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1.
The importance of students' learning to learn competence for academic achievement, as well as their well-being at school and in life, is increasingly emphasised by educators and policy makers in national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested. 相似文献
2.
Juha Kettunen 《Tertiary Education and Management》2013,19(1):56-65
The purpose of this study is to develop a stakeholder map to describe the most important stakeholders and the process of stakeholder relationships in higher education. According to the perspective of the balanced scorecard, the classification of stakeholders integrates stakeholders into strategic management. Stakeholder maps are essential in quality assurance, because higher education institutions must identify the most important stakeholders to collect feedback from the stakeholder relationships and improve their processes. This study describes stakeholder collaboration using the process flow of stakeholder relationships. The results of the study can be used in quality audits to describe how stakeholders are involved in a meaningful manner in the development of activities. 相似文献
3.
José M. Reis‐Jorge 《Asia-Pacific Journal of Teacher Education》2005,33(3):303-319
4.
教育知识动员即知识动员在教育领域的运用,其核心在于协调和融合教育研究和教育实践之间可能存在的差异。在对教育知识动员进行概念界定的基础上,引入利益相关者的理论框架,将我国教育知识动员中所涉及的各类利益相关者分成确定性利益相关者、预期性利益相关者、潜在性利益相关者三类,并分别进行了分析。处理好与不同利益相关者的关系,采用不同的策略进行沟通和协调、管理,调动各方的积极性,可以为我国教育知识动员的未来发展提供更科学的保障。 相似文献
5.
Ursula Wingate 《Higher Education Quarterly》2007,61(3):391-405
In this paper, a framework for developing first‐year students' learning is proposed. Its aim is to increase university managers' and teachers' awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic, subject‐specific approach is needed to support all students in the complex process of learning to learn in higher education. The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers, it is critical that university managers and policy makers give appropriate recognition to effective teaching. This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers' commitment to student learning. 相似文献
6.
In October 2008, the Australian Learning and Teaching Council released the final report for the commissioned project ‘ePortfolio use by university students in Australia: Informing excellence in policy and practice’. The Australian ePortfolio Project represented the first attempt to examine the breadth and depth of ePortfolio practice in the Australian higher education sector. The research activities included: surveys of stakeholder groups in learning and teaching, academic management and human resource management, with respondents representing all Australian universities; a series of focus groups and semi‐structured interviews that sought to explore key issues in greater depth; and surveys designed to capture students’ pre‐course expectations and their post‐course experiences of ePortfolio learning. Further qualitative data was collected through interviews with ‘mature users’ of ePortfolios. Project findings revealed that, while there was a high level of interest in the use of ePortfolios in terms of the potential to help students become reflective learners who were conscious of their personal and professional strengths and weaknesses, the state of play in Australian universities was very fragmented. The project investigation identified four individual, yet interrelated, contexts where strategies may be employed to support and foster effective ePortfolio practice in higher education: government policy; technical standards; academic policy; and learning and teaching. Four scenarios for the future were also presented with the goal of stimulating discussion about opportunities for stakeholder engagement. It is argued that the effective use of ePortfolios requires open dialogue and collaboration between the different stakeholders across this range of contexts. 相似文献
7.
情境学习:一种新的学习范式 总被引：1，自引：0，他引：1
情境学习作为一种新型的学习范式,是学习科学研究中的重要内容之一,其理论和实践研究的快速发展推动了现代学校教育和社会组织的变革。文章对情境学习研究的历史发展和主要流派进行了梳理,重点总结了情境学习研究范式的知识观和学习观,并对其理论的教育实践应用进行了探讨,最后文章提出了情境学习理论对学校教育的启示以及面临的挑战。 相似文献
8.
新农科建设是新时期高等农林教育教学改革的重要方向,培养卓越农林人才是新农科建设对高等农林院校提出的人才培养需求。为培养新农科建设所需的卓越农林人才,高等农林院校应开设一些能开阔大学生视野、启发思维、提升知识底蕴与内在修养、增强身心健康等通识课,如"茶叶营养与功能"。通过开设该通识课,让当代大学生了解中国传统茶及茶文化,领悟茶的营养与保健功能,科学地利用茶来促进身心健康,树立正确的营养观、价值观和世界观,提升传统文化素养、求知欲与创新能力,培养满足新农科需求的卓越农林人才。 相似文献
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10.
AbstractOne of the questions that Heidegger presents in his paper, ‘Plato’s Doctrine on Truth’, is the distortion as he sees it of paideia—that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato’s concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is made in this paper to examine Heidegger’s reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. 相似文献
11.
Hitendra Pillay 《Studies in Continuing Education》2013,35(1):93-102
In light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals' beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students' beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners' beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also explores the cross-cultural beliefs about knowledge and conceptions of learning. 相似文献
12.
This study focuses on student and in-service primary teachers learning about balanced and unbalanced forces in a range of contexts and identifies significant features of the learning process from the learners' perspectives. It describes how students are able to apply key ideas about forces from their own learning about floating and sinking to a range of contexts including structures and aspects of motion. In exploring how understanding is constructed important implications are raised with respect to the pedagogic knowledge required of teachers in the Initial Teacher Training National Curriculum in the UK. 相似文献
13.
建构主义理论运用于科学教学的15条原则 总被引：23，自引：0，他引：23
随着建构主义理论在科学教育领域中的运用与逐渐流行,一种基于建构主义的新的科学教学模式正在兴起。这种教学模式要求在科学教学中,应把科学知识的学习看作是学生主动建构知识的过程;应把科学探究作为学生建构科学知识的最重要的学习方式;应充分发挥学生在学习中的自主性,视学生为科学知识的主动建构者;承认学生的原有知识经验在学习中的重要性,了解并正确处理学生的前概念;运用概念转变策略,帮助学生实现概念转变;引发学生的认知冲突,激起学生科学探究的欲望;发挥教师的指导作用,为学生的知识建构提供支持条件;提供真实的情境,让学生获得经验,在情境中建构知识的理解;鼓励学生发问,提出开放性问题,让学生在问题解决中建构知识;开展多种形式的对话,在对话中建构知识;鼓励学生合作与交流,为知识的社会建构提供机会;鼓励学生反省,学会自主监控学习过程;重视学习方法指导,为学生知识建构提供认知工具与策略;提供学习资源,让学生参与寻找用于解决问题的信息;采用形成性评价,强调学生在学习过程中的表现。 相似文献
14.
Debate continues regarding the nature and desirability of graduate attributes, driven partly by stakeholder expectations that universities will prepare employees for the knowledge economy and partly by higher education academics and learning specialists. While universities appear to have accepted their new vocational role, there is considerable confusion over how these things – graduate skills, attributes or capabilities – should be defined and implemented. Conceptual confusion combined with a range of external pressures and internal management issues have the potential to derail this important project. To date, stakeholders such as government and business, as well as universities have seriously underestimated the kind of cultural, institutional and policy changes required to implement the graduate skills agenda. This paper outlines the issues that will need to be addressed by the higher education sector if universities are to play a proactive rather than reactive role in shaping this agenda. 相似文献
15.
随着经济的全球化与一体化,知识获取的途径与方式不断变化,高等学校都在寻找突破传统教学的新路径,高等教育应该更加注重人才创新精神和实践能力的培养,注重人才的可持续发展。基于建构主义理论,探讨该理论所能够解决的实践教学问题,在此基础之上,提出有效培养会计专业学生实践能力的途径与方法,创设真实学习情境,使学生通过各个环节的学习,达到创新能力与实践能力的提升。 相似文献
16.
Cameron Richards 《Globalisation, Societies & Education》2004,2(3):337-353
Information and communication technologies (ICTs) represent a crucial force for cultural change in both education and society and possible transitions between old and new learning as well as social values. This is especially so in East Asia, where the young have informally embraced ICTs but learn in formal contexts often still dominated by traditional transmission models of learning rather than the new learner‐centred theories which inform policy imperatives for innovation and reform. Educational contexts like Singapore and Hong Kong are particularly exemplary because they have been so progressive in policy initiatives for ICT integration and reform in formal education, imperatives which conflict in practice with still dominant traditional learning expectations, teaching practices and models of assessment. As typified by such contexts, this paper investigates how the pedagogical dilemmas of a tension between old and new models of learning need to be understood and approached in terms of related and overlapping institutional and social dilemmas of change. 相似文献
17.
终身教育形势下新的学习观念的树立 总被引：1，自引：0，他引：1
管浚榕 《齐齐哈尔师范高等专科学校学报》2011,(3):30-31
党的十六大报告提出＂形成全民学习、终身学习的学习型社会,促进人的全面发展＂的学习理念,在终身教育形势下,我们应该转变传统观念,树立新的学习理念,每一个社会个体都要学习各种各样的知识,并且持续不断地更新自身的知识体系,否则就不能在社会中生存,只有在整个人生过程中持续不断学习,不断充实自己,才能跟上时代形势不断发展的需要。 相似文献
18.
Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens
Fengling Tang Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157
This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension. 相似文献
19.
ABSTRACT Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools. 相似文献
20.
Atwi Suparman Udan Kusmawan Aminudin Zuhairi 《天津电大学报》2008,12(4):1-5
由于新技术的广泛使用使亚洲远程教育对互联网的利用率大大提高。同时远程教育在亚洲的蓬勃发展也促进了新技术的使用。但是,教育质量、资源能否方便地获取、公平参与、新技术的利用以及利用互联网获得知识等方面的问题尚未解决。本文论述了亚洲远程教育在利用互联网方面的新趋势、新挑战、存在的问题以及做出的努力。
在历史背景、目前环境、近期变化以及开放大学的新角色的大环境下开展了亚洲远程教育近期发展的讨论。亚洲远程教育的发展迎合了利益相关者的需求,新技术的使用也促进其发展,亚洲开放大学可望在满足利益相关者需求的基础上进一步发挥其作用。
随着对互联网的使用不断增加,亚洲远程教育的发展趋势将会在教学和学习上进一步增加对互联网的利用,以及为远程学习者提供支持和行政服务的方向发展。亚洲远程教育机构能够向学习者提供各种形式的开放教育资源、混合式学习以及虚拟学习的机会。布卡开放大学（简称UT）提供的简短个案研究说明了该校如何引进新的教学和学习方法,以及新的支持和行政服务模式。该校发起的管理创新是重新把该机构建设成为一个学习型组织的一部分。为确保该机构的不断发展,质量保证已成为一个重要的管理战略。
由于地理位置、人口统计、客户数量的差异,以及语言、文化、技术水平、规范管理等方面存在的地区多样性,使亚洲远程教育在使用互联网方面仍然面临挑战。显然,亚洲远程教育的发展将依赖于新技术的增加和对新的学习资源的利用。亚洲远程教育将不得不重新设计、重新构建和重新发明新方法,以适应远程教学和利用学习资源。要确保亚洲远程教育的可持续性发展,在质量方面也存在巨大的挑战。最后,在介绍教育创新和改进方面, 相似文献