The Library as Inquiry Learning System: Defining the Issues     

James W. Marcum 《College & Undergraduate Libraries》2013,20(4):358-362

This is the first of a series of columns on the emerging new role of the academic library as a center for learning—but learning in a new sense, with a new focus on what the student actually actively incorporates rather than on teaching method. The new perspective is captured in the concept of student-centered or inquiry-based learning, with special emphasis on reading and better utilization of the extensive print resources carefully collected by academic libraries over the decades.  相似文献   

语言学习性别差异研究述评     

陈凤年 《江西教育学院学报》2012,33(6):120-123

目前语言学习性别差异的研究已经取得了许多成果,国内外关于语言学习能力、学习策略、学习风格等方面的性别差异和引起这些差异的原因以及对语言教学的启示等概括分析,发现已有研究存在研究方法单一、研究深度不够、且过于看重差异以及汉语相关研究等不足,提出研究方法的多元化、研究内容的拓展和深入以及汉语相关研究有待加强的研究目标。  相似文献   

WritingroadmapTM2．0在高职英语教学中的应用分析     

张晓青 《太原大学学报》2011,12(4):109-112

将WritingroadmapTM2．0在线形成性评价工具运用到高职院校英语教学中，有利于非英语专业学生英语写作水平的可持续性提高和发展。  相似文献   

毛泽东“着重于思想上建设党”理论述略     

贺全胜 《湖南第一师范学报》2011,11(3):1-7

毛泽东科学地考察了中国工人阶级人数很少而农民和小资产阶级成分很多的社会情况和我们党内矛盾状况,以马克思列宁主义建党学说为根据,按照民主集中制原则建构了＂着重于从思想上建设党＂的科学理论及其卓越实践,要求共产党员不仅组织上入党,更要在思想上入党。这为当前我们进一步加强和改进新形势下党的建设提供了科学世界观和方法论,具有指导意义。  相似文献   

The curriculum for children with severe and profound learning difficulties at Stephen Hawking School     

MATTHEW RAYNER 《Support for Learning》2011,26(1):25-32

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject‐based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews.  相似文献   

Exploring children's discourses of writing     

Andrew Lambirth 《English in Education》2016,50(3):215-232

This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's ( 2004 ) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word.  相似文献   

项目课程中的任务模式研究     

石成诚  孙蕾  张永东 《武汉职业技术学院学报》2012,11(6):57-60

项目课程与任务驱动式课程既相区别又相联系。按照项目大小、项目真实性、教学顺序等可将项目任务归纳为多种模式。  相似文献   

职业院校英语自主学习模式实施的必要性与现状探析     

朱颖 《山东商业职业技术学院学报》2012,12(3):54-56,72

探讨了自主学习的定义，并结合职业院校的特点分析了在职业院校中实施英语自主学习模式的可行性及其现状。对如何解决实施中出现的问题进行了探讨。  相似文献   

汉语学习的层阶与汉语教学的适切性     

韩明 《广西师范大学学报(哲学社会科学版)》2012,48(2):107-112

汉语所承载的内容包罗万象,可以分为若干个层面,而不同层面包含的内容具有不同的性质与特征,相应的汉语学习就具有层阶性,即从习得汉语的语言符号系统到理解汉语的文化内涵,进而形成汉语的审美与价值观。因此汉语教学应确定目标层次,即从促成记忆的教学入手,进一步促成理解的教学与审美认同的教学,形成汉语学习的阶梯型发展。  相似文献   

The Centre for Studies in Science Education at the University of Leeds     

D. Layton  K. Lovell 《International Journal of Science Education》2013,35(2):216-221

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.  相似文献