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教学过程中师生之间的沟通是知识成功传播的关键。与传统的面对面教学方式不同,网络教学是借助于计算机网络技术这个平台来传递知识信息,教师和学习者之间主要通过网络来沟通,而不再是面对面的沟通方式。本文分析了网络教学的沟通模式及其干扰因素,在此基础上提出促进有效沟通的一些建议,以提高网络教学质量。 相似文献
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黄利亚 《学生之友(初中版)》2009,(7):63-64
新一轮的基础教育课程改革,对中小学班主任的工作提出了新的要求和挑战。班主任的工作极其复杂,千头万绪,而与学生的交流沟通就是这些复杂工作中比较重要的一项。本文通过具体事例说明现代网络与学生沟通,可以取得非常好的效果。并提出为了更好在网络上师生沟通,班主任该注意营造一个民主、和谐、宽松、健康的心理氛围、保护学生的隐私、善于换位、善于接受新事物。 相似文献
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续海 《中国科教创新导刊》2013,(9)
文章针对中职生心理健康方面存在的问题,提出了在语文教学中进行的有效沟通的方法和途径.具体方法和途径:(1)书信交流沟通;(2)面对面谈话沟通;(3)作文和作业沟通;(4)电话沟通和交流;(5)借助网络进行沟通. 相似文献
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通过网络课程动态交互学习,实现了教师与学生之间、学生与学生之间的在线交流互动.网络课程的开发与应用已经成为提高教学效果的一种方法.文章分析了目前网络课程教学现状,提出了基于网络课程平台实现动态交互学习的策略,并对网络课程平台动态交互学习模式进行了分析,设计了《VB程序设计》网络课程,完成了网络课程的整体架构与实现. 相似文献
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孙权 《中国科教创新导刊》2012,(26):234-234
正值青春期的中职生多倾向于同学、朋友、虚拟网络间的沟通,对于时刻关注他(她)们成长的老师、父母有点回避甚至于冷漠.如何寻求有效沟通的突破口,将这些学生培养成为创造型、复合型、协作型的技能人才,施教者在教育、教学过程中寻求行之有效的与学生沟通和交流的方式、方法、途径尤为关键. 相似文献
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Online Collaboration in Design Education: an Experiment in Real‐Time Manipulation of Prototypes and Communication 
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下载免费PDF全文 Neal Dreamson 《The International Journal of Art & Design Education》2017,36(2):188-199
The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages and disadvantages of online collaboration for real‐time manipulation of design objects and prototypes, particularly in web design education. Using survey instrumentations, this study investigated online collaborative design practices with an application by measuring experiences of communication and interaction among twelve designers who are enrolled in a Master's programme in interactive design. The study identified barriers to online collaboration design: (1) real‐time manipulation of design objects and prototypes may increase complexity of communication interaction; (2) records of communication and invisibility of team members may attenuate quality and frequency of critical feedback to each other; (3) students’ attitudes towards collaboration, individual students’ learning goals, and completing tasks in a timely manner could reduce their engagement and increase their reliance on teacher intervention. 相似文献
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Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement. 相似文献
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Jianxia Du Chuang Wang Jianzhong Xu Xitao Fan Saosan Lei 《Interactive Learning Environments》2018,26(2):273-286
The present investigation examines the multidimensional relationships among several critical components in online collaborative learning, including group trust, communication media, and interactivity. Four hundred eleven university students from 103 groups in the United States responded survey items on online collaboration, interactivity, communication media, and group trust. Structural equation modeling was employed to examine the relationships among these variables. Results revealed that trust among group members had a positive and powerful influence on online collaboration. Results further revealed that the influence of group trust on online collaboration was mediated by communication media and the interactivity among group members. These findings are discussed in the context of existing literature in the field. Practical implications and directions for future investigation are provided. 相似文献
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Avery C. Edenfield Steve Holmes Jared S. Colton 《Technical Communication Quarterly》2019,28(3):177-191
Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication. 相似文献
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张晓梅 《桂林师范高等专科学校学报》2005,19(2):71-74
不同的性别有着自身不同的性别文化，男性和女性按照各自的性别文化规则来规范自己的交际行为。在网络这个虚拟空间，男性和女性的交际与面对面交际一样反映出根深蒂固的性别文化差异。笔者尝试从男性与女性在网络交际与面对面交际中的文化差异、男性与女性网络交际的风格及网络交际道德规范等方面探讨网络交际的性别文化差异，并针对网络交际中出现的性骚扰等现象提出一些看法。 相似文献
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曾衍文 《番禺职业技术学院学报》2008,7(1):38-41
商务交际文化影响着跨国商务交际的成功与否,其中,非言语交际扮演着一个重要的角色。非言语交际文化在不同的文化、不同的种族、不同的地域等方面存在差异。只有认识到非言语交际对商务交际的重要性、作用与影响,并对不同文化中的非言语信息所代表的意思有所了解,才能消除非言语信息在商务交际中所造成的障碍。 相似文献
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刘卫兵 《荆州师范学院学报》2006,29(2):231-232
非语言交际是一种重要的交际方式。外语教学的目的是培养学生的跨文化交际能力。在培养学生语言交际能力的同时，还应着力培养其非语言交际能力。 相似文献
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高校思想政治教育中的沟通障碍及其消解 总被引：1，自引：0，他引：1
徐丽曼 《辽宁师范大学学报(社会科学版)》2008,31(6):73-76
沟通在高校思想政治教育中具有十分重要的地位和价值。当前高校思想政治教育过程中客观存在着因人际因素、结构因素、技术因素等造成的沟通障碍,只有坚持以人为本的沟通原则,畅通沟通渠道,掌握沟通技巧,并不断提高教育者自身素质,才能消除这些障碍。 相似文献
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文虹 《广东技术师范学院学报》2007,(5):94-97
尽管在中国各个层次的教育机构中，是否有外籍英语教师及其数目的多少在不少人的心目中是衡量其英语教学质量的一个重要指标，但事实上，外籍教师的教学效果并不总是尽如人意。这里面有老师本身素质的原因，也有文化因素所引起的沟通障碍。本文旨在用Hofstede对文化价值维度理论以及Samovar和Porter的沟通理论来分析这种障碍背后的文化因素。 相似文献
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Kwok-Wing Lai 《Distance Education》2017,38(3):321-335
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. 相似文献