共查询到20条相似文献，搜索用时 156 毫秒
1.
正学生是学习的主体,要想有针对性地进行教学设计,必须进行学情分析。应着重分析学习者的起始能力、已经形成的背景知识和技能及学习者是怎样进行思维的。一、学习者起始能力的诊断美国教育心理学家加涅将学习的结果分成了智慧技能、认知策略、言语信息、动作技能及态度五类。根据智慧技能学习的不同复杂程度,他又在该范畴中分出若干个亚类,即辨别、概念、规则和高级规则(解决问题)。辨别是概念学习的基础,概念是规则学习的基础,运用若干个简单的规则是解决问题获得高级规则的基础。 相似文献
2.
建构高效的教学活动，首先必须从优化教学设计开始。这是通向教学最优化的第一步。分析学习结果的类型是教学设计的重要环节。其目的在于揭示教学目标规定的学习结果的类型及其构成的成分和层次关系，并依据它确定这些学习结果所得的条件从而为教学的设计提供心理学依据。一、小学数学学习结果类型的分析认知心理学家加涅将学生的学习结果分为言语信息、智慧技能、认知策略、动作技能和态度五种类型。其中智慧技能又分为辨别、概念、规则、高级规则四个由低到高的层次。在加涅的学习结果分类中蕴含着学习具有层次性这样一个重要观点。这种层… 相似文献
3.
4.
正项目教学法是在建构主义指导下,以实际项目为对象,先由教师对项目进行分解,并作适当示范,然后让学生分组,围绕项目进行讨论、协作学习,最后以共同完成项目的情况来评价学生是否达到教学目标的一种教学方法.本人在项目教学法的指导下,结合技能大赛和培养实用型人才,将Flash动画的具体教学过程分为以下几步.1.基于项目教学法的项目的选择和优化根据省级技能标准对Flash课程的要求,将Flash动画制作分为若干个教学项目,每个项目由项目名称、教学任务、 相似文献
5.
Flash是一款流行的电脑动画制作软件,近年来,中职学校纷纷开设了Flash动画制作课程,生僻的概念、五花八门的动画效果使学生无从下手。教师如何把握Flash动画课程的教学,开展教学案例设计,是教学的关键。笔者针对中等职业学校的Flash动画制作课程所存在的问题,从学习和教学实践出发,对中职Flash动画课程教学设计进行探究,旨在使教学过程有条不紊,也可让学生循序渐进,从而收到良好的教学效果。 相似文献
6.
本文结合译林版英语Grammar time板块的教学实例，探讨小学英语语法教学策略。在语法教学中，教师可以基于英语学习活动观，设计学习理解类活动、应用实践类活动和迁移创新类活动，帮助学生感悟语法知识，构建语法规则，发展语言技能。 相似文献
7.
贺德光 《中学数学教学参考》2000,(3)
1 .调整教材内容顺序 ,加强认知结构的层级性智慧技能的教学是学校教学的中心任务 .著名认知心理学家加涅认为 ,智慧技能主要涉及概念和规则的掌握与运用 ,它由简单到复杂构成一个阶梯式的层级关系 :概念 (需要以辨别为先决条件 )→规则 (需要以概念为先决条件 )→高级规则 (需要以规则为先决条件 ) .因此 ,对于中学数学的每个单元 ,学生应该按照加涅关于智慧技能由简单到复杂构成的这个层级关系去学习 ,以便按照这个层级关系把所学的知识组织到大脑当中 ,形成具有良好层级性的认知结构 .据此 ,笔者在“排列、组合”单元的教学中 ,将教材内… 相似文献
8.
高职《Flash动画制作》课程教学方法改革简说 总被引：1，自引：0，他引：1
在《Flash动画制作》这类实践性很强的操作类课程教学中,使用传统的教学方法往往难以达到预期效果。如何提高课堂教学质量和学生的学习效果,使学生能尽快掌握并提高实际操作技能,是教师在教学过程中迫切需要解决的问题。本文根据《Flash动画制作》课程的特点,对Flash动画制作的教学方法进行了探讨。 相似文献
9.
10.
根据《国家中长期教育改革和发展规划纲要》的精神,从学生和Flash课程特点出发,通过教学实践,探究适合Flash课程的教学体系.为使学生掌握Flash制作技能,提高动手和创新能力,主要从教材选择、教学方法、教学手段和考查方案4个方面进行了研究和探讨. 相似文献
11.
夏敏 《新疆教育学院学报》2009,25(3):62-63
学习规则的改进,是新课程实施至关重要的一环。教师要适应新课程的教学策略,找到“提高组织教学和引导学生学习的质量”的方法,为学生创设良好的自主学习情境,帮助他们树立主体意识,根据各自的特点和需要,调整学习心态和策略,探寻适合自己的学习方法和途径。 相似文献
12.
Bill Esmond 《Journal of Vocational Education & Training》2018,70(2):193-211
Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work. 相似文献
13.
14.
This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
15.
知识经济是一种建立在先进知识和发达技术基础之上的新的经济形态。知识经济时代企业的资产以无形资产为主体 ,这就要求我们在资产计量方面应加以改进。本文对知识经济时代无形资产的成本提出了新思考 ,并阐述了自己的一些观点。 相似文献
16.
A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions. 相似文献
17.
孙恒亮 《天津成人高等学校联合学报》2014,(8):117-119
课程是实现学校人才培养目标的载体和途径,是教育机构为实现一定教育目标而设计的学习计划或方案,是对学生学习目标、学习内容和学习方式所做的设计与规定。在校企合作的办学模式、工学结合的人才培养模式已成为主流的今天,开发出适应时代需要、符合中国国情、符合工学结合需求的新型课程,已成为当今中职学校发展急需解决的重要问题。本文从当今中职课程的现状、工学结合课程开发需解决的问题、课程开发的步骤及课程质量监控与评价4个环节,简要阐述如何在中职学校开发计算机专业的工学一体化课程。 相似文献
18.
Ryosuke Fujinuma Laura A. Wendling 《International Journal of Science Education》2013,35(17):2906-2922
There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses. 相似文献
19.
学法是教学理论的组成部分，不同学段学生的身体素质，知识结构，求学动机及学习情感不同， 其学法也不同。本文对高校学段体育教学法的基本特征，原则及其结构进行了初步探讨，提出了研究各学段的体育学法理论，以促进其教法改革的新观点。 相似文献
20.
网络环境下的学习,需要突出自主地学习。网络课程不仅要提供学习资料,更是引导学生使其成为自己的老师。目前很多网络课程过多地强调“教”,意在突出知识的传授,情境导入过于突然,知识教学贯穿始终。针对网络课程缺少自主性元素问题,以高职电机与控制网络课程设计为实例,介绍了当前网络环境下学习资源的开发与建设的新思路。 相似文献