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1.
邓群 《株洲师范高等专科学校学报》2007,12(5):83-84
计算机教学活动中要重视的情感因素与学习兴趣对学生学习活动的影响，教师应创设诱发学生积极情感和激发学习兴趣的情境，使学生产生强烈的学习热情，促进学生综合素质的全面发展． 相似文献
2.
文章阐述了初中历史教学中创设教学情境的策略,包括通过语言创设情境,激发学生学习历史的情感;通过多媒体创设情境,激发学生学习历史的兴趣;通过音乐渲染情境,推动学生思维发展;通过图片实物创设情境,激发学生学习历史的积极性;通过表演创设情境,激发学生学习历史的热情;通过联系现实创设情境,激发学生学习历史的责任意识。 相似文献
3.
李洪良 《株洲师范高等专科学校学报》2005,10(5):87-88
数学教学要注重情感因素与学习兴趣对学生学习活动的影响，在认知探究、认知深化和认知运用中。教师应创设诱发积极情感和激发学习兴趣的教学情境,以摧生学生产生强烈的学习热情,求知欲望,促进学生素质的全面发展与提高。 相似文献
4.
情感是学生智力及非智力发展的原动力,是构成心理素质的重要成分。学生只有对学习知识产生情感,才会以极大的热情投身于学习之中。因此,在课堂教学中,要根据课文特点,结合语言训练,激发学生情感,提高课堂教学效率,以便适应课堂教学改革的需要,下面谈谈几种方法。一、创设情境,激发情感人的情感是在一定的情境中产生的,在课堂教学中,针对学生情感的情境性与感染性特点,结合教学内容,抓住感人情节,或者抓住重点词句创设情境,激发学生情感。如:教学《跨 相似文献
5.
情感是学生智力及非智力发展的原动力,是构成心理素质的重要成分。学生只有对学习知识产生情感,才会以极大的热情投身于学习之中。因此,在课堂教学中,要根据课文特点,结合语言训练,激发学生情感,提高课堂教学效率,以便适应课堂教学改革的需要,下面谈谈几种方法。一、创设情境,激发情感人的情感是在一定的情境中产生的,在课堂教学中,针对学生情感的情境性与感染性特点,结合教学内容,抓住感人情节,或者抓住重点词句创设情境,激发学生情感。如:教学《跨 相似文献
6.
在中职数学教学中,合理创设情感教学情境是必要的一环。教学情境可以是学习景象、学习背景,也可以是学习活动条件。兴趣情境引发学习兴趣,无论是在课前还是课中,对学生产生积极的学习情感都十分有效;实践情境能调动学生的专业学习情感,使学生的思维能力在愉快的教学过程中得到锻炼;生活情境能诱发情感共鸣;能激发潜能的情境设计有利于提升学生的各种综合素质和能力,更有助于学生未来的学习和发展。 相似文献
7.
大学生情感品质的培养,是实施高等学校素质教育的重要一环。培养大学生的情感品质,必须把握大学生情感发展的主要特点;必须认识情感在大学生学习活动中的作用;必须在情绪的调节与学习热情的激发、情感的陶冶与激励、“挫折容忍力”的培养等方面,遵循大学生情感发展的规律,根据大学生情感发展的主要特点,发挥情感在大学生学习活动中的积极作用。 相似文献
8.
数学课程文化强调情感陶冶的价值取向.认为学校课程要创设"美、趣、智"的学习情境和"亲、助、乐"的师生人际情境.情感就是人对客观事物所持态度的体验,是构成学生心理素质的重要成分.美国心理学家格沦说:"没有感情的变化,就没有认识上的变化".也就是忽视了情感的作用,能力的培养会受到严重的影响.愉悦的情感可促进学习,提高学习效果,有利于学生的身心向着积极进步的方向发展和完善.本人在教学中通过情感感化,真情激励,激发学生学习热情,利用数学课程文化中的情感因素促进学生在智力、 相似文献
9.
新课程改革在我省已经开展6年了,为了让学校更好地执行新课程标准。为了让学生从过重的学习压力中解脱出来,为了让学生能轻松愉快学习,作为教学第一线的物理教师,我认为应该提高课堂教学的有效性。那什么是有效的课堂教学呢？有效教学主要指在一定的教学投入内。通过教师的教学,学生所获得的具体的进步和发展,是衡量课堂教学有效性的一种尺度。那我们应该如何提高课堂教学的有效性呢？我认为教学情境的创设,对提高课堂教学有效性起着至关重要的作用。一、情境创设的作用1．巧设情境能激发学生的学习兴趣。好的开头是成功的一半,因此教师应抓住学生的好奇心理,巧妙导人新课．激发学生的求知欲望和学习兴趣。教师在课堂教学过程中,应有意识地创设情境。通过提出一些与生产、生活实际相结合的问题．将学生引入情境之中,激发起学生的学习兴趣。2．以情境激发学习热情,更好地实现三维目标。学习情感是影响学习活动最积极、最活跃的因素,而教学情境又是激发学生学习情感最直接的原因。青少年学生都有好奇、好问等特点。满足学生的心理需要,可使学生产生积极愉快的学习情感。因此创设教学情境,以情境促进学习热情,才能更好地实现物理课堂的素质教育目标。 相似文献
10.
<正>情感是学生智力及非智力发展的原动力,是构成心理素质的重要成分。学生只有对学习知识产生情感,才会以极大的热情投身于学习之中。因此,在课堂教学中,要根据课文特点,结合语言训练,激发学生情感,提高课堂教学效率,以便适应课堂教学改革的需要,下面谈谈几种方法。一、创设情境,激发情感人的情感是在一定的情境中产生的,在课堂教学中,针对学生情感的情境性与感染性特点,结合教学内容,抓住感人情节,或者抓住重点词句创设情境,激发学生情感。如:教学《跨 相似文献
11.
基于中等职业教育基础性转向的政策背景,通过对全国10660位中职生的问卷调查,研究了影响我国中职生升学的若干因素。研究发现：中职生具有很高的升学意愿,且以本科为主要期望学历;毕业班和学习自我效能感强的中职生更可能选择升学;学生干部身份和学校生涯教育质量会影响中职生升学意愿;家庭对中职生升学与否的影响主要体现在经济、文化和社会资本,但影响方式和程度与普高生存在差异;对省域中职升学政策的了解和认同会促进学生升学,而对就业市场和本科招生政策的了解和认同会削弱中职生升学意愿。基于此,未来应从职教本科办学规模、高等职业教育招考机制、央地项目设置、公共财政兜底、生涯教育和升学指导等方面优化中职升学环境。 相似文献
12.
倾斜性招生政策是近年来我国面向贫困地区弱势学生实施的重要举措。使用国内某“双一流”大学追踪调查数据,分析国家专项与高校专项两类学生的在学发展情况。研究发现,两类专项学生受惠于倾斜性招生政策得以被录取,尽管高考成绩显著更低,但在各类能力自评得分方面没有劣势。不过,进入大学后,国家专项学生在自我认知方面和高校专项学生在批判性思维发展方面的自评得分均存在显著劣势。此外,高校专项学生入学时的毅力优势也在大三消失。在学业成绩方面,受学业基础较差影响,两类专项学生大一课业成绩显著偏低,且均在人文学科方面表现不佳。国家专项学生所获得的高考降分越多,大一挂科率和挂科数均显著越高,平均成绩显著越低,且在人文学科中尤为明显。研究认为,“双一流”高校在制定和实施国家专项招生政策时,应根据各自往年生源情况科学分配各学科专项招生名额,给予专项生更多的志愿填报指导,尝试放宽专项生转专业限制,并为专项生提供富有针对性的发展支持,在保障弱势学生入学机会的同时,更好地促进其在大学期间的良性发展。 相似文献
13.
Ji-Feng Zhang Prince Last Mudenda Zilundu Rao Fu Xue-Feng Zheng Li-Hua Zhou Guo-Qing Guo 《Anatomical sciences education》2022,15(5):928-942
The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance. 相似文献
14.
This study evaluated students' affective learning in an introductory computing course that was taught in Hong Kong once in a lecture format and twice in a rich interactive multimedia online format to 414 college students in all. A simplified experience sampling method was used to assess affective learning at the midterm and end of each course in terms of intrinsic engagement (positive affect, perceived challenges, perceived skills in course activities), extrinsic engagement (performance expectations, performance goals, performance self‐efficacy), and negative affect in course activities. Controlling for students' computing background and pre‐enrollment academic ability, multivariate analysis of covariance indicated that, compared to lectures, e‐learning modules fostered more intrinsic engagement, comparable extrinsic engagement, and more negative affect. Findings suggest directions for developing online courses that optimise both cognitive learning and affective learning. 相似文献
15.
学生的理想学生观念反映了学生作为学习者的自我认识,并对其受教育动机和愿望有重要影响,而教师的理想学生观念与教室内主流的教育教学模式紧密相关。研究采用半结构式问卷的方法,让教师和学生罗列出他们认为理想学生应具备的最重要的五项特征。研究结果表明,小学教师和学生的理想学生观念主要体现在学习、道德、行为和身心发展四个类别上,其中学生的理想学生观念中成绩好非常重要,但对学习动机、学习能力和学习习惯的重视程度不高;而教师的理想学生观念中最重要的是学生的品德,教师对学习成绩、学习动机和学习能力的重视程度较高,对学习习惯的重视程度较低。教师与学生的理想学生观念存在差异,且他们的观念与国家课程改革提出的教育目标也存在差异。 相似文献
16.
20世纪中后期，在消费主义思潮、新公共管理主义以及全面质量管理理论的共同作用下，“学生消费者”成为西方高等教育变革的重要产物。西方学者围绕“学生消费者”形成了支持与批判两派理论，支持派认为“学生消费者”在提高高等教育管理效率、规范教师教学行为以及促进教育过程民主化等方面具有积极功用，批判派则提出“学生消费者”引发了学习动机功利、学习分数膨胀、学术标准下降以及学习体验失真等一系列教育问题。在消费主义思潮影响下，我国本科教育人才培养实践陆续出现一系列“学生消费者”倾向：一方面高等院校开始关注学生就读诉求与学生满意度，另一方面“文凭至上”“考证热”“水课”“清考”等负面产物也逐渐浮现。当下破解我国本科教育的现实问题、实现创建一流本科教育目标需从重新审视我国本科教育发展价值观，重视课堂教学质量提升，平衡专业教育与通识教育以及改善本科教育质量保障与评价方式等方面入手。 相似文献
17.
In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education. 相似文献
18.
《Journal of Further & Higher Education》2012,36(2):111-124
Framed by the accounting education change debate and growing national concern regarding student attrition, this paper examines the perceptions of first‐year students as they commence their study of accounting at an Irish university. It explores a range of factors which impact on students' learning: their motives for entering higher education, their rationale for selecting an accounting programme, their preparedness for further study and their expectations. The findings offer accounting educators the opportunity to have a greater sensitivity to, and a better understanding of, their students. This will enable better‐informed curriculum, teaching and assessment within the accounting discipline, aiding students' transition to higher education and leading to higher quality learning. 相似文献
19.
为突破传统高考模式下文理区隔造成的负面影响,促进学生完善知识结构,为学生的个性化学习和多元化发展提供可能,新高考改革尝试引入灵活的科目选考制。研究使用改革试点地区的调查数据,系统分析学生的考试科目选择现状,探寻科目选择行为背后的动机,探究科目选择与高考成绩间的关联性。研究发现,科目选考制一方面有效促进了学生开展文理交融的跨学科学习,但另一方面也导致物理科目的选择比例低且逐年缩减。学生考试科目选择行为背后具有多元化的动机,以学科能力和自我发展规划为选科导向的学生,其高考成绩具有相对优势。与之相异,分数策略导向的科目选择反而会造成学生高考成绩下滑。鉴于此,新高考改革在赋予学生选择权的同时,还应建立完善的生涯规划与升学咨询指导体系,提升学生的选择能力与自主意识。 相似文献
20.
Greville Rumble 《Open Learning》2013,28(3):221-222
The first article in this issue raises some fascinating issues that relate to my own background in research into student learning and experience of courses in conventional higher education. Richardson, Long and Woodley have administered the Academic Engagement Form', used widely in colleges in the USA, and the 'Course Experience Questionnaire', used widely in universities in Australia, to distance learning students. John Richardson and various colleagues have previously shown that these questionnaires, separately, work as well in distance learning contexts as they do in conventional contexts: that is, they identify the same factors as components of students' experience, and the same factors relating to overall perceptions of quality of experience, as in conventional contexts. Of the many findings reported in the study reported in this issue of Open Learning, two stand out for me. First, academic engagement is shown to play a key role in students' perceptions of academic quality: engaged students perceive their course to be of higher quality. This does not tell us if students who are happy with their courses become more engaged or if those who are engaged become happier with their courses, however, merely that they are related. 'Engagement' here encompasses both social and academic engagement as defined in Tinto's model of student retention. Second, students' overall perceptions of academic quality are mediated by their perceptions of their tutors. The authors conclude: '... the attitudes and behaviours of tutors are crucial to students' perceptions of the academic quality of courses in distance education'. In conventional contexts the item on the Course Experience Questionnaire that relates most closely to student performance concerns the quality of teacher feedback, not teaching, and this is easy to understand in a distance context. The methodology of this paper (relying on factor analysis of questionnaires and multivariate analysis of the relationship between questionnaire scale scores and background variables such as age, gender, educational qualifications, workload and hearing status) may be relatively unfamiliar to readers of Open Learning. What is perhaps more familiar is that such an analysis adds to similar conclusions about the centrality of the tutorial role in ODL students' learning from very different kinds of study (such as of the relationship between tutorial attendance and student performance). There is a growing body of evidence that the same variables are involved in student perceptions of courses and of academic quality in distance learning contexts as in conventional contexts. 相似文献