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1.
How can schools as learning organisations support the realisation of a new curriculum's aspirations? This article describes four common and interrelated challenges—depth, spread, reach, and pace—associated with enacting a new curriculum. It then argues that curriculum capital represented by schools and practitioners that address these challenges and meet associated learning demands—commitment, knowledge, understanding and capability—is essential to ensure that curriculum aspirations are realised. We propose that schools that are learning organisations create the kinds of conditions necessary for responding to the challenges and learning demands. In such schools the considerable individual, collaborative and collective learning needed at many levels is recognised. We highlight how each of the four challenges might be addressed by seven dimensions and four transversals of schools as learning organisations, while recognising that task will be more feasible in systems that are also learning and providing supportive conditions. 相似文献
2.
中国共产党为了完成带领全国人民实现中华民族伟大复兴的神圣使命,提出了建设学习型政党的任务,建设学习型政党的关键在于党的各级领导干部。干部学习要坚持马克思主义的学习方法,既向书本学习,读有字之书;又向实践学习,读无字之书;还向群众学习,增强自身领导素质和干事创业本领。干部学习的关键,在于树魂储能,立德养廉,学以致用,继承和发扬党的优良传统,永葆党的干部队伍的纯洁性和先进性,系统掌握和运用马克思主义的世界观人生观和价值观,服务广大人民,促进科学发展,实现党在现阶段的共同理想。 相似文献
3.
文章从综合性学习前交互——目标导向、综合性学习中交互——策略实施、综合性学习后交互——评价反馈等方面,对微信环境下交互式语文综合性学习模式的构建策略进行研究,并简述该模式的功能与特点,认为其充分体现寓教于乐,因材施教,教学相长,推动自主探究,研讨细节,协作共进,促进分享交流,多维思考,共鸣升华。 相似文献
4.
Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization.
相似文献5.
Sonia Enid Maldonado Torres 《Journal of Latinos & Education》2016,15(3):244-252
The purpose of this study was to explore the relationships between Latino students’ learning styles and their language spoken at home. Results of the study indicated that students who spoke Spanish at home had higher means in the Active Experimentation modality of learning (M = 31.38, SD = 5.70) than students who spoke English (M = 28.08, SD = 5.36) or both languages (M = 30.79, SD = 5.93) at home. Students in all 3 groups—students who spoke Spanish, English, and both languages at home—had similar means and standard deviations in the Reflective Observation modality of learning. 相似文献
6.
Helen Lentell 《Open Learning》2013,28(2):183-190
This paper presents a case study of the nature of an online community that exists amongst students in a full‐time teacher education program delivered at a distance. Students differentiate between two principal areas of their community—learning and support—and appear to act differently in relation to those areas. The nature of those differences is explored through the students' words as a way of enriching understanding of the complex nature of online learning communities. 相似文献
7.
李威 《江西教育学院学报》2014,(6):147-150
体验式英语教学是当今世界教育学研究和实践中的一种主流思潮。它所倡导的许多主张已经得到了广泛的认可,诸如:以学生为中心,注重学习者的认知经验,提倡发现式学习、强调学习过程、强调学习的互动等研究成为当今英语教学的范式。把体验式教学理论应用到实际课堂教学应注重六个方面的课堂设计,让学生积极主动地参与课堂教学活动,提升学生的自信心和学习能力。 相似文献
8.
Jamie L. Jensen Emily A. Holt Jacob B. Sowards T. Heath Ogden Richard E. West 《Journal of Science Education and Technology》2018,27(6):523-535
In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction. In this study, we tested three methods of pre-class content learning—interactive online tutorials, video lectures, and textbook-style readings—while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested. 相似文献
9.
《Learning and Instruction》2006,16(2):104-121
In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both interventions were not effective for learning and prompting for self-explanations even impaired learning with modular examples. In the latter case, prompting might have forced learners to process redundant information, which they had already sufficiently understood. 相似文献
10.
Saul Carliner 《Performance Improvement》2013,52(3):5-11
Although the current interest in informal learning seems recent, performance improvement professionals have long had an interest in informal learning‐the ways that people learn outside of formal structures. The earliest forms of learning for work were informal, including de facto and formal apprenticeship programs and the “school of life.” Contemporary interest began in the 1960s and 1970s with the rise of self‐directed learning. In the 1970s and 1980s, focus shifted to adult learning theory and human performance technology, both of which explore the roles of interventions other than classroom learning. The early 1990s brought two practical applications—electronic performance support systems and edutainment—followed by a third in the late 1990s—knowledge management. Discussions of informal learning arose in the 2000s. Each movement offers practical lessons for designing informal learning today. 相似文献
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12.
刘雅玲 《语文学刊:高等教育版》2008,(4):134-137
通过对沈阳市高校三种非英语专业学生英语现状的调查,认识到影响其英语学习的诸多因素。探讨并尝试了应用型本科学生自主学习＋合作学习的学习策略,并有针对性地提出了几点建议。 相似文献
13.
中学生数学学习能力的调查 总被引：2，自引：0，他引：2
通过对提高中学生数学学习能力的调查分析 ,得到 :学生的数学学习能力总体水平不高 ;心理健康、身体健康、学习方法、学习热情、朋友关系、与老师关系、家庭环境、学校环境与数学学习能力呈正相关 ;按数学成绩分类 ,学生的数学学习能力有一定的差异性。因此提高中学生数学学习能力是实施数学素质教育的有效途径 相似文献
14.
Reflections on Project Work and Problem-based Learning 总被引：1，自引：0，他引：1
ANETTE KOLMOS 《European Journal of Engineering Education》1996,21(2):141-148
It is difficult to define and compare project-organized learning and problem-based learning both at a theoretical and a practical level, but there is a need for clarification outlimng differences and similarities for both institutions practising and institutions planning to implement some of these educational ideas. Both project work and problem-based learning emphasize the learning process instead of the teaching process; however, the focus on different aspects of the learning process forms a fruitful base for mutual inspiration and development—like a creative couple challenging the learning process of tomorrow. 相似文献
15.
It is common to hear teachers claim that their students expect to be spoon fed and are only capable of regurgitating information they have been fed. Their curricula reflect this belief and the outcome is a self‐fulfilling prophecy—the students dutifully regurgitate to the best of their ability to fulfill assessment requirements. We present a case study of a course based upon this belief, but provide evidence to show that the assumption was not true at all. When an alternative curriculum stressing independent learning and student‐centred approaches was developed, the students were not only capable of more meaningful learning approaches, they actually preferred them—even if they did at times work harder. We discuss the aspects of course design which contributed to encouraging students to use a deep approach to learning. 相似文献
16.
Stephen J. Aguilar 《Journal of Research on Technology in Education》2018,50(1):84-103
This qualitative study focuses on capturing students' understanding two visualizations often utilized by learning analytics-based educational technologies: bar graphs, and line graphs. It is framed by Achievement Goal Theory—a prominent theory of students' academic motivation—and utilizes interviews (n = 60) to investigate how students at risk of college failure interpret visualizations of their potential academic achievement. Findings suggest that visualizations only containing information about students themselves (i.e., self-focused affordances) evoked statements centered on mastering material. Visualizations containing information about students and a class average (i.e., comparative information), on the other hand, evoked responses that disheartened students and/or made them feel accountable to do better. Findings from this study suggest the following guidelines for designing visualizations for learning analytics-based educational technologies: (1) Never assume that more information is better; (2) anticipate and mitigate against potential misinterpretations—or harmful alternative interpretations—of visualizations; and (3) always suggest a way for students to improve. These guidelines help mitigate against potential unintended consequences to motivation introduced by visualizations used in learning analytics-based educational technologies. (Keywords: motivation, visualizations, learning analytics, Achievement Goal Theory, college students, educational technologies) 相似文献
17.
Viktor Johansson 《Educational Philosophy and Theory》2018,50(1):61-71
This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end. 相似文献
18.
Mahdi Elmandjra 《European Journal of Engineering Education》1981,6(1-2):139-145
History shows that in the past human learning has been largely successful. Throughout its cultural evolution, humanity has adapted to its environment — successfully if often unconsciously — shaping its surroundings in ways that ensured survival of the species and that gradually increased the well-being of larger and larger numbers of its kind. Some societies thrived by developing their human learning potential, compensating for inhospitable climate, poor geographic location, or a lack of natural resources. Others, even some with great wealth and power, were too slow to learn: unresponsive to impending changes, they disappeared. But on balance, human learning processes viewed at an aggregate global level have been adequate to meet the challenges as they presented themselves. 相似文献
19.
The concreteness of training materials influences learning and—perhaps more importantly—transfer. Building on prior research finding abstract representations best facilitated transfer to a game task, we conducted a similar study using training figures varying in concreteness but directly assessed transfer to modular arithmetic problems. Training figures: (a) were purely abstract, (b) were abstract but with features relevant to the transfer task, or (c) included additional concrete-relevant features. We hypothesized that concreteness—or number of relevant features—would be positively correlated with learning and transfer—especially among younger and/or lower-ability students. Although there was no overall difference in initial learning, the concrete-relevant and abstract-relevant features independently facilitated near-transfer, where concrete-relevant features supported lower-reasoning students. For far-transfer, eighth-graders benefited from the abstract-relevant features, whereas sixth-graders required additional concrete-relevant features. These findings suggest that concreteness interacts with learner and task characteristics to produce learning and transfer outcomes. 相似文献
20.
Bente Elkjaer 《International Journal of Lifelong Education》2013,32(5):481-494
A pragmatic theory of learning is introduced as a possible way of creating organizational learning and learning organizations. This learning theory rests upon what may be termed the inquiry metaphor. Two other metaphors of learning—the knowledge acquisition and the participation metaphor—are introduced as they are mirrored in the literature and in organizational development in practice. It is argued that the important element of organizational learning and learning organizations is the creation of an experimental arena for learning in which employees are able to engage in inquiry into workplace problems and, by doing so, develop their experiences with work and workplaces. 相似文献