共查询到20条相似文献，搜索用时 171 毫秒
1.
建构主义教学观对学生自主学习的影响 总被引：9，自引：0，他引：9
杜伟宇 《辽宁师范大学学报(社会科学版)》2001,24(4):45-46
当今建构主义教学观方兴未艾，它强调学生在教学中的主体性，而自主学习是主体性的核心，受动机、方法、时间、内容等方面的影响，建构主义教学观能够从这些方面来促进学生自主学习，在教学中贯彻建构主义教学观能够改变以往不重视学生自主学习的局面，对推动教学改革有一定的作用。 相似文献
2.
Hu¨seyin Akkus¸ Hakki Kadayifc¸i Basri Atasoy O¨mer Geban 《Research in Science & Technological Education》2013,31(2):209-227
The purpose of this study was to identify misconceptions concerning chemical equilibrium concepts and to investigate the effectiveness of instruction based on the constructivist approach over traditional instruction on 10th grade students' understanding of chemical equilibrium concepts. The subjects of this study consisted of 71 10th grade students from two chemistry classes of the same teacher. Each teaching strategy was randomly assigned to one class. The data were obtained from 32 students in the experimental group taught with instruction informed by the constructivist approach and 39 students in the control group taught with traditional instruction. The data were analysed using analysis of covariance. The results indicated that the students who used the constructivist principles-oriented instruction earned significantly higher scores than those taught by traditional instruction in terms of achievement related to chemical equilibrium concepts. In addition, students' previous learning and science process skills each made a significant contribution to the achievement related to chemical equilibrium concepts. In light of the findings obtained from the results, an additional misconception of chemical equilibrium concepts was determined in addition to the misconceptions in related literature. This misconception is that when one of the reactants is added to the equilibrium system, the concentration of the substance that was added will decrease below its value at the initial equilibrium. 相似文献
3.
Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan
This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist‐compatible epistemology. By one‐way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology. 相似文献
4.
从传统教学模式存在的弊端入手,引出建构主义的理论,进一步分析建构主义理论指导下出现的新型教学模式和教学理念,以及相应产生的一些新型教学方法,并阐明在教学改革当中带来的深远影响和意义。 相似文献
5.
D.R. Garrison 《Distance Education》1993,14(2):199-211
It has been said that assumptions regarding learning are implicit in designs of instruction and education. The purpose of this article is to explore the assumptions of the teaching‐learning process in distance education. Cognitive constructivist learning theory is used to clarify current and emerging assumptions regarding teaching and learning at a distance. It is suggested that perhaps a cognitive constructivist view of learning may provide a perspective for distance educators to clarify their assumptions and design instruction that is more than efficient assimilation of prescribed content. 相似文献
6.
建构主义认为:知识并非被动地接受,而是由认知主体在原有知识基础上主动建构的。建构主义学习理论的最新教学范式有认知学徒式教学、抛锚式教学和随机通达教学等多种。文章在整合国外教学范示内核的基础上,探索其“跨语境”功效,解构和重组出“创设情景-发现问题-自主探究-合作交流-评价反思”这一凸显“本土”语境的英语教学路线图。 相似文献
7.
在介绍建构主义学习理论的基础上,结合我国大学英语写作教学的实际情况,分析了将建构主义教学模式纳入到传统英语写作课堂的可行性,探讨了建构主义随机通达教学、支架式教学、抛锚式教学、合作学习教学模式在英语写作教学中的应用,旨在有效提高英语写作课教学质量。 相似文献
8.
建构主义的抛锚式教学策略在课堂教学中的应用 总被引：16，自引：0，他引：16
在课堂上利用多媒体实施教学应以建构主义学习理论为指导,通过具体实践的验证,在计算机专业课程中运用建构主义的抛锚式教学策略组织课堂教学可以取得良好的教学效果。 相似文献
9.
AbstractThis study investigated university teachers’ characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers’ personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university teachers, whose data were combined with the teaching assessment of 2552 students enrolled in their courses and of external observers. Multiple regression analyses showed that value of teaching affected observed structuring, student active involvement, and rapport. Transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport. Notably, the predictors displayed a data source specific result pattern. As potential reasons for the link between student-reported variables and constructivist beliefs a general factor in the students’ assessment and a survivor bias associated with teachers’ constructivist beliefs are discussed. 相似文献
10.
建构主义对发展现代学习技术具有重要的影响,将建构主义应用于遗传育种教学,适合学生终生学习的要求,在遗传育种教学改革中很有意义。在遗传育种教学中运用建构主义的教学方法,主要可以采用其中较为成熟的“支架式”教学法、“抛锚式”教学法和“随机引入”教学法等三种。 相似文献
11.
《Australian Journal of Learning Difficulties》2013,18(2):139-180
For the past 15 years, the New Zealand government has initiated major efforts to reduce persistently large inequities in achievement outcomes in literacy education, including the development of a national literacy strategy. The aim of this study was to provide an analysis of the factors that have contributed to the failure of this strategy and what can be done to overcome the problem. We began by presenting evidence in support of the claim that the national literacy strategy has failed, drawing on data from the PIRLS 2011 study and the latest annual monitoring report of Reading Recovery (RR) data. We then identified three interrelated factors as contributing to the failure of the national literacy strategy: (1) a constructivist orientation toward literacy education, (2) the failure to respond adequately to differences in literate cultural capital at school entry and (3) restrictive policies regarding the first year of literacy teaching. In the final section of the paper, we reviewed research in support of what we maintain is the most effective strategy for reducing the literacy achievement gap: the use of differentiated instruction from the outset of formal schooling that takes into account interactions between school entry reading-related skills (high versus low literate cultural capital) and method of teaching reading (constructivist versus explicit approaches). We also argued that RR should be replaced with an intervention program that is based on contemporary theory and research on reading and targets those struggling readers who need help the most. 相似文献
12.
高含菊 《齐齐哈尔师范高等专科学校学报》2014,(5):172-174
源于建构主义学习观和维果斯基最近发展区理论的支架式教学模式在近年来受到教学界的广泛关注,对教育教学产生了很大的影响。通过课堂教学的实践我们发现在视听说课堂上运用支架式教学有助于调动学生的学习热情和积极性;而同伴的互动和合作能促进学生之间的信息互换与补充。 相似文献
13.
In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity‐oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students’ prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students’ understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted. 相似文献
14.
Michael Pressley 《教育心理学家》2013,48(1-2):139-161
This article briefly reviews the strategic, metacognitive, and knowledge components of good strategy use. Five principles of teaching that follow from this good strategy user model are illustrated by examples from arithmetic instruction. Practitioners are advised: (a) to teach strategies; (b) to teach knowledge about when, where, and how to use strategies; (c) to teach general knowledge about factors; that promote strategy functioning; (d) to teach relevant nonstrategic knowledge; and (e) to have students practice components of good strategy use and the coordination of components. The good strategy user model for math instruction is compared to Polya's conception of how to teach problem solving. 相似文献
15.
《International Journal of Educational Development》2001,21(5):401-415
This paper uses the Interpretation Construction Design Model proposed by Black and McClintock (1996) [An interpretation construction approach to constructivist design. In: Wilson, B. (Ed.), Constructivist Learning Environments. Educational Technology Publications, Englewood Cliffs, NJ] to illustrate constructivist science teaching. The author discusses eight principles for constructivist-oriented science instruction, including observations in authentic activities, interpretation construction, contextualizing prior knowledge, cognitive conflict, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations. This paper further discusses the possibility of applying these instructional principles to Internet-based science instruction, describing recent attempts in Taiwan. 相似文献
16.
This paper reports on the development and implementation of an introductory course on electric circuits based on a constructivist model of curriculum development and teaching. Pupil interviews before instruction explored and clarified the range of children's existing ideas and conceptions. A teaching sequence was designed to elicit pupils’ ideas, to challenge these experimentally where they differed from accepted scientific ideas and to encourage discussion and reformulation of ideas. Post‐instruction interviews showed improved pupil understanding of several important basic concepts. The constructivist approach appeared to provide a viable and satisfactory basis for teachers’ classroom decision‐making and for the structuring and sequencing of activities as the course progressed. 相似文献
17.
刘元侠 《合肥教育学院学报》2007,24(5):106-107,114
把建构主义教学模式运用到外语课堂教学实践中,能充分发挥学生学习的积极性和创造性,有利于培养学生自主学习能力,促进课堂教学的改革和素质教育的实施。 相似文献
18.
The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies 总被引：3，自引：0，他引：3
Jong Suk Kim 《Asia Pacific Education Review》2005,6(1):7-19
The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference
were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist
approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to
implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept
inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is
more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in
relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring;
3) a constructivist environment was preferred to a traditional classroom. 相似文献
19.
高中英语新课程改革背景下阅读教学策略探微 总被引：4，自引：0，他引：4
刘丽平 《成都教育学院学报》2010,24(6):91-95,100
高中英语阅读在英语教学中起着重要的作用,是英语学习过程中极为重要的组成部分。在高中英语阅读教学中,教师存在对阅读教学理论研究不足、缺乏语篇分析意识、缺失背景知识的介绍、缺乏必要的阅读技巧指导的现状;学生存在阅读习惯不良、有效阅读量不够、阅读品质欠佳的现状。通过对图式理论、语篇分析理论和建构主义理论与英语阅读的相关性研究后认为：教师在阅读教学中应注重语篇模式教学,构建课文整体教学观;运用阅读策略指导学生提高分析问题、解决问题的能力;增加课外阅读量,增强语言的输入量,形成良好的英语语感,拓宽英语知识面和间接生活经验;借助于多媒体现代教育技术再现相关英语文化背景知识,丰富学生的内容图式,激发学生的阅读兴趣,增强其理解、分析、推理和鉴赏力,提高其综合语言运用能力。 相似文献
20.
Andrew Gilbert 《Early Childhood Education Journal》2009,36(5):431-438
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based
constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective
teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process
approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist,
inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage
prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. 相似文献