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1.
建构主义教学观评析 总被引：6，自引：0，他引：6
周国萍 《集美大学学报(教育科学版》2003,4(4):45-49,54
建构主义教学理论在知识观、学习观和师生观等方面都有自己独到的见解，为我国现在的教学改革带来不少启示。但作为发展中的教学理论，建构主义教学理论仍有其偏颇和不足之处。且目前的教育教学实践活动也并非真正契合建构主义的本质精髓，对建构主义的理解还有着断章取义的曲解与误读。 相似文献
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建构主义教学思想及其在我国的本土化问题 总被引：21，自引：0，他引：21
建构主义教学思想对我国的教育、教学已产生重大的影响,为了更好地借鉴该思想促进我国教学改革,避免在实践中误用或泛用,本文在对建构主义知识观、学习观、教学观作简要归纳的基础上,分析其优势与局限性,指出其适应性条件,并对该理论在我国的本土化问题进行论述,希望我们在借用此理论时能结合我国教育实际,更为理性地对待它. 相似文献
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建构主义学习理论剖析 总被引：4，自引：0，他引：4
建构主义学习理论是一种学习哲学,是教育研究的重要领域,其独特的知识观、学习观、学生观和教学观,对我们的教学实践活动具有重要的借鉴意义.文章尝试深入剖析建构主义学习理论的思想,使我们对建构主义学习理论有一个更全面的认识. 相似文献
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近年来,建构主义学习理论风糜我国,带来了学习观和教学观的深刻变化.中职教育具有很强的实用性和技术性,建构主义学习理论为其提供了强有力的理论基础,对实现职生教育的可持续发展具有重要的理论价值. 相似文献
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本文在对建构主义知识观、学习观、教学观作简要归纳的基础上,剖析其理论的合理性和不足,并结合我国当今的教育实际作了简要的探讨。 相似文献
7.
建构主义教学观的要素、内在机制及主要特征——一种符号学的视角 总被引：1，自引：0，他引：1
建构主义教学观已经渗透到与教育有关的各个领域，其观点的形成具有深厚的哲学根源。从符号学的视角看，建构主义教学观的取向，既是知识文化本性的反映，也是适应学习心理机制的内在需要。文章对比卡西尔的文化符号学理论和建构主义教学观，从二者的契合点出发，以文化符号学的观点进一步阐释教师、学生等教育要素的关系，由此探究建构主义教学观的科学主义和人文主义相结合的内在机制，从而更好地理解现代教育中所倡导的人文精神的实质。 相似文献
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建构主义学习理论与基础教育课程改革 总被引：2，自引：0，他引：2
建构主义学习理论是我国当前正在进行的基础教育课程改革的重要理论依据。建构主义的知识观和学生观要求教学应当充分尊重学生的学习主体地位；建构主义的学习观要求课程教学改革变以“教”为主为以“学”为主，大力推进主体性教学；课程改革取得成效的关键在于按照建构主义的教学观创设新的课堂教学模式；与建构主义的知识观、学习观和教学观相应，教学评价应当以评价学生主体发展为主要内容。 相似文献
10.
反思建构主义教学理论及其在我国的适切性 总被引：1，自引：0，他引：1
本文在对建构主义知识观、学习观、教学观作简要归纳的基础上.剖析其理论的合理性和不足,并结合我国当今的教育实际作了简要的探讨. 相似文献
11.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2006,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development. 相似文献
12.
Mercedes García Victoria Sánchez Isabel Escudero Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128
This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher
education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching
student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning
as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators
and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between
theory and practice becomes an element of both teacher educator and researcher development. 相似文献
13.
Silvija Markic Ingo Eilks 《International Journal of Science and Mathematics Education》2013,11(4):979-998
This paper presents a cross-level study of German student teachers’ beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze beliefs about classroom organization, teaching objectives, and epistemological beliefs. Data were collected from university freshmen, student teachers midway through their university teacher education program, and recently graduated teachers who had just finished their university program and are gaining experience as full-time teachers. The initial results reveal that the freshmen in our study profess very traditional beliefs about teaching and learning (characterized by teacher-centeredness and an understanding of learning as receptive consumption). The other two groups of trainees hold more modern beliefs about teaching and learning, which are in line with modern educational theory. Comparing the latter two groups shows that the student teachers midway through training appear to have the most modern teaching beliefs. Implications for teacher education will be addressed. 相似文献
14.
ABSTRACTReflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. 相似文献
15.
Paul Orsmond Stephen J. Maw Julian R. Park Stephen Gomez Anne C. Crook 《Assessment & Evaluation in Higher Education》2013,38(2):240-252
There is substantial research interest in tutor feedback and students’ perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to a student to a valuable tutor–student dialogue. In relation to moving feedback forward the notions of self regulation, dialogue and social learning are explored and then considered in relation to how such theory can translate into practice. The paper proposes a framework (GOALS) as a tool through which tutors can move theory into practice with the aim of improving student learning from feedback. 相似文献
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The Implications of Coteaching/Cogenerative Dialogue for Teacher Evaluation: Learning from Multiple Perspectives of Everyday Practice 总被引：1，自引：0，他引：1
In this article, personnel evaluation is reconceptualized in terms of coteaching, an epistemology and methodology for teaching and learning to teach that is grounded in the collective (societal) motivation of preparing the next generation of citizens. Coteaching engages all participants (teachers, student teachers, supervisors, evaluators, and researchers) in the effort of helping students to learn. Central to coteaching are cogenerative learning sessions in which those who share a classroom experience (teachers and students) collectively construct local theory with the intent of improving the learning of students. Because our studies have been conducted in urban schools, in which often the least qualified teachers end up teaching, our work is particularly relevant to improving teaching in these most needy contexts. 相似文献
17.
Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context 总被引：1，自引：0，他引：1
Louise Nemanich Michael Banks Dusya Vera 《Decision Sciences Journal of Innovative Education》2009,7(1):123-148
This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. 相似文献
18.
The global classroom is an emerging technology-based pedagogy used internationally by educational institutions. To evaluate a global classroom, we conducted a qualitative study using written reflections and semi-structured interviews of global classroom participants, based on two theoretical frameworks: Kearsley and Shneiderman’s engagement theory and Kolb’s experiential learning theory. We analyzed student reflections and transcribed interviews, using the software package, NVivo, with two objectives: (1) to evaluate if global classroom is engaging and experiential to students and (2) to elucidate how student engagement is fostered in the global classroom through experiential learning. Results illustrated a complex relationship between student engagement and experiential learning. During the experiential learning cycle, engagement theory (relate-create-donate) principles contributed to student engagement at varying levels and for different purposes. Based on the results of this study, we created a framework that demonstrates the interactivity of engagement theory and experiential learning theory to describe how student engagement featured in experiential learning during this global classroom, with strategies to maximize student engagement in experiential learning. 相似文献
19.
目标设置理论对学生学习动机激发的启示 总被引：8，自引：0，他引：8
目标设置理论是近年来研究最多、影响最大的一种激励理论，在管理学领域得到了广泛应用，该理论作为一种激励理论也可引入教育领域用来激发学生动机和指导学生的学习。目标设置在对学习动机激发方面有着前提指导的作用，教师与学生在对学习绩效目标的设置上各担负着不同的重要责任。 相似文献
20.
Gunnar Magne Økland 《Scandinavian Journal of Educational Research》2013,57(2):119-138
A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context. 相似文献