整合式教学模式在远程开放教育中的应用     

高凌云  高玲 《开放教育研究》2012,(2):86-91

远程开放教育为许多无法接受传统面授教育的学习者提供了一种灵活、开放的教育形式。然而,目前很多开展远程开放教育的机构只是把网上教学和面授教学简单混合,没有为学习者建立起有效的学习环境。为了改变现状,本文建构了整合式教学模式并采用定性分析方法进行了实证研究。在整体设计、有效资源、技术支持、交流互动四个条件的支持下,整合式教学模式通过整合导学辅导、课堂面授、网上教学、参观及实习的优势,缓解成人学习者工学矛盾,有效解决资源不足及交互不充分等问题。  相似文献   

Parental support of numeracy during a cooking activity with four-year-olds     

Maureen Vandermaas-Peeler  Erin Boomgarden  Lauren Finn  Caroline Pittard 《International Journal of Early Years Education》2012,20(1):78-93

While research demonstrates the importance of numeracy-related activities performed at home for young children's mathematics achievement, few studies involve observational studies of the processes which support children's mathematical learning at home. On this premise, this study reports evidence from numeracy-related interactions between parents and their four-year-old child during cookery sessions at home. Numeracy group parents who received instructions to incorporate additional mathematics into the activity provided significantly more numeracy guidance and also created more opportunities for their children to practice advanced mathematics. Comparison group parents provided enough numeracy guidance to complete the recipe but rarely provided extensive or advanced numeracy guidance. Children in the numeracy group generated significantly more correct math responses during the activity than comparison group children, though there were no significant differences on the post-test. The findings suggest the need to raise parental awareness of opportunities to support and encourage mathematics in activities at home.  相似文献   

英语演讲中预制语块功能探究     

过宇 《海外英语》2012,(9):36-38

预制语块作为形式、语法、语义的统一体,具有特定语用功能,适用于交际语言教学。文章通过分析英语演讲的语言特征,提出英语演讲中常用预制语块主要为话语手段语块和社交互动语块。话语手段语块可用于组织演讲语篇,社交互动语块则用于与听众保持良好互动关系。掌握预制语块的语用功能知识能帮助演讲学习者准确、得体地使用英语与听众交流。  相似文献   

微观政治学视角下师生交往中力量的交互作用     

温晓雷  王较过  郭俊龙 《教育与教学研究》2013,(1):20-22

师生交往相对于师生关系而言,更强调师生双方的主体性与平等性。文章从微观政治学视角认识师生交往,认为师生交往是建立师生关系秩序的活动,这些活动以主体双方的利益为基础。师生交往中所产生的力量交互作用对主体双方的影响具有不确定性与双向性。文章旨在通过分析师生交往中的力量交互作用机制,有针对性地提出减少师生冲突、构建和谐课堂的建议策略。  相似文献   

Looking through ethnographic eyes at classrooms acting as cultures     

《Ethnography and Education》2013,8(2):211-228

In this article we used an orienting framework of interactional ethnography to make visible classrooms acting as cultures. We examined the interactional patterns from two different classrooms as participants jointly negotiated and constructed meaning. We first demonstrated how participants began to construct a classroom culture in the first weeks of school. Next, we examined how taking up an ethnographic perspective assisted a teacher candidate to successfully enter an ongoing classroom culture. In the last analytic sequence, we followed the discursive practices surrounding a fifth grade student who re-entered an ongoing classroom culture after an absence of four months. The results showed that using ethnographic skills of observation and interpretation assisted both the teacher candidate and the returning student to become communicatively and culturally competent members, by recognising the social and academic patterned practices that were already taking shape through the classroom interactions.  相似文献   

Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature     

《Educational Research Review》2013

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Student interactions at a college canteen: a critical perspective     

《Ethnography and Education》2013,8(1):28-41

Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the Malta College of Arts, Science and Technology (MCAST), a post-secondary vocational college in Malta, further enable themselves to progress through a programme of studies by interacting at the college canteen. By employing an ethnographic methodology, based on participant-observation and unstructured spontaneous interviewing, the study explores, in a holistic way, different ways that students at MCAST experience student life and use the canteen as a space to give added meaning to the time they spend in this educational setting.  相似文献   

Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention     

《Journal of research on educational effectiveness》2013,6(4):475-489

Abstract

My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher–student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities.  相似文献   

The Case for e-Book Literacy: Undergraduate Students' Experience with e-Books for Course Work     

Laura Muir  Graeme Hawes 《The Journal of Academic Librarianship》2013

This paper investigates how electronic books (e-books) are used for scholarly activity. It focuses on the end-users of e-books in a case study which aimed to establish how scholars use and learn from e-books and the limitations of academic e-books.  相似文献   

The Three R's: Rapport,Relationship, and Reference     

Matt Stock 《The Reference Librarian》2013,54(1):45-52

In the eyes of our patrons, the success of a library transaction depends on both the accuracy of the information conveyed and the quality of the patron/staff interaction. We each experience rapport naturally many times during the day. Skills borrowed from the field of neuro-linguistic programming allow us to learn to quickly create a state of rapport with anyone we encounter. By learning to create rapport intentionally with our patrons, we can improve the quality of their library experience.  相似文献