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1.
Peter Toth 《美中教育评论》2010,(1):85-95
The Masters Level Opportunities and Technological Innovation in Vocational Teacher Education project （http：//motivate.tmpk.bmf.hu/） aims to develop the use and management of virtual learning environments in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both technical and educational expertise. This paper gives an overall picture of the first results and products of the contribution. The author touches upon the goals, the assessments and the learning process of using ＂multimedia and e-learning： E-learning methods and tools＂ module in details. The main collaborative tools in virtual learning environment from point of view of pedagogical approach are presented. The communication during collaborative learning, the structured debate on forum and the benefits of collaborative learning in VLE are interpreted at the end of this paper. 相似文献
2.
Indika Perera 《美中教育评论》2010,(11):76-82
ICT （information and communication technologies） add enormous approaches to utilize computing into users＇ daily lives. Every aspect of social needs has been touched by ICT, including learning. VL （virtual learning）, with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure from related disciplines for continual improvements. Very recently, with the introduction of Web 2.0, Semantic Web, and 3D （3-Dimensional） Virtual Environments, users have expanded their horizons of expectations. Along with this technology advancement, there has been a noticeable social and demographic transformation from recent years. Sociologists refer these as new generations of the human kind with high intellect, multitasking nature and high awareness of their environments. At present, they are getting into the education stream with high eager for creativity, flexibility and entertainment. Most of the present students in primary and secondary levels in schools show such characteristics and advance their expectations frequently. On the other hand, VL still has not accommodated new social networking and entertainment approaches as it confines to limitations from traditional learning pedagogies and administrative rules. So far, the only successful step it could take forward is the blended learning, which is now fading its novelty. The simple yet foremost essential question is, how far could people retain the students willingly with present VL methods？ Alternatively, will it become another unimpressive rigid approach of learning to the future generations？ This paper discusses possible approaches to evolve VL methods and models to make the future learning enjoyable yet comprehensive task. The paper tries to analyze briefly the different parameters significant to VL in a holistic manner, while providing an abstract model to analyze learning activities. 相似文献
3.
Anthony Malone Gregory Smith 《美中教育评论》2010,7(9):106-114
Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as ＂active learning communities＂. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and so that meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century （TL21） was a 4-year （2003-2007） multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth （NUIM） and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. 相似文献
4.
Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
5.
Erdoganl Karta Arda Arikan 《美中教育评论》2010,7(7):93-99
The effects of information and communication technologies, which are rapidly improving and spreading in the current age, can be seen in the field of training and education as well as in all other fields. Unlike previous technologies, the Internet, which is the concrete compound of those technologies, provides users with the trio of audio, text and visual materials digitally and simultaneously. This new learning environment, which allows users to individually plan the learning process according to their preferences, has been also effective in changing traditional attitudes and habits related to reading. Nowadays, parallel to these changes, it has become necessary to teach literature in a virtual environment, or, at least, to make a connection with that environment. In this study, the authors first discuss the condition of literature on the lnternet considering the lnternet-literature connection and the features of reading lnternet-based literary texts. Then, depending on a literature review, the authors propose a new Internet-based learning environment for teaching literature considering the extent of computer literacy, as defined by Shapiro and Hughes （1996）. 相似文献
6.
Steen Beck Dion Russelbaek Hansen 《美中教育评论》2009,6(8):1-16
Danish upper-secondary school is currently undergoing remarkable changes. Comprehensive reforms and restructuring have transformed teacher roles and school organization. However, not all upper-secondary teachers welcome reform： on the one hand, they have to adopt norms, standards and values determined by colleagues, if they want to ＂fit in＂; on the other hand, they are confronted by governmental and educational claims, but also their own interest in doing things differently. This paper analyzes generational differences and similarities in the post-reform school in regard to leaming values and the competence discourse, which are an important part of the reform discourse. In addition, it explores the dilemmas which arise for young teachers their understanding of practical and theoretical teacher training. This paper combines theoretical approaches with data analysis being both quantitative and qualitative. Finally, this paper discusses team work as an important means to make dialogue between teacher generations possible and to enhance reflection on the relationship between practice and theory. 相似文献
7.
Margarita Vilkoniene 《美中教育评论》2009,6(1):36-43
Applying information technologies in the educational process is the main direction of modern education. However, ＂moving＂ information communication technologies to schools is the primary purpose of discussions held by pedagogical and scientific society as this is a very problematic field （Lamanauskas, 2006）. Most of the researches show that the virtual learning environment help to achieve higher learning results. However, pupils＇ questioning in Lithuania, Germany, Romania, Malta and Czech （Lamanauskas, Vilkonis ＆ Klangauskas, 2007; Lamanauskas ＆ Vilkonis, 2007; Bilek, Zemanova ＆ Turcani, 2007） showed that most of the respondents prefer real learning environment or combine real and virtual environments while learning natural sciences. The latest scientific research shows that along the real and/or virtual teaching/learning environment, a combined environment can also be acceptable. The introduced environment can be created using augmented reality technology （ART）, i.e. augmenting real objects found in the environment and usual material visuals with virtual information in the real space. In Siauliai University, a pedagogical experiment was done, and it aims at establishing effective teaching/learning platform based on augmented reality technology （ARTP） influence upon the learning results. 110 pupils of the 7 th form of comprehensive school took part in the experiment. The analysis of the research data shows that pupils＇ achievement after use of ARTP in the experimental group significantly improved while completing some tasks. 相似文献
8.
Kazumoto Tanaka 《美中教育评论》2010,7(7):107-113
It is said that improving movement habits is effective way to solve the problem of obesity. However, there are many people who are unable to form a habit of exercising for reasons, such as ＂feeling troublesome to go to the gym＂ and ＂getting sick of exercise at home due to the monotony＂. Previous researches have proposed systems that provide virtual reality environment for enjoying interactive exercising. In this paper, the authors describe a virtual tennis system that can control a game mode to let a user maintain an appropriate exercise load based on an estimation of the user＇s heart rate state. The author has created a Bayesian network model for heart rate state estimation. The probabilities of heart rate states can be calculated by using the model, and then the heart rate state which has the highest probability is selected as an estimation result. The author has evaluated the virtual tennis system experimentally and ascertained the effectiveness of the system to appropriate exercise load maintenance. 相似文献
9.
谢国良 《宁德师专学报(自然科学版)》2010,22(3):316-319
针对目前合作学习中存在的重形式轻方法、重学生轻教师、重教学轻研究等问题提出解决方法.反思学习方式转变过程中存在的问题. 相似文献
10.
Ibrahim Demir Serpil Klllc Ozer Depren 《美中教育评论》2009,6(6):47-52,80
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and examine the contribution of each factor to the explanation of the variance in the students＇ mathematics score using multiple regression analysis. The sample was prepared from students who participated in Programme for International Student Assessment （PISA） in Turkey. These data consisted of 3765 15 year-old Turkish students in 158 schools. The results showed that four factors under study totally accounted for approximately 34 percent of the variance in mathematics achievement. All of the factors had statistically significant effects on the achievement. The findings are very important for Turkish education system because the fact that changing school climate and improving the learning strategies are much easier to achieve than changing background factors affecting students＇ performance. 相似文献
11.
Renee N. Jefferson Liz W. Arnold 《美中教育评论》2009,6(3):61-66
The perceived advantages and disadvantages of courses taught in online and face-to-face learning environments were explored for students taking an accounting and a data collection and analysis course. Both courses were taught in a face-to-face learning environment at the main or satellite campus. It was hypothesized that there would be statistically significant differences in the perceived advantages and disadvantages of courses taught in online and face-to-face learning environments. Results showed statistically significant differences between perceived advantages and disadvantages for both learning environments. Findings suggest that there are differences between the perception of advantages and disadvantages for online and face-to-face learning environments. 相似文献
12.
Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies. 相似文献
13.
Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
14.
A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers. 相似文献
15.
Nazir Hawi 《美中教育评论》2010,7(9):47-57
The author has undergone a major shift in the way of teaching his undergraduate computer programming courses. In the classroom, the teacher＇s computer is connected to a splitter and a video projector that display the computer＇s screen to the entire class. Using this technology, the programming language itself is used live in class to help the students learn how to program. The students are learning in a context by far livelier than those of previous methods. Teaching computer programming is not achieved by lecturing and writing the program instructions on board or by displaying program instructions to the class on transparencies or slides of electronic presentations. With the implementation of student-centered approaches, the students migrated from the state of passive receivers to constructors of computer programming concepts. Students are coached to develop a sense of exploration, individuality and autonomous thinking. The enthusiasm for technology has been facilitating and supporting the learner-centered approach. Everyone in this approach is a learner, including the teacher. 相似文献
16.
Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values. 相似文献
17.
Barbara Theresia Schrottner 《美中教育评论》2010,7(8):50-61
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality. 相似文献
18.
Erdogan Kartal 《美中教育评论》2010,7(4):53-65
Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the interactive multimedia technology of today, which have recourse to a wider range of potential in terms of use and functionality. The study intends to indicate that feedback has double functions： On one hand, it has classic ＂triad＂ functions--feedback as motivator, reinforcement and information--in terms of computer-assisted instruction and, on the other hand, as it is emphasized in this study, it forms the core and maintains the continuity of the machine-learner interaction in multimedia software designed today. This work, originally a discussion paper, consists of a review of the related literature and analyses of the software programs designed for teaching French to adults as foreign language in French module of Multimedia Language Learning Centre at Charles-de-Gaulle University （Lille-France）. 相似文献
19.
Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
20.
Lea Kuznik 《美中教育评论》2009,6(9):42-51
Virtual worlds for adults （e.g. Second Life）, youth （e.g. Habbo） and children （e.g. Whyville） have a great potential for learning and teaching practices for enriching wider public and engendering collective experience and collaboration. Informal learning environments such as virtual worlds offer children and adults various intellectual and sensory activities or flow experiences according to Csikszentmihalyi. Virtual worlds promote social interaction and offer visitors an opportunity for various interactive activities which can sometimes not be realized in real life education. Children and adults can explore and learn in a different way and from a different perspective, also with educational games. The paper deals with learning possibilities and opportunities in educational virtual worlds. Virtual worlds can introduce quality learning environment and offer new challenges in the educational field. 相似文献