促进学习的课堂教学问题设计与实施     

蒋永贵 《高等师范教育研究》2014,(5):13-17

课堂情境中的学习具有三大特征：更强调学习本质上是思维活动;体现了学习发生的水平;学习的可操作性比较强。促进课堂情境中学习的关键条件是优质的课堂教学问题配以合适的教学策略。但当前很多的课堂教学问题及实施难以促进学生进行较高水平的学习。而评价课堂教学问题的量规,是指导教师设计促进学习的课堂教学问题的实用工具。选用合适的课堂教学策略,应从合适的时间和适当的支持两个维度系统地决策。  相似文献   

Preschool teachers’ questioning in sociodramatic play     

Sohyun Meacham  Carol Vukelich  Myae Han  Martha Buell 《Early childhood research quarterly》2014

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大学英语阅读课堂教学的开放型提问探讨     

李琴 《湖北第二师范学院学报》2013,(9):104-106

阅读是英语学习者获取知识和信息的重要手段,是英语教学的一个重要过程.大学英语阅读课堂教学,要通过有效的开放型提问,提升学生阅读动机,调动学生对阅读的兴趣,有效激活学习者的阅读情趣,促进学习者带着问题去查找资料,寻找答案,从而增加阅读量,有效提高英语教学效率.  相似文献   

Educating the Online Search Requester     

《Medical reference services quarterly》2013,32(4):31-39

The concept of educating the online search requester is presented. A checklist for search requesters follows, which leads the requester through the entire process from initial contact to examinat~ on of the results. Annotations serve to emphasize points made and to give examples where necessary. Annotations are provided for both requester and searcher, thus examining the online experience from both perspectives. Appendices include the checklist unannotated and some Truths About Online Searching.  相似文献   

Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students     

Nancy E. Adams 《Medical reference services quarterly》2013,32(4):418-427

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.  相似文献   

Desk Bound No More: Reference Services at a New Research University Library     

Sara Davidson  Susan Mikkelsen 《The Reference Librarian》2013,54(4):346-355

The authors discuss a newly established academic library at the University of California, Merced, as a model for reference service that foregoes a desk staffed with reference librarians. The library provides innovative, quality reference services for its users by using well-trained staff at a library services desk and employing new technologies for asynchronous communication and instruction.  相似文献   

网络环境下优化军校任职教育课程学习的对策研究     

李红  张涛  林娟娟 《现代教育技术》2013,23(9):91-94

网络化学习已经成为军事教育发展的重要领域。但是,基于网络环境的学习与传统的以课堂为中心的学习有着很大差异,突出体现在其教学结构发生了显著变化。文章基于支持个性化学习的网络环境结构模型图,剖析了网络学习环境的特点,分析了制约学习效果的因素,提出了选择教学模式、加强学习活动设计与组织、优化教学策略三项基本对策。  相似文献   

利用阅读层次理论提升国民阅读素养     

孙育宏 《成人教育》2013,(11):77-80

随着九年义务教育的普及和大学扩招政策的实施,我国国民的文化素质得到了很大的提高,但是网络时代“知识碎片化”和“信息超载”导致的“阅读综合症”是我国建构学习型社会的重大障碍。如何有效提升国民阅读素养成为广大普通读者面临的巨大挑战,极大地制约着我国建构学习型社会进程,也成为我国广大教育工作者必须解决的重大教育问题。文章试图从艾德勒的阅读层次理论角度以不同读者群体阅读童话故事《小马过河》为例探索现阶段国民阅读素养提高的有效途径。  相似文献   

Teachers' Questions and Responses during Teacher-Student Feedback Dialogues     

Agaath Dekker-Groen  Marieke Van der Schaaf  Karel Stokking 《Scandinavian Journal of Educational Research》2013,57(2):231-254

In vocational education, students have to develop competences for reflection to self-regulate their development during their career. Students' reflection can be supported by teachers interacting with students and giving them prompts. In this study, 46 videotaped feedback dialogues of 23 teachers and their individual students were analysed. A total of 16 teachers participated in a training programme and 7 teachers formed a control group. The study aimed to investigate teachers' questions and responses and students' reactions, and the effects of the training programme. Analysis showed that, in the post-test, the trained group used a broader repertoire than the control group. The trained group, on average, used more hybrid prompts, deep reasoning questions, and prompt responses, which potentially stimulate students to elaborate and reflect.  相似文献   

Presidential debate questions and the public agenda   总被引：1，自引：1，他引：0  

William L. Benoit  Glenn J. Hansen 《Communication quarterly》2013,61(2):130-141

Presidential debates have become an institutionalized component of presidential campaigns. Debates have been shown to create learning in voters and are capable of influencing vote choices. Although candidates have some control over their utterances, questions, usually asked by journalists, have a strong influence on the topics candidates can address. It is fashionable to criticize the questions posed by journalists in these “joint press conferences.” This study adds a new twist to media agenda‐setting, providing empirical evidence on the question of whether voters’ issue interests influence the topics of journalists’ questions. Results show that the questions asked by journalists in debates do not reflect the public interest. We recommend that future debates eschew the use of journalists as sources of questions for presidential debates.  相似文献