促进主动学习(英文)     

米克·卡瓦纳 《南平师专学报》1998,(1)

本文原是1997年10月在南平师专举办的“世行贷款师资发展项目闽、桂、赣英语学科教学法省级研讨班”讲座稿。笔者在提出了讨论观点后,探究了主动学习的概念。根据对一组亚洲学生,特别是对中国学生的研究结果,举出了好学生在学习语言(这里指外语)时选择的手段。为了将教育的主要重点从教师转向学生,笔者认为对那些好学生的反应我们应该谨慎对待,某种学习态度的改变也许会对学习效果产生影响。在这个过程中,笔者没有忘记教师。为此,文章还列举了参加研讨班教师们提出的有关促进主动学习的建议,供大家今后能有效地进行学习者培训作参考。  相似文献   

Gender analysis and participatory rural appraisal: assessing the current debate through an Ethiopian case study involving agricultural extension work     

Rachel Percy   《International Journal of Educational Development》1999,19(6):337

This paper analyses how participatory rural appraisal (PRA) can be used with gender analysis in rural development. The development and convergence of both is outlined. Their combined use in an Ethiopian case is then analysed. It is argued that the use of PRA and gender analysis are complementary in that they put the clients first, engender respect, provide equal opportunities and are flexible. The paper concludes with an analysis of current debate on the topic, identifying six major areas of concern and reviewing these with reference to the Ethiopian case.  相似文献   

试论体育教学中的生动活泼与严格要求   总被引：3，自引：0，他引：3  

郑华伟 《福建体育科技》2004,23(5):48-50

让学生主动地生动活泼地学习体育是发展学生主体性、创造性及培养学生情感、终身体育的需要,同时在学习体育过程中让学生养成良好的习惯,严谨的作风,认真的态度也是素质教育对严格要求的呼唤。体育教学中既需要生动活泼也需要严格要求,如何正确处理好素质教育与生动活泼、素质教育与严格要求、生动活泼与严格要求之间的关系,是当前教育改革的需要。  相似文献   

Relationship quality,community promotion and brand loyalty in virtual communities: Evidence from free software communities     

Luis V. Casaló  Carlos Flavián  Miguel Guinalíu 《International Journal of Information Management》2010

The Internet has favored the growth of collaborative platforms where marketers and consumers interact to develop more engaging products and services. These platforms are usually centered in a specific brand/product and their members are linked by a shared admiration to that brand. This paper analyzes one of the most powerful online collaborative platforms, the free software (FS) case, which involves a lot of virtual communities developed around products such as Linux or Android, the new Google's mobile operating system. Our purpose is to determine some of the main antecedents and consequences of the consumer involvement in this type of communities. Results have shown that satisfaction with a virtual community may increase the level of consumer participation in that community. At the same time, a greater identification with the virtual community may increase indirectly the consumer participation thanks to the enhancement of his/her satisfaction with the community. We have also found positive and significant effects of consumer identification and participation on the level of community promotion. Finally, positive and significant effects of consumer participation and satisfaction with the community on loyalty to the FS were also found. These findings allow us to conclude some interesting managerial implications.  相似文献   

Social conversation and effective discussion in online group learning     

Fei-Ching Chen  Thomas C. Wang 《Educational technology research and development : ETR & D》2009,57(5):587-612

This paper studies the social talk of high school students in online discussion forums. On-task talk has generally been assessed as valuable discussion because it contributes directly to productive learning. Off-task conversation, on the other hand, is often regarded as useless and a waste of time. Should this social talk indeed be regarded as an off-task activity? Is social talk such as greeting, excusing, comforting and sharing personal feelings irrelevant to learning? This study analyzes threads and argues that social talk is interwoven with on-task talk. It is interesting to note that a substantial quantity of off-task messages served the latent function of guiding group discussion toward making progress in solving collaborative problems in a subtle and indirect manner. The power of “soft talk” embedded in off-task social conversation is explored and fully discussed.  相似文献   

Participation,financial support and the marginal student   总被引：2，自引：0，他引：2  

Peter Davies  Jean Mangan  Amanda Hughes 《Higher Education》2009,58(2):193-204

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.

Peter DaviesEmail:

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The Social effects of the Australian Higher Education Contribution Scheme (HECS)     

Gary Neil Marks 《Higher Education》2009,57(1):71-84

Australia’s Higher Education Contribution Scheme (HECS) is an income contingent loan scheme, in which university students pay back part of the costs of their tuition after their post-university income reaches a certain threshold, is an important policy innovation for the financing of higher education. However, its critics claim that HECS increases socioeconomic inequalities in higher education and the HECS debt reduces the ability of young people to make the transitions to adulthood. This paper investigates these claims. There is no evidence that socioeconomic inequalities in higher education in Australia increased after the implementation of HECS in 1989 or the 1997 reforms. The magnitude of the HECS debt was found to have a negative impact on the transition to parenthood, but had no negative impacts on other transitions to adulthood: leaving the parental home, marriage and home ownership. Its effects on parenthood were moderate compared to other influences, such as full-time work in the previous year, marriage and being in a de facto relationship. Furthermore, only a small proportion of young people who attended university have large enough HECS debts for it to affect their fertility decisions.

Gary Neil MarksEmail: URL: http://www.melbourneinstitute.com/people/gmarks/

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How LO can you GO?     

Mary Richardson  Paul Stephenson  John Gabrosek 《Teaching Statistics》2010,32(1):8-12

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Ecologies of participation in school classrooms     

Mark Boylan 《Teaching and Teacher Education》2010

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.  相似文献   

An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools   总被引：1，自引：0，他引：1  

Orla McCormack  Joanne O’ Flaherty 《Teaching and Teacher Education》2010

As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a number of workshops relating to the integration of development education active learning methodologies into their teaching. Following completion of the module, pre-service teachers participate in a 12-week teaching practice placement. This study, based on questionnaires and focus group data, was conducted following their return from teaching practice and examines their attitudes towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so. As they begin their teaching career, the integration of development education is not viewed as a major priority for these pre-service teachers.  相似文献