基于学习档案的英语自主听力策略培养的实证研究   总被引：1，自引：0，他引：1  

刘桢  张若兰 《惠州学院学报》2011,31(1):88-91

通过对本校62名英语教育专业学生进行为其半年基于学习档案的英语听力策略研究,对后测结果和问卷调查进行统计分析,实验组在听力策略使用的种类和频率均高于对照组,且有效地促进了听力技能的提高,特别是新闻听力和篇章听写两项能力的发展。  相似文献   

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes     

Nina Meyerhöffer  Daniel C. Dreesmann 《International Journal of Science Education》2019,41(1):1-20

The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes.  相似文献   

Antecedent factors influencing ethics-related social and socio-scientific learning enjoyment     

Chun-Yen Tsai 《International Journal of Science Education》2019,41(9):1139-1158

This study investigates how affective dispositions influencing students’ moral judgments can both shape their response to individual enjoyment from learning ethics (IE-LE) and predict their individual enjoyment from learning socio-scientific issues (IE-LSSI). Tenth-grade participants from southern Taiwan (n?=?770) responded to survey items that support four subscales: science classroom, news media, IE-LE and IE-LSSI. Structural equation modelling analyses of these subscales found them to be empirically separable, structurally reliable and valid for investigating how students’ affective and self-related cognitive responses can predict their self-evaluated state of IE-LE and IE-LSSI. Viewed from the impact contribution of science classroom and news media, learning enjoyment plays a pivotal role in igniting and sustaining students’ personal attention when discussing IE-LE and IE-LSSI in the classroom. The implication of this study is that by encouraging students to think ethically about issues of science and allowing them to investigate SSI-related issues from a variety of news media sources within the classroom context, teachers can provide opportunity for students to explore science issues that may be well connected to their personal enjoyment of ethics and sense of freedom to learn within a science-related classroom environment.  相似文献   

The integration of information in a digital,multi-modal learning environment     

《Learning and Instruction》2019

The aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying processes differ between a purely text-based and a multi-modal digital learning environment. Participants (N = 97) learned about the development of tornados. Picture presentation (yes vs. no) and presentation of inconsistent information between pages (yes vs. no) was varied between-subjects. Results showed that inconsistent information led to more intense gaze behavior. This indicates that learners re-activated information presented on previous pages to integrate it with the actual information, enabling them to detect the inconsistencies. Furthermore, the data pattern for text-related gaze behavior was not influenced by picture presentation, indicating that cognitive processes in purely text based or multi-modal learning environments are much the same. Comprehension outcomes did not differ between groups. The implications of these results are discussed.  相似文献   

Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy     

《Learning and Instruction》2019

To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.  相似文献   

Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development     

《Learning and Instruction》2019

The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions.  相似文献   

《生物药物仪器分析》学习领域课程课业设计的探索     

赵艳霞 《武汉职业技术学院学报》2011,10(2):55-57,106

学习领域课程以典型工作任务为载体,其学习内容的组织形式是课业。课业是学习情境的＂物质化＂表现,课业设计在教师作用、学生地位等方面与传统实践教学有明显区别,《生物药物仪器分析》课程对此进行了实践探索。  相似文献   

高职院校顶岗实习有效策略研究     

王保成 《襄樊职业技术学院学报》2011,10(5):99-101

顶岗实习是高职院校有效推进工学结合人才培养的主要形式,是强化学生应用能力和实践技能的重要途径,可以实现在校生与社会人的缓冲过渡。文章对高职顶岗实习现状进行了分析,并提出提高顶岗实习效果的有效策略。  相似文献   

高职类酒店管理专业“6＋2”学习型实习模式研究——以上海花园饭店为例     

张雪丽  何立萍  郑昭彦 《襄樊职业技术学院学报》2011,10(5):110-112,122

传统实习模式在发挥了积极作用的同时,各种问题和弊端也逐渐显现。学习型实习模式相对于传统实习模式而言,强调实习生＂员工＂和＂学生＂的双重身份,上海花园饭店的＂6＋2＂学习型模式具有典型意义。实践表明,实习生对上海花园饭店的满意度比较高,实习结束后实习生在日语水平、职业角色转换以及实习受挫能力等方面的实习成效比较突出。  相似文献   

基于科研项目驱动的大学生创新能力培养新途径     

王成勇  周慧杰  朱晓勇 《高教论坛》2011,(10)

大学作为创新能力培养的重要平台是国家创新体系有机组成部分。针对我国高校人才培养模式缺乏创新性的现状,按照研究性学习和基于问题的学习模式,提出基于科研项目驱动的大学生创新能力培养新途径,充分发挥研究型大学的科研优势,搭建创新人才培养新平台。利用科研团队承担的科研项目,经过凝练、派生,再设计成为大学生创新能力培养的驱动项目。文章对驱动课题来源、设置、发布等细节做了讨论,以实际案例对驱动课题分类和创新团队组建方法给出了建议。  相似文献