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1.
LIU Qing-xue SHIJin-fang 《美中教育评论》2007,4(1):69-71
Language teaching approaches and methods have cast light on the language teaching theory and practice. There are still many controversies about their usefulness and appropriateness. This paper tries to analyze their effectiveness and weakness of several most influential teaching approaches and methods： Grammar-translation Method, Direct Method, Audio-lingual Method, Communicative Teaching Method, in order to have a better understanding and application in the future teaching practice. 相似文献
2.
Marco Rotman 《Christian Higher Education》2017,16(1-2):23-32
ABSTRACTRecent contributions in the fields of psychology, sociology, and theology reveal opposing attitudes about the subject of calling or vocation with regard to one's work. Whereas psychologists have rediscovered the concept, theologians increasingly show reluctance to accept a vocational view of work. In offering an alternative perspective, this article argues that an approach to calling from biblical theology is capable of inspiring Christian workers in a psychologically meaningful way, while avoiding the inadequacies of the understanding that “work is vocation” that was developed during the Protestant Reformation. In a biblical-theological approach, work is not equated with calling. Rather, it is perceived as practicing the love command and hope for a restoration of God's intentions for creation, emanating from the call into fellowship with Christ and a vision for the kingdom of God. 相似文献
3.
Donita Massengill Shaw 《Early Childhood Education Journal》2011,39(2):125-132
The purpose of this study was to evaluate the effect of two handwriting approaches, D’Nealian and Sunform, on kindergartners’
letter formations. Forty-one participants received D’Nealian handwriting instruction as the control group; 133 kindergartners
were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end of school year asked kindergarten
students to write the letters of the alphabet from memory. The letter formations were scored on a 4-point rubric for directionality
and integration. The results showed the Sunform group had significantly higher scores on all but three letters of the alphabet.
The D’Nealian students had considerably lower scores on missing or extra strokes, distortions and open letters. The findings
of this study support the value of using an integrated, meaningful curriculum that appeals to young children and that supports
motor development by requiring students to cross the midline to form counter-clockwise circles and diagonal lines. Implications
for future research are included. 相似文献
4.
5.
The phenomenographic ‘approach to learning’ literature holds that students’ approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer‐led workshop programme at a large US research university. Similar to previous approach‐to‐learning research, the study identified three approaches students took to learning in the peer‐led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning. 相似文献
6.
《Scientific Studies of Reading》2013,17(4):327-349
This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme–phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read and spelled words covered in the program. Only children in the grapheme–phoneme correspondence program consistently spelled transfer words better than children in the control group. In addition, children in the grapheme–phoneme correspondence group consistently read words more quickly than children in the control group. Children in both explicit decoding programs scored higher than the children in the control group on measures of reading comprehension and oral reading at posttest. 相似文献
7.
How to teach English well is a hot topic for Many EFL(English as a foreign language) teachers. Some teachers wonder what methods should be adopted in their English teaching so asto help their students learn English better. In English teaching history, many methods have been employed, such as Grammar-Translation method, Audio-Lingual Method and 相似文献
9.
This paper describes 3 language learning approaches common in many urban and rural Ojibwe communities, as well as the ideologies of endangerment that drive and sustain them. Drawing from collaborative language revitalization work with teachers, learners, and community leaders, we analyze some of the teaching and learning practices that lead to the common mismatch between language learner goals and expectations, on the one hand, and the outcomes of language learning, on the other. We outline how these 3 approaches to language learning relate to cultural identities and place-based notions of authenticity as well as to current findings in the field of second language acquisition. We then profile 2 speakers who have learned Ojibwe successfully as adults to illustrate how their success was possible largely because they were able to engage with the Ojibwe language in interactive ways that run counter to common language learning approaches. We suggest that for language revitalization efforts, and individual learners, to experience higher levels of success, greater attention needs to be paid to how ideologies of endangerment impact language learning approaches. 相似文献
10.
Wenche M. Rønning 《Scandinavian Journal of Educational Research》2013,57(5):447-460
A Norwegian translation of the Approaches to Studying Inventory (ASI‐32) was administered to 1477 adult students attending flexible study programs in higher education in Norway (2004‐05). The intention was to investigate their approaches to studying, taking into account their educational backgrounds and their present, challenging study conditions. The latter being characterized by off‐campus studies and shortage of time due to working‐life and family obligations. This article is concerned with two questions: (1) Is prior education correlated with approaches to learning among these students? and (2) To what extent are contextual constraints, personal effort, and self‐efficacy associated with study approaches among these students? This study shows that adult, flexible students are primarily meaning oriented. The first‐time students among them, however, are more reproducing oriented than students with prior higher education. Self‐efficacy turned out to be more strongly associated with approaches than personal efforts. Obligations of everyday life, contrary to hypothesis, did not have the expected impact. 相似文献
11.
Joris Van Puyenbroeck Bea Maes 《International Journal of Disability, Development & Education》2008,55(1):43-60
The present article reviews reminiscence research with regard to people with intellectual disabilities. Although the term “reminiscence” is not often used in intellectual disability research, the concept offers a useful framework for charting the different approaches in literature, thanks to its multidisciplinary character and eclectic theoretical background. Three main perspectives are identified: a critical approach, in which reminiscence is stimulated to let people with intellectual disabilities become critically aware of their past; a person‐centred approach, in which reminiscence serves informational and social purposes; and a clinical approach, in which reminiscence is presented as an alternative diagnostic instrument and/or a “low‐threshold” narrative counselling method for people with intellectual disabilities. The three approaches differ in language use, aims, and backgrounds, but there is congruency amongst the approaches in that reminiscence work can strengthen the identity of people with intellectual disabilities, raise self‐esteem, and enhance social contacts. The review concludes that a more balanced view of reminiscence, better methodological procedures, and more evaluation studies on the effect and process of reminiscence work are needed in future research. 相似文献
12.
The aim of this paper is to discuss different approaches to the quality (or uncertainty) of measurement data considering both historical examples and today’s students’ views. Today’s teaching of data analysis is very much focussed on the application of statistical routines (often called the ?Gaussian approach” to error analysis). Studies on students’ understanding of measurement however show, that though the majority can be enabled to apply those routines most of the students fail to construct a coherent understanding of the matter. Analysing two historical examples of measurement practice of the time around 1,800 when the statistical approach was established, we point out what often neglected key idea gave rise to the statistical approach to data analysis (the appreciation of randomness in data distribution) and how the emergence of this idea was embedded in a very sophisticated insight on measurement and the nature of measurement data (experimental expertise). These two aspects can vividly be illustrated using the different approaches to data handling of Coulomb and Gauss around the time of 1,800. Gauss’s appreciation of the randomness in data distribution consequently led him to other analytical routines as those employed by Coulomb. This is an important aspect concerning the teaching of the statistical routines of data analysis. However, the deep experimental expertise of both Gauss and Coulomb in both cases prevented an application by rote of some routines and shaped their approaches to very successful instruments of data handling. We therefore argue that both the key idea of randomness as well as an elaborated experimental expertise has to be taken into consideration much more than before by instructors and teachers in order to support the students to construct a coherent understanding on the nature and the handling of measurement data and especially the assessment of their quality. 相似文献
13.
《南京晓庄学院学报》2014,(2):123-124
Positive psychology focuses on positive energy and good training of students＇ positive psychological quality helps to better dig this paper, the positive psychological quality training should be the work. Pupils should develop their positive personality quality cooperative organization system should be built as a positive through qualiiies of human. In primary schools, the and exert students＇ psychological potential. In focus in the school mental health education positive emotional experiences. Parent-school psychological quality training platform. Parent-school cooperation, classroom teaching and students＇ club activities are three ways proposed in the paper for the cultivation of positive mental quality. 相似文献
14.
Research in Science Education - Classroom environment, family, and peers are important factors in influencing students’ science learning. The primary aim of this study was to examine the... 相似文献
15.
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth. 相似文献
16.
Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to students’ abilities to address WSPs. Specifically, we aim to (I) describe key constituents of engineering students’ approaches to a WSP, (II) evaluate these approaches in relation to the normative context of education for sustainable development (ESD), and (III) identify relevant aspects of learning related to WSPs. Aim I is addressed through a phenomenographic study, while aims II and III are addressed by relating the results to research literature about human problem solving, sustainable development, and ESD. We describe four qualitatively different ways of approaching a specific WSP, as the outcome of the phenomenographic study: A. Simplify and avoid, B. Divide and control, C. Isolate and succumb, and D. Integrate and balance. We identify approach D as the most appropriate approach in the context of ESD, while A and C are not. On this basis, we identify three learning objectives related to students’ abilities to address WSPs: learn to use a fully integrative approach, distinguish WSPs from tame and well-structured problems, and understand and consider the normative context of SD. Finally, we provide recommendations for how these learning objectives can be used to guide the design of science and engineering educational activities. 相似文献
17.
The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners’ oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups were given the Foreign Language Classroom Anxiety Scale and a pretest of speaking. In the treatment phase, the InV.G was asked to narrate a video and received instructions on their errors. The InA.G narrated the video while being provided with scaffolding during narration. Then both groups were given a posttest and, two weeks later, a delayed posttest. The results indicated that both groups’ oral performance significantly increased, while their anxiety reduced. In the end, a semi-structured interview was conducted whose results revealed that the InA.G experienced more anxiety mostly due to feeling a sense of interruption and losing face. 相似文献
18.
Clive Neville 《Educational Media International》2013,50(3):181-185
Abstract This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities. 相似文献
19.
Donna Deegan Padraig Wims Tony Pettit 《The Journal of Agricultural Education and Extension》2016,22(2):145-161
Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training.
Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a traditional or blended methodology. They were subsequently assessed to determine their ability to perform the practical skills.
Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.
Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.
Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment.
Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition.
Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment.
Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment. 相似文献