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1.
吴元君 《湖北广播电视大学学报》2010,30(12):14-15
本文阐述了研究性学习在学习小组中开展的必要性与可行性,总结了学习小组尝试研究性学习的作用,旨在通过学习小组开展研究性学习这一学习方式的尝试,探讨学习小组活动开展的实效性和途径。 相似文献
2.
英语小组活动有着其独特的优势。在学习过程中注重引导学生开展大量形式多样的小组合作学习不失为一个行之有效的方法,以此可以激发学生学习英语的兴趣,提高学生的学习积极性。英语学习是一个合作互动学习的过程,如何有效地在英语教学中进行小组合作学习呢？以下是笔者多年的教学实践摸索。 相似文献
3.
张翠玲 《陕西广播电视大学学报》2007,9(3):16-17,12
科学合理地组建学习小组、成功有序地组织小组活动,是培养学生学习兴趣、提高自主化学习能力的有效途径。因此,积极引导、组织学生开展丰富多彩、学习效率较高的小组活动,促进"小组合作学习"经常化、制度化、规范化,是"人才培养模式改革和开放教育试点"项目的又一努力方向。 相似文献
4.
小组学习是开放教育中重要的教学模式，学员通过小组学习互帮互助，弥补了自主学习的不足。但在实际操作中，由于缺乏管理者对于学习小组的意义、操作模式的认识，使得小组活动没有取得实效。本文对小组活动模式，从社会心理学角度进行分析，结合其他电大成功开展小组学习的经验及小组活动已有的理论研究出发。提出了关于小组合作学习有效性的建议和措施。 相似文献
5.
在数学教学中组织开展有效的小组合作学习。一要明确小组成员分工和采用轮换制．这是小组合作学习的基础：二要建立一些基本的小组合作规则．这是合作学习的关键;三是在学生们的小组活动中,教师应是学生学习的组织者、参与者和指导者,要善于设计各种话题,及时鼓励,引导思考．共同学习,共同提高。 相似文献
6.
本文就高中英语教学中培养学生的研究性学习能力进行了实践探索,设置了课前活动、课堂小组活动、小组汇报成果、教学评价、课后作业等五个环节,旨在培养学生的研究性学习能力、分析问题能力、解决问题能力,以及独立思考的能力,从而提高他们的语言综合运用能力。 相似文献
7.
小组合作学习是现代教育理念倡导的一种重要教学方式,它以学习小组为单位,以小组活动为主体,以合作学习为形式,以提高综合能力为目标,通过师生、生生之间的多维互动,对小组成员进行指导,开展合作交流,促使学生互帮互助,共同完成学习任务。在初中历史课堂教学中开展小组合作学习,对于充分调动学生的主观能动性,激发学生探究知识的热情,培养学生的合作精神、实践能力有着十分重要的作用。 相似文献
8.
一、制定目标。明确责任。提高小组活动的有效性 首先，制定小组学习目标。每个小组都应有两个主要目标：一是成功地完成学习任务；二是建立并保持良好的合作学习行为，为进一步开展小组活动做好准备。因此，在小组活动时，小组成员间要积极互赖，荣辱与共。他们不仅要为自己的学习任务负责，而且还要帮助小组内的其它同伴完成学习任务，并通过相互协作， 相似文献
9.
邓玉珊 《中国科教创新导刊》2007,(13):20-20
研究性学习是指学生在教师指导下,根据选定的课题,以个人或小组合作的形式,通过对课题的研究主动地获取知识和应用知识.笔者以"研究性学习--分期付款"为例,提出了在中等职业技术学校运用合作学习开展数学研究性学习的步骤. 相似文献
10.
课堂教学中的小组合作学习是学生进行研究性学习的基本组织形式之一,它有利于增强学生的问题意识,培养学生解决问题和合作学习的能力,让他们亲历探求知识的过程,从而最大限度地提高课堂教学效率。小组合作学习正被越来越多的教师运用到课堂教学之中,但是,在开展小组合作学习的过程中还存在着以下两个误区,影响了小组合作学习作用的有效发挥,理应引起广大教师的注意。 相似文献
11.
合作学习的理念和形式被大学教师广泛认同和采用。然而,大学教学中教师应该如何有效地组织合作学习,以怎样的身份参与到合作学习过程中存在疑问。本研究采用基于IIS图的信息流分析方法对三个教师参与情况不同的合作学习小组进行个案研究,发现教师完全参与的合作学习小组,学生学习深入、讨论聚焦、效果好。在教师作为管理者参与的小组,教师抑制了成员的自由发挥,学生学习不深入,讨论不聚焦;而教师不参与的小组,学生学习深度一般,讨论聚焦程度较差。据此研究者认为,大学教师组织合作学习时应更多地参与学习过程,并针对合作学习过程给出利于合作进行、知识建构的操作性指导。 相似文献
12.
王文婷 《南京广播电视大学学报》2012,(4):60-64
本文研究根据成人学习理论,采用问卷调查和个案访谈相结合的方式,从认知、情绪与情感、学习行为倾向性三个层面对南京电大开放教育成人学生的学习心理进行调查与描述,指出当前开放教育成人学习心理具有学习动机多样性、学习活动自发性、学习支持网络完整性、学习行为自主性和适度的学习自信心等特点。 相似文献
13.
Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
14.
在协作学习中学习投入与学习成效紧密相关,是学生进行有效参与和深度学习的必要条件。但目前的研究大多针对个人学习投入,缺乏在协作学习中小组学习投入的相关研究。在前人研究基础上,本研究从认知投入、行为投入、社会投入、情感投入四个维度构建了在线协作学习中小组学习投入的分析模型,并通过实证研究进一步探索小组投入分析模型各维度与小组学习成绩之间的关系。结果表明,在小组学习投入中行为投入、社交投入与小组成绩呈显著正相关关系,而积极、消极、困惑三类情感投入则与小组成绩呈负相关关系。研究同时发现,高分组在中立情感投入、认知投入的问题和元认知维度中的均值都高于低分组。最后,通过分析在线小组学习投入与成绩之间的关系,为今后优化学习支持服务以及提高小组成员协作质量提供了依据。 相似文献
15.
徐助跃 《湖南广播电视大学学报》2012,(3):50-53
小组学习是开放教育学员进行学习的一种重要方式,是提升学员职业能力和实现开放教育培养应用型人才教育目标的重要途径。本文首先概述了国内学者关于小组学习模式的研究成果,然后结合高等数学课程的特点,设计出以解决问题为目的的“4＋1”小组学习模式,并举例说明了在高等数学课程中如何应用这个模式,最后对该模式的效果进行了分析。 相似文献
16.
A. Ahern 《European Journal of Engineering Education》2007,32(5):517-526
The objective of the current paper is to examine how group learning and cooperative learning are used in civil engineering courses. The paper defines group learning and cooperative learning in the first section. It is hypothesized that group learning is used in civil engineering courses to build teamwork skills and communication skills among civil engineers but that its effectiveness is not maximized owing to a lack of awareness of how it can be structured. The paper suggests that using cooperative learning is more effective. The paper describes a study of the attitudes and perceptions of lecturers in civil engineering departments in several universities. The paper finds that many lecturers use group learning in order to teach civil engineers ‘soft skills’ but are uncomfortable with the assessment of such work. There is a lack of awareness regarding how group work can be structured and regarding research into the use of cooperative learning. 相似文献
17.
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks 总被引：1，自引：0，他引：1
This article presents a review of research comparing the effectiveness of individual learning environments with collaborative
learning environments. In reviewing the literature, it was determined that there is no clear and unequivocal picture of how,
when, and why the effectiveness of these two approaches to learning differ, a result which may be due to differing complexities
of the learning tasks used in the research and the concomitant load imposed on the learner’s cognitive system. Based upon
cognitive load theory, it is argued that learning by an individual becomes less effective and efficient than learning by a
group of individuals as task complexity increases. Dividing the processing of information across individuals is useful when
the cognitive load is high because it allows information to be divided across a larger reservoir of cognitive capacity. Although
such division requires that information be recombined and that processing be coordinated, under high load conditions, these
costs are minimal compared to the gain achieved by this division of labor. In contrast, under low load conditions, an individual
can adequately carry out the required processing activities, and the costs of recombination and coordination are relatively
more substantial. Implications of these ideas for research and practice of collaborative learning are discussed. 相似文献
18.
Chia-Wen Tsai Pei-Di Shen Meng-Chuan Tsai Wen-Yu Chen 《Interactive Learning Environments》2017,25(6):762-777
Much application software education in Taiwan can hardly be regarded as practical. The researchers in this study provided a flexible means of ubiquitous learning (u-learning) with a mobile app for students to access the learning material. In addition, the authors also adopted computational thinking (CT) to help students develop practical computing skills. Three classes of first-year students were chosen for the empirical study. They were divided into three groups: two experimental groups (CT&UL group and CT group) and one control group. According to the results in this study, students who received the treatment of u-learning could have significantly better computing skills in using PowerPoint and Word than those without. However, the treatment of web-mediated CT did not result in better development of students’ computing skills in this research. Finally, the researchers expect that this study provides a design and illustration of CT in a u-learning environment for schools and educators. 相似文献
19.
Roland Tormey Cécile Hardebolle Francisco Pinto Patrick Jermann 《Assessment & Evaluation in Higher Education》2020,45(6):901-911
AbstractAlthough it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion. 相似文献
20.
The World Wide Web is increasingly being used as a vehicle for flexible learning, where learning is seen to be free from time,
geographical, and participation constraints. In addition to flexibility, the Web facilitates student-centered approaches,
creating a motivating and active learning environment. The purpose of this study is to set up an adaptive learning environment
on Internet and to experiment with the most suitable methods and applications. Our goal is to provide a better solution with
regard to the related distance learning research. All the resources and background are from current relevant documents on
the theory of asynchronous distance education. We set up an adaptive Internet learning system based on learning theory and
related learning models. Our research targets are those students who took the ‘life chemistry’ course for the asynchronous
distance education environment at Providence University in Taiwan. The students were divided randomly into two groups: the
experimental group, which was in an adaptive learning environment, and the controlled group, which was in a non-adaptive one.
We used the American Chemistry Society test bank as our research tool and used SPSS to analyse the data we obtained. Results
show that the experimental group in the adaptive learning environment out-performs the controlled group. In addition, those
students who are field independent learning types, have higher pre-knowledge, are male, in science departments and have a
longer study time span in an adaptive learning environment show much greater achievement levels than those in the opposite
situations. 相似文献