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1.
This article reviews the findings of 20 studies designed to evaluate learning strategies courses in higher education. It focuses on the relationship between the objectives of these courses and their effects. For this purpose a model is used which distinguishes four categories of study activities,strategic study activities (formulating the general study goals),operational study activities (designing a study plan),executive study activities (executing the study plan), andreflective study activities (evaluating the study process and the study results). The most interesting finding to emerge from the analysis of these studies is the fact that only five courses focus on strategic and/or operational study activities. It is also noteworthy that in most cases no effects on study results were reported; the effects most often reported were those on the comprehension and retention of texts selected for the research. Few findings have been reported on the interaction between training in the study activities and such factors as concentration, time management, self-confidence, study motivation and study conceptions. 相似文献
2.
民族教育研究在推进民族地区教育发展和和谐社会建设中具有基础性、前瞻性、先导性作用。新时期我国民族教育研究工作的原则是：坚持以科学发展观统领民族教育研究工作 坚持实事求是,理论联系实际,大力推动民族教育研究的理论创新 坚持为民族地区教育发展和和谐社会建设服务的方向 坚持传承与发展、继承与创新相结合,坚持立足中国,面向世界。新时期我国民族教育研究的主要任务有：民族教育学理论体系的研究与构建,民族地区基础教育问题的深化研究,民族高等教育和职业教育问题研究,民族教育的特殊政策研究,民族地区双语教学模式的研究,民族地区多元文化课程问题研究,多元文化教育理论的国际比较研究,民族认同与民族地区青少年心理教育问题研究。 相似文献
3.
金荣权 《信阳师范学院学报(哲学社会科学版)》2000,20(4):101-104
<山海经>研究两千年来,成就最大的是近20年.两千年来研究成果主要体现在7个方面文本的整理与校注,篇目考证,图与文的关系,作者论考,写作时代考,性质论,价值论.综合两千年的研究,我们认为今后<山海经>研究应注意4个方面的问题不因承认它的一种价值而否定它的其他价值;对<山海经>的注释尚不完善,应成立考察队,在实地考察之后,重新科学地进行注释;研究者应以事实说话;突破单枪匹马的研究方式,协同作战. 相似文献
4.
浅析激发学生学习动机的方法 总被引：6，自引：1，他引：6
景宁 《山西广播电视大学学报》2007,12(3):51-52
激发学生学习动机,培养积极的学习兴趣和求知欲是教学的根本。具体做法有:加强学习目的教育,启发学习自觉性;创设问题情境,激发学生求知欲;指导学习方法,持续强化学习动机;反馈学习成果,激发学习积极性;采用激励机制,增强学习自信心;引进竞争机制,激发学习进取心。 相似文献
5.
曹慧英 《湖北广播电视大学学报》2007,27(4):9-10
现代远程开放教育学生自主学习存在着内在驱动力不足、策略掌握不足、学习毅力不足、支持服务体系不健全等一系列问题。要解决这些问题,可以从端正学习动机、激发学习兴趣,推动素质教育、增强学习毅力,培训学习方法、优化学习策略,转变教师观念、服务自主学习,加强软硬件建设、提供优质平台,改革考试制度、创新评价体系等六个方面进行。 相似文献
6.
7.
大学生的专业学习热情不仅关乎个人发展,也关乎各行各业专业人才供给数量和质量。以某“双一流”建设高校工科平台本科生小鑫的专业学习热情变化故事为切入点,结合情感社会学视角和16位大类平台本科生的访谈资料,探究大类培养背景下大学生专业学习热情变化的发生机制。研究发现：大学生的专业学习热情受到其学习期望与体验一致性的直接驱动;自我核心认知与情感是影响学生期望和学习情境定义的内在动力;学习情境是激发学生学习期望和学习情境定义的外部因素;防御机制的激活状态进一步影响学生的专业学习热情。未来,可重点从重视生涯发展与规划教育、优化专业分流及配套方案、建立学生学习情绪台账等方面激发大学生专业学习热情。 相似文献
8.
大学英语教学的终极目标之一是培养大学生自主学习的意识和能力。以往的研究关注自主学习理论的探讨以及影响自主学习的学习者因素,忽视教师这一重要主体是如何认识自主学习以及在实践中的具体情况和遇到的问题。事实上,一方面,教师对学生自主学习能力的培养有重要作用;另一方面,教师信念和教师行为又存在着不一致的情况,并会对学生的学习产生影响。本文采用问卷调查、课堂观察和访谈的综合研究方法,对西南某211高校的32名大学英语教师进行信念和行为的双向考察,研究结果表明大学英语教师对学生自主学习的信念和其教学行为之间存在脱节的现象。本文拟从教学方法和课型差异两方面论述产生这一现象的原因以及英语课程培养学生自主学习能力的特殊性,希望对教师教育、英语课程设置和教材编写等提供参考。 相似文献
9.
This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional
development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring
2000–Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred
in the district’s lesson study approach, and describe some of the early consequences of these changes as well as conditions
that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson
study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist
in their learning about lesson study to successfully adapt this model to their local contexts. 相似文献
10.
毛泽东在其波澜壮阔的一生中写下了大量光辉的理论篇章,其中不乏关于史学研究的精辟见解,它们是毛泽东史学思想的重要组成部分.这些精辟见解主要表现在:(1)历史研究必须坚持唯物史观的指导;(2)历史研究必须遵循实事求是的原则;(3)重视对中国历史的研究;(4)历史研究要重视各种专史的研究;(5)历史研究应广聚人材,分工合作. 相似文献
11.
Improving mathematics instruction through lesson study: a theoretical model and North American case 总被引：1，自引：0，他引：1
Catherine C. Lewis Rebecca R. Perry Jacqueline Hurd 《Journal of Mathematics Teacher Education》2009,12(4):285-304
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
相似文献
| Catherine C. LewisEmail: |
12.
《师资教育杂志》2012,38(4):434-436
ABSTRACTLesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study structures that support student teacher learning. In this paper the core organisational elements of incorporating lesson study in ITE are investigated as a comparative case study situated in two distinct educational and cultural settings: one in Ireland (post-primary) and the other in Norway (primary). Qualitative data, including student teachers’ planning notes, research lesson designs, and observation notes from live research lessons, were analysed and findings reveal three structural factors for the incorporation of lesson study in ITE. First, defined roles of mentor and university teachers as knowledgeable others; second, the engagement of student teachers at each phase of lesson study, with the inclusion of case pupils; and third, the conduction of the lesson study cycle on both university campus and in the classroom. These findings contribute to the growing literature of lesson study in ITE and may support the inclusion of lesson study in ITE programmes. 相似文献
13.
有效地激活学生学习动机,调动学生学习积极性和强化学生学习行为,可采取4个有效策略:创设宽松课堂教学环境,以氛围激活学生的学习动机;创设由"静"变"动"教学模式,以兴趣激活学生的学习动机;创设辨证的结果归因,以循循善诱的方法激活学生的学习动机;应用激励性语言,以欣赏的语言激活学生的学习动机. 相似文献
14.
张悦 《四川职业技术学院学报》2012,22(6):76-78
创新性学习是一种新的学习方式,是对传统学习方式的继承和改革。创新性学习是我国面对新时代挑战的必然选择,是教育改革和发展的需要,也是培养学生创新能力和实践能力的需要。因此,在培养学生创新性学习时,首先应采取多种形式激发学生兴趣;其次提供良好的课堂气氛,为创新性学习铺路;再次利用作业,增加学生创新性学习的范围;第四充实课外活动,扩大学生创新性学习的阵地;最后开展研究性学习,推动和促进创新性学习。 相似文献
15.
周红杰 《成都教育学院学报》2005,19(2):71-73
小组合作探究学习是实现课堂教学方式变革的重要举措.文章从小组合作探究学习的结构、方式、地理教师在小组合作探究学习中的作用以及通过小组合作探究学生要达到的目标四个方面,结合地理教学的实际,论述了在中学地理课堂教学中的具体实施. 相似文献
16.
《The Journal of educational research》2012,105(4):238-246
Abstract Graduate students' predominant study skill strengths and weaknesses were examined, as well as the relationship between specific study skills and achievement in a research methodology course. Graduate students (N = 122) from various education disciplines who were enrolled in 3 sections of an educational research course at a southeast university were administered the Study Habits Inventory (Jones & Slate, 1992). Students responded appropriately to 57.8% of the statements measuring study skills. Although that proportion was significantly higher than that found for undergraduate students in previous studies, graduate students could benefit from study skills training. Study skill weaknesses were identified in the areas of note taking and reading skills. Regression and discriminant analyses led to the identification of specific study behaviors that discriminated higher and lower levels of course achievement. Implications for intervention programs are discussed. 相似文献
17.
研究性学习与语文阅读教学 总被引：2，自引：0，他引：2
詹燕 《河南师范大学学报(哲学社会科学版)》2001,28(4):103-105
本阐明了研究性学习的定义及其特点，根据研究性学习的特点和语阅读教学的性质分析了在语阅读教学中应用研究性学习的可能性，论述了研究性学习在语阅读教学中的应用。 相似文献
18.
论20世纪中国散文研究 总被引：2，自引：0，他引：2
王兆胜 《徐州师范大学学报(哲学社会科学版)》2001,27(4):29-36
20世纪中国散研究的演变线索为：1915到1934年为产生发展期，思想与文学批评为其主线；1935到1984年为曲折停滞期，社会政治批评为其主要特征；1985年为探索新变期，文体和文化研究最具特色。散文研究的主要特点是感悟式文学批评。新世纪中国散文研究的真正突破应注意如下问题：解放思想想以克服观念上的误区和盲点；建立一整套散文研究的理论话语以保证散文研究的科学性和独特性；散文文体研究的继续深入；大胆借鉴新的研究方法；学科研究的规范化。 相似文献
19.
Lidwien Sturing Harm J. A. Biemans Martin Mulder Elly de Bruijn 《Vocations and Learning》2011,4(3):191-210
In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed,
consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation
levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in
vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness”
refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument
for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions,
i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents
the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE
model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57
teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles
for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of
the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position
their study programmes by using the revised model and that the content validity of the revised model was good. 相似文献
20.
通过调查维汉双语＂实验班＂初中三年级学生数学学习的现状,学生知识和能力的发展水平,数学学习过程和方法的认知能力,以及学生的学习观、情感、态度、价值观、学习方式和自我监控能力,对中学维汉＂双语＂实验班＂数学教学提出有益的建议和措施. 相似文献