以学习者为中心的远程学习支持服务模式研究

学习支持服务是现代远程教育的核心,优质的支持服务是保障远程教育质量的重要内容。问卷调查显示,远程学习者具有独特的学习特征、需求及困难;成功的支持服务应该以人为本,提供助学、资源、管理和情感一体化服务。对学习者持续关注和全面服务是远程学习支持服务新模式的第一要义,其内容包含学术、管理、情感三大模块。     

探究网络远程教育中学习支持服务的构建

现代远程教育已经进入第三代网络远程教育阶段,学习支持服务是网络远程教育成功与否的关键。结合江苏开放大学的实际情况,构建第三代网络远程教育学习支持服务体系,包括三个阶段：学前、学中与学后,涵盖七个方面：课程选择、学〉--j时间管理、学习动机激励、网上交流合作、网上学习方式、作业和考试、跟踪回访和职业生涯。     

试论远程教育的文化基础——中美比较研究

本文从中美比较的角度研究了远程教育的文化基础,从远程学习者学习动机、学习模式以及师生关系等三个方面论述了由于中关两国文化的差异,导致远程学习者在认知模式、行为习惯、师生互动方面的不同,指出了中国现代远程教育在实践中应注意的问题。     

远程教育中的成人学习心理研究

现代科学技术的不断发展,为远程教育的迅速实施和全面推广提供了技术支持,终身教育正成为当今教育发展的潮流,但是在这样一个特殊的学习群体中,其学习动机、学习能力、综合素质等都存在许多差异,研究他们的学习心理对于组织教学、管理以及在更高的层次上开展远程开放教育是十分必要的.     

人本主义视角下学习心理支持服务的思考与探索

学习心理支持服务是实现现代远程教育目标的重要因素。针对现代远程教育学生群体中存在的孤独、无助、迷茫、沮丧、焦虑等学习心理,学习支持服务者应借鉴＂人本主义＂思想,卓有成效地开展包括导学、心理疏导以及校园文化活动在内的系列学习心理支持服务活动。     

远程教育学习支持服务探析——基于学习者需求的视角

学习支持服务作为远程教育的重要功能之一,对实现学生自主学习具有重要的作用和意义。本文基于学习者需求的视角,从学习支持服务的定义入手,通过分析现代远程教育学习支持服务中存在问题,以学习者特点及需求为依据,提出优化资源、加强情感投入、注重个性化等提升学习支持服务水平的策略,有效提高现代远程教育质量。     

现代远程教育中学习者学习动机探查

学习动机是激发学习者学习热情的内在动力,学习者在学习中受其学习动机的支配,正因为如此,学习动机成为现代远程教育成功的一个切入点。但由于受学习者所处环境、年龄、婚姻、自主意识、职业背景等方面因素的影响,导致其不同的人口学特征方面的学习动机倾向各有不同。远程教育需要通过优化学习者的学习环境,有效激发远程教育者内部驱动力,还要进行个别化指导,加强互动性的人性化管理,才能充分激发学习者的学习动机。     

开放远程教育与成人教育模式分析

结合当前开放远程教育的发展形势,研究在开放远程教育环境下,各类学习者的身心状态、心理动态、学习动机、学习活动状况,研究开放远程教育环境下的学习支持服务途径,寻求适合各类学习者的教育教学模式。     

马斯洛需要层次理论在现代远程教育品牌建设中的运用

现代远程教育学习者多为社会在职人员,学习者的学习需要具有很明显的层次性,不同的需要层次又会产生不同的学习动机和心理.因此,详细了解不同学生的学习需要就显得格外重要.基于此,借助马斯洛需要层次理论,细分出学习者的需要层次,并以此为依据阐述马斯洛需要层次理论在现代远程教育品牌建设中的运用.     

远程教育服务需求-供给匹配的影响因素研究——基于H开放大学的实证分析

远程教育学生需求有其独特性，可构建涵盖学习条件、认知、发展、情感和自我实现的需求层次结构模型。以管理学领域匹配理论为基础，从个体、组织和社会三个维度，采用多元线性回归方法对某开放大学2791份样本数据进行需求-供给匹配影响因素分析。研究发现：(1)学习动机是需求-供给匹配度的重要影响因素，且其影响因动机不同而异。(2)人际交互中，提高师生之间交流频率和师生关系紧密程度能够提高五层次需求-供给匹配度，但生生交互的影响不显著。(3)学生获得的社会支持越多，五层次需求-供给匹配度就越高。据此，远程教育院校要根据学生不同的学习动机提供差异化服务，着力促进师生交互质量提升，为学生学习营造良好的社会支持环境。     

对远程教育学习者文化培育的思考

远程教育学习者文化具有显著特点。目前我国远程教育学习者文化仍存在缺失现象,主要是学习者学习动机不明确等原因造成的。要培育远程教育学习者文化,须坚持有的放矢、全盘把握、以人为本的原则,明晰学习动机、态度、方式、习惯、环境、效果等培育内容,采取刺激学习需求、激发学习动机等策略。     

Learning habits of students with special needs in short‐term vocational education programmes

This research examined some characteristics of the learning habits of students with special needs and those without them in programmes of short‐term vocational education in five areas: motivation, learning and learning techniques, emotional, social and the area of self‐evaluation. The research sample consisted of 140 students from different secondary schools. The Questionnaire on the Learning Habits of Adolescents was used for the purpose of the study. The differences between the means from individual learning habit scales, between the students with special needs or without them, were discovered by one‐way analysis of variance. Basic findings of empirical research emphasise that there exist statistically significant differences between the students with special needs and the students without special needs in four areas of learning habits. Among the findings causing concern in connection with learning habits, we would like to underscore the fact that students with special needs are perceived as less efficient at and less competent in coping with learning and work tasks. These students are not familiar with effective methods and strategies for successful learning, which leads to the feelings of frustration and helplessness in case of failure. In order to cultivate an effective and supportive educational environment for students with special needs, short‐term vocational schools should develop learning/teaching models that provide a potentially powerful alternative to traditionally directed teaching approaches.     

心理健康教育对学生学习效果的影响研究

学生在成长过程中容易出现各种心理问题,养成乐观的生活态度和良好的学习习惯需要家庭、学校和社会等多方面的共同影响。文章对不同学段学生的心理特点进行分析,探讨学生心理健康教育的影响因素,指出要重视家庭的心理健康教育、学校的心理健康教育、社会的心理健康教育对学习效果的作用。     

现代远程教育自主性学习的生态环境初探

自主性学习是现代远程开放教育中倡导的一种学习理念。开展现代远程开放教育的教育机构应该构建一个利于自主性学习开展的环境和氛围。可以从情感心理环境、科技人文环境、咨询指导环境、媒体资源环境、网络通讯环境、交互协作环境、课程教学环境和评价激励环境等八个方面构建自主性学习的生态环境。     

论体育教学激励方法的归类及应用

体育教学激励方法主要用于体育教师激发学生体育学习的动机,而良好的体育学习动机是学生进行运动学习的重要动力。体育教学激励方法划分的依据是体育课程的价值、运动技能形成的不同阶段以及教育激励与学习内容之间的关系,具体的激励方法主要由认知激励、情感激励、引导性激励、维持性激励、形成性激励组成。在体育课堂中实施教育激励需要体育教师创设教学情境,需要学生产生有意学习,需要体育教师投入情感。     

Supporting groups’ emotion and motivation regulation during collaborative learning

This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, but the shared-regulation episodes were longer-lasting. The groups’ emotional and motivational states were associated with the occurrence of co-regulation in the beginning of the learning sessions. The results suggest that the S-REG tool balanced collaboration by prompting the groups to regulate emotions and motivation right in the beginning of the motivationally and emotionally challenging learning sessions.     

情感管理在幼儿园教育管理中的运用探讨

情感管理是指管理者用自己的真情实意与被管理者进行情感沟通,满足他们合理的情感需求,从而实现管理目标的管理方法。文章简述情感管理在幼儿园教育管理中运用的意义,并从给教师创设良好的学习与工作环境、利用心理效应给予幼儿积极的正面指引、注重加强与家长的沟通交流三个方面探讨情感管理在幼儿园教育管理中的运用策略。     

Situational interest,computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education

This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments.     

What is the reality of ‘inclusion’ for children with emotional and behavioural difficulties in the primary classroom?

Abstract

Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive.     

从需求层次理论看外语学习需要——经典理论与本土研究的融合

玛斯洛把人的需求分为五个层次,即生理需求、安全需求、社交需求、尊重需求和自我实现的需求等。这种需求中的某些因素对外语学习动机有一定参考价值,也就是说,外语学习中的主要影响因素是情感需求和认知需求。在外语学习环境下,英语的应用相当有限,无法满足低层次的工具性需求。因此,学生学习的主要驱动力量足由内在兴趣带动的多层次求知需求,即审美需求和自我实现需求。