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1.
"解决案件工作坊"被誉为自兰德尔以来的哈佛大学第二次法学教学革命,事实上,"解决案件工作坊"在司法实践中也有着巨大的运用潜力。"解决案件工作坊"拓展了多元化的纠纷解决机制,丰富了法学实践教学方法,提升了解决纠纷程序的可接受性。需要通过在"解决案件工作坊"中渗入心理疏导机制、建立大学生参与"解决案件工作坊"的长效机制、在司法实践中确立"解决案件工作坊"的效力机制等措施对"解决案件工作坊"予以完善。 相似文献
2.
Richard Desjardins 《International Journal of Lifelong Education》2015,34(4):468-486
This article explores the relative importance of different socio-demographic and practice-oriented factors that are related to proficiency in problem solving in technology-rich environments (PSTREs) and by extension may be related to complex problem solving (CPS). The empirical analysis focuses on the proficiency measurements of PSTRE made available by the Programme for the International Assessment of Adult Competencies, which is relevant for gaining insight on some of the factors related to CPS. The purpose was to examine the relationship between the broad information processing experience that individuals gather in different contexts over the lifespan, and the chances to develop problem-solving skills that adults receive in different socio-demographic profiles. Results reveal that socio-demographic factors such as age, education and immigration status as well as practice-oriented factors such as ICT use and reading practice at and outside work are strongly related to proficiency. 相似文献
3.
Projects in Technology Education and Fostering Learning: The Potential and Its Realization 总被引：1，自引：1，他引：0
The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions:
the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal
with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into
traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology
under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two
questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects.
The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that
enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages
of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical
knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological
classroom. 相似文献
4.
学生解决问题的能力是其从事未来职业、融入社会生活和终身学习的必不可少的重要素质,在学生完成义务教育之后,如何测评学生是否具备基本的解决问题的能力,这是中外教育界所普遍关注的重大课题。为此,国际学生评价项目作了有益的探索,时我们进行教育评价改革具有很大的启示意义。 相似文献
5.
The sharing of teaching-related knowledge may help teachers solve a variety of problems that they face, and the appropriate use of online knowledge-sharing activities is expected to assist teachers' knowledge-sharing. This study proposed an online knowledge-sharing discussion activity, integrated with a problem-solving strategy for teachers. Empirical observations are noted. The participants were 495 teachers, and quantitative content analysis, sequential analysis, and qualitative original protocol analysis were used to explore the content and patterns of teachers' discussion behavior. The study identified influences on and limitations of knowledge-sharing in the activity, from which suggestions were generated to be proposed to teacher educators. 相似文献
6.
This article examines the way student teachers make sense of conceptual tools when writing cases. In order to understand the problem-solving process, an analysis of the interactions is conducted. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students. The overall aim is to demonstrate that activity theory can enhance our understanding of the interdependence between activity, task and mediating tools. 相似文献
7.
学生解决数学应用问题认知障碍的成因主要有学生的基础知识不牢固、问题背景的复杂性、认知图式检索失败、没有理解和掌握数学思想方法、解题监控能力差等.克服学生解题认知障碍的教学策略主要有:加强数学"双基"的教学;加强数学建模策略与方法的教学;采用样例教学和变式练习;培养学生反思能力和自我监控能力,克服思维定势的消极影响. 相似文献
8.
随着教育改革、素质教育的不断深入,初中教育教学更加注重对学生综合能力的培养,这使初中历史材料题愈加体现出开放性、实用性、知识性和灵活性的特征.从历史材料题目内容上看,资料内容明显增多,更侧重对学生独立思考能力和知识应用能力的考核.由于历史材料的题型变化灵活,解题方法不断更新,所以许多初中生的历史材料分析题解题能力较为薄... 相似文献
9.
This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level
represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies,
which adopted Pólya’s four-stage problem-solving model, and specific strategies, which consisted of 17 different problem-solving
heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in
the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The
possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the
representation of problem-solving in mathematics textbooks were provided at the end of the study.
相似文献
| Lianghuo FanEmail: |
10.
Fredrik Jeppsson Jesper Haglund Tamer G. Amin 《International Journal of Science Education》2015,37(5-6):780-805
Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise—undergraduate students of chemistry and Ph.D. students in physical chemistry—identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed. 相似文献