大学英语交互式教学模式的实证研究     

李晓红 《科教文汇》2015,(15)

长期以来,语法翻译法在中国大学英语教学中占主导地位。面对新的挑战,交互式教学模式得到了国内外教育界的青睐和提倡。本文以青海大学为例,通过问卷调查和课堂观察着重研究交互式教学模式在大学英语教学实践过程中带给课程讲授者和学习者的裨益并探索其在推行的过程中产生的问题及对以后大学英语教学改革的启示。  相似文献   

网络信息资源的用户协同生成机制分析     

刘琼 《情报杂志》2015,(7)

针对网络信息资源的建设问题,运用用户协同生成机制将网络信息资源加工、转化并应用到用户的数字化学习中,以便更好地开展信息服务。通过对用户协同生成内容进行概述,分析用户协同生成数字资源的表现形式和分类,基于活动理论和资源生命周期理论建立了用户协同生成模型,并解析用户协同生成数字资源的主要模式。用户协同生成数字资源是数字资源建设的重要补充和平衡,需要广泛推广应用。  相似文献   

“Ah,I know why…”: children developing understandings through engaging with a picture book          下载免费PDF全文

Christine Braid  Brian Finch 《Literacy》2015,49(3):115-122

This article describes part of a study that explored the responses of nine‐ and ten‐year‐old children during a picturebook read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a framework for analysing the responses, adapting the model of Lawrence Sipe (2008) with its five categories of literary understanding, by expanding on the analytical category to enable a finer analysis of the responses. This article discusses the children's depth of thinking and the understandings they developed as they engaged with the read aloud. It also describes how the adapted framework allowed a closer analysis of these understandings, including the way the elements of art used in the illustrations contributed to the children's ideas. The findings suggest ways picturebooks can be used to promote children's thinking and how teachers can guide discussion about a complex text. Implications for use of the framework in further research are discussed.  相似文献   

技术生态对技术生成的作用研究          下载免费PDF全文

毛荐其  刘娜 《科研管理》2015,36(2):19-25

本研究从技术生态的视角尝试性地阐明技术的生态作用机制以及该机制对技术开发的影响。探讨技术竞争、技术共生、技术生态因子与生境因子对技术生成的作用机理并提出有关研究假设。以山东省技术密集型企业调研为样本的实证研究结果表明:技术共生对技术生成具有显著的正向作用;技术生态因子中的知识、技术元对技术生成有显著的正向影响;生境因子中的技术研发资源与技术资料来源对技术生成作用显著。  相似文献   

“问题式”互动教学法在《冲击波物理》课程教学中的应用     

徐佳  汤文辉  冉宪文 《高等教育研究学报》2011,34(3):58-60

冲击波物理是我校应用物理专业的一门特色基础课,在专业教学中占有十分重要的地位。立足于培养学员分析解决问题的能力,结合冲击波物理课程特点,阐述了在《冲击波物理》课程教学中应用“问题式”互动教学法的必要性,探索了教员就问题在“课前设问——课中导问——课后留问”的教学环节中展开互动的思维方式。  相似文献   

论公民社会的发展与政府机构改革的关系     

陈思 《北京城市学院学报》2011,(5):19-22,38

随着政府机构改革的不断深入,公民社会也不断成长并发挥重要作用.政府机构改革与公民社会存在内在联系,二者相互影响、相互作用.正确处理二者的关系有利于推动政府机构改革的进一步深入,有利于壮大公民社会的力量,使其更好地服务于公民,创造和谐的社会环境.  相似文献   

基于flash技术的交互课件制作     

张雅军 《天津职业院校联合学报》2011,13(2):101-105

Flash是一个功能十分强大的多媒体软件开发工具。论文通过交互练习课件实例的制作,说明Flash不仅是制作网站的强大利器,对于解决教学中的重点难点问题能起到很好的辅助作用,越来越多的教师以此为平台制作课件,制作课件的过程变得更方便、更快捷。  相似文献   

Using the multimodal affordances of the interactive whiteboard to support students’ understanding of texts     

Damian Maher 《Learning, Media and Technology》2011,36(3):235-250

The purpose of the study reported on here was to explore ways in which the interactive whiteboard (IWB) can support students’ understanding of texts. A Year 3 and a Year 4 primary school class in New South Wales, Australia, is the focus of the research. A qualitative case study was carried out using multimodal analysis focusing on the use of an e‐book displayed via the IWB. The results of the study indicate that the IWB can support students’ understanding of a narrative to prepare them to write a whole‐class response through providing increased access to a range of resources that are multimodal in nature. The way the interactive features of the IWB can facilitate access to multimodal resources to cater for student needs is also discussed.  相似文献   

交互式教学法在英语专业综合英语课堂上的应用     

段梦桃 《佳木斯教育学院学报》2015,(3):129

交互式教学法以学生为中心,强调课堂互动。实践证明,将其应用在英语专业综合英语课堂上,能有效提高学生综合性语言运用能力,从而实现课程目标。  相似文献   

The Authored Voice: Emerging approaches to exegesis design in creative practice PhDs     

Welby Ings 《Educational Philosophy and Theory》2015,47(12):1277-1290

Abstract

In 2004, Robert Nelson noted in creative, practice-led research degrees that the exegesis had been reconceptualised as a cultural contribution to scholarship. He suggested that the challenge this posed was the need for writing to interface effectively with the nature and calibre of the creative work. A decade on from his observation, this article employs a case study to discuss emerging approaches to the exegesis in the work of graphic design doctoral candidates at AUT University in New Zealand. Accepting the multi-perspectival and multi-voiced nature of the practice-led exegesis writer, it discusses approaches to both structure and presentation. In so doing, it also considers specific issues, including negotiated relationships between the role and the nature of the designer’s voice, systems of narration, and issues impacting upon both digital and print formats.  相似文献