一，它针对每一个学习者，按最有效的个性化原则来组织学习，更注重培养自学能力。第二，它能及时反馈和调整学习内容，体现因材施教、因人而异的教学规律，并且它还可以进一步发展为按最有效的个性化原则来组织教学。 相似文献
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"互联网+"环境下,混合式协作教学设计与实践成为高职商务英语教学改革的重要部分。本研究基于对高职学生商务英语自主学习能力的培养,立足混合协作式学习为主要学习方式,从学习主体、学习环境、学习任务及学习策略四个方面提出商务英语的教学设计原则,并围绕四个原则,结合教学目标和学生实际,展开商务英语具体教学设计,从而提高学生的学习效果;同时,为保障混合式协作教学的有效开展,本研究还提出了对教师提升自身信息化能力和专业教学水平的新要求。 相似文献
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姚光红 《中国科教创新导刊》2008,(26)
被称为现代心理学"第三势力"的人本主义,其教育目标是培养人格健全,有自由选择能力的整体的人;其教育原则是创设安全的学习环境、学会学习、促进学生的学习欲望和情知交融。这些教育目标和教学原则所体现的以学生为本的思想对我国高等教育有很大的启示。 相似文献
7.
<正>"English Only"原则是攀登英语实验课最重要的原则之一,坚持这一原则可以为学生创设一个良好的英语学习氛围,让学生沉浸在相对真实的语言环境中,帮助学生尽快建立起用英语思维的良好习惯。那么,如何坚持这一原则呢? 相似文献
8.
《佳木斯教育学院学报》2019,(5)
母语国家的人在非目的语环境中学习新的语言,这是普遍二外习得所处的外语教学环境,这就使得有效的教学原则和策略对于英语学习者和对母语为其他语言的学生来说尤为重要。沟通是二语习得的最重要的元素,也是最基本的原则,"文化三角"在语言课程中也演绎着重要的地位,《语言与儿童——美国中小学外语课堂教学指南》打开了语言习得的魔力,是一把金钥匙。 相似文献
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网络课程的设计原则--对《中国法制史》网络课程设计的思考 总被引：7，自引：1，他引：7
本文认为,网络课程是基于互联网,按一定的教学目标、教学策略组织起来的教学内容和网络教学支撑环境,并有机地通过多种媒体和信息技术表现的课程的基本教学内容和教学全过程的教学活动.在教学设计时应体现教学规律与学生自主学习相结合的原则;多种媒体、手段一体化设计的原则;突出课程特点,充分利用信息技术的原则;开放性、交互性原则;充分利用资源的原则;为学习者自主学习提供支持服务的原则;技术设计为教学设计服务的原则. 相似文献
10.
张舒 《济南职业学院学报》2009,(3):87-88
本文探讨了新一代语言实验室建设中多媒体网络系统设计应遵循的五项基本原则:第一、学习自立原则,第二、学习社会性原则,第三、网络技术与学习资源相结合原则,第四、优秀教师参与原则,第五、练习型向建构型转变原则.只有遵循这五项基本原则,才能提高学生的语言交际能力,激发学生主动学习的热情,实现学生自主学习的目的,真正实现学习过程是一个在丰富和真实学习环境中不断发展的过程,从心理上变学习者被动学习为主动学习. 相似文献
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涂文娟 《佳木斯教育学院学报》2012,(3):335-335
学习者所处语言环境对外语学习效果有着重要的影响,中国学生虽然从小学到大学接近十年一直不间断学习外语,但收效并不明显,主要是学生缺乏很好的语言环境。本文主要从分析学生外语学习中的语言环境因素,并将这一原理应用于外语学习与教学当中,以提高学生外语学习效率。 相似文献
13.
Conceptual and empirical studies on the impact of physical environments in educational settings are lacking. In comparison, consumption environments research has a rich history. In this paper we bring together these two research streams to develop (Study 1) and test (Study 2) an ‘Eduscape’ model of the effects of emotions and servicescape factors in higher education settings. Study 1 (423 students) explores aspects of the physical environment. Building on Study 1, Study 2 uses structural equation modelling (209 students) to test the proposed conceptual model. The results highlight that comfort, temperature/humidity, functionality/design and acoustics/visual features are key in determining students’ pleasure within the environment. Although Study 1 highlights that cleanliness/upkeep is important to students, Study 2 does not find statistical support for this association. The proposed model also emphasizes the links between students’ pleasure derived from the environment and their satisfaction, engagement/involvement and approach behaviour. 相似文献
14.
Nikiforos M. Papachristos Ioannis Vrellis Antonis Natsis Tassos A. Mikropoulos 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):636-646
This paper presents empirical results from an exploratory study conducted in an authentic educational situation with preservice education students enrolled in an undergraduate course, which was partially taught in Second Life. The study investigated the effect of environment design on presence, learning outcomes and the overall experience of the students. Two different educational virtual environments (a traditional university auditorium and an open‐air setting) were designed and presented to different groups of students (n = 51). Results indicate that students' experience from the educational activities, their attitudes toward the environment and the induced sense of presence are not affected by the design of the educational setting. Learning outcomes seem to be slightly better in virtual educational settings that replicate traditional educational settings. Experience shows that undergraduate university classes can be successfully taught in Second Life and such environments elicit satisfaction, positive experiences and attitudes and high levels of social presence from the participants. Course design in a Multi‐User Virtual Environment (MUVE) should take into account the time and training necessary for all students to become familiar with the virtual environment and possible time losses due to technical issues. This study could act as support to construct and test hypotheses regarding the role of educational setting design in teaching and learning in MUVEs. 相似文献
15.
关于光环境设计的教学问题 总被引：1，自引：0，他引：1
蒋波 《重庆第二师范学院学报》2009,22(3):136-139
光是室内设计师用于塑造环境的不可缺少的重要元素。应重视“硬装”、“软装”同时并举的光环境设计。掌握好光环境设计的基础知识、任务、作用和设计方法。 相似文献
16.
H. van der Schaaf M. Vermue J. Tramper R. Hartog 《European Journal of Engineering Education》2003,28(4):507-521
A bioprocess engineer should have at least a set of basic design skills. Bioprocess design is a complex cognitive skill, which should be trained in every year of an academic Bioprocess-Engineering curriculum. However, there is little existing learning material to support the initial training of design skills early in the curriculum. For this reason a web-based DownStream Process Design environment has been developed, called DSPD. This article describes the design criteria for the development of this design environment. It describes the design environment itself and it gives an impression of the use of the design environment in a course for first-year students. 相似文献
17.
Perceptions of instructional quality: impact on acceptance and use of an online learning environment
ABSTRACTGiven the growing use of online learning environments in higher education, it is important to further unravel how students’ use is influenced by their perceptions towards these learning environments. This study includes the perceived quality of the instructional design based on the First Principles of Instruction of Merrill and students’ acceptance based on the constructs perceived usefulness and perceived ease of use of the technology acceptance model (TAM). The aim of this study is twofold: a first aim is to investigate the influence of the perceived instructional quality on students’ acceptance and the second aim is to investigate the impact of students’ acceptance and the perceived instructional quality on the quantity (i.e. course activity) and quality (i.e. course performance) of use. In this study, a Moodle-based online learning environment for learning French as a foreign language was studied. Participants were 161 university students. Structural equation modeling (SEM) indicates that the perceived instructional quality has a significant positive influence on students’ acceptance. Furthermore, students’ perceived instructional quality has a positive influence on the quality, but not on the quantity of use, whereas students’ acceptance of the online learning environment has no impact on the use of the learning environment. 相似文献
18.
When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students’ learning processes. To address this, the article presents a study of science learning in a computer-supported learning environment called Collaborative Science Inquiry (CSI), which integrates guided inquiry principles for activity design, employs modelling and visualisation tools for promoting conceptual understanding and incorporates key computer-supported collaborative learning (CSCL) elements for enabling students’ collaboration. With the aim of understanding the process of students’ conceptual changes supported by the CSI learning environment as used in a secondary school, data on students’ test achievements, responses to learning tasks and peer discussions in collaboration were collected, analysed and discussed. The results of the qualitative and quantitative data analysis indicated that guided inquiry coupled with CSCL elements facilitated by the CSI system can engage students in inquiry activities and promote their conceptual understanding in a progressive way. 相似文献
19.
This study investigated perceptions of senior high school students towards the Taiwanese information technology (IT) classroom with the What Is Happening in this Class? (WIHIC) survey and explored the physical learning environment of the IT classroom using the Computerised Classroom Environment Inventory (CCEI). The participants included 2,869 students from 80 classes of senior high schools, vocational high schools and comprehensive high schools in Taiwan. This study had a mixed-method design in which both quantitative (WIHIC and CCEI scales) and qualitative (classroom observations and interview) methods were used. In order to have a cross-cultural perspective, the results of this study were also compared with the earlier findings of Zandvliet and Straker (Ergonomics 44:838?C857, 2001) and Zandvliet and Fraser (Learn Environ Res 8:1?C17, 2005), which involved Canadian and Australian students in IT settings. Further, we attempted to understand the influence of different gender compositions (all boys, all girls and mixed-gender classes) on students?? perceptions of the IT learning environment and students?? satisfaction with the IT course. Both the ??Spatial environment?? of physical environments and ??Autonomy/Independence?? of psychosocial environments were found to be indicators of students?? satisfaction with learning in IT courses, but physical variables as measured with the CCEI scales were not able to predict students?? perceptions of the psychosocial environment. Furthermore, relationships among students?? satisfaction, psychosocial environment and physical environment were quite different among students from classes with different gender compositions. 相似文献
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介绍了网络交互的类别、特点，认为实现高质量的交互要设计恰当的学习环境、合理的导航策略、并考虑年龄因素的影响. 相似文献