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高侠 《教学研究(河北)》2015,(2)
基于学情调研,立足建构主义学习理论,借鉴“翻转课堂”教学模式的核心要义,以学校网络教学课程平台为技术支撑,对《学术论文撰写》课程教学进行适度“翻转”设计。采用任务驱动、合作探究、梯度作业、对接大学生科创实践项目等策略措施打造高效课堂,促进学生论文写作及科研创新能力的有效提升。 相似文献
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<正>本次调研重点是了解各校高三生物学科一轮及二轮复习的计划、课堂复习教学模式、学生作业的设计与反馈等。调研历时两学年,调研了全市40多所不同层次的公立高中及部分私立高中。本次调研的形式主要以教研室各高考学科所有教研员整体统一调研为主,辅以少量的学科单独调研。具体的调研方式是听课(所调研学校全体高三教师的课基本都听)、评课交流、参加高三备课组活动及交流、学生访谈等。 相似文献
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《品德与生活(社会)》课程是小学进行思想品德教育的重要阵地,品德课程具有"从生活出发还必须回到生活中去"的特性,品德教育应该立足课堂引领,延伸课外践行,将课堂内外的生活沟通起来,实现小学品德教育教学真正意义上回归生活实践。品德课程作业的设计与践行是"引领学生回归生活,过有道德的生活"的有效途径和方法。 相似文献
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课程改革当前面临最大的挑战是课堂低效,针对中学地理课堂低效问题,运用理论分析、案例推理及课堂实证等方法,剖析"四启"教学模式的理论基础,揭示"四启"教学模式内涵,构建了"四启"教学模式。提出从变革教学理念,整合教学资源,设计核心问题,融入信息技术,设计学习任务单,构建一体化评价指标等途径来实施。 相似文献
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罗忠渭 《读与写:教育教学刊》2015,(4)
课后作业是教师在实施新课程教学活动中的一个重要环节,它既是教材内容的有机组成部分,又是教材内容的延伸和扩展,没有作业显然是不行的。但是传统的英语作业,如:朗读,抄写单词,背诵课文,造句等,它的枯燥无味和缺乏创造性扼杀了学生的学习兴趣,使作业成为了一种负担。英语学习应该是快乐的,英语作业也应该是活泼多样的。《英语课程标准》指出:"教师要把学生能够自己独立做的事情都给学生留空间,让学生有时间、有机会去选择、决定,去思考、体验、感悟,去创造、实践、应用;而不是什么都在课堂上由教师灌输,什么都在课堂上由教师摆布。"因此,教师在设计作业时应使作业的内容体现个性化、生活化和社会化,让作业的形式强调开放、探究和合作,追求作业的手段多感官参与,让作业"活"起来,促使学生在生活中学习、在实践中运用、在开放中创新,让学生真正成为英语学习的主人,使学到的英语知识"沸腾"起来。 相似文献
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罗军兵 《安顺师范高等专科学校学报》2010,12(1):61-63
新一轮的课程改革以"为了每位学生的发展"的理念为核心,从知识传授、课程结构、课程内容、课程实施、课程评价以及课程管理等方面进行了改革,而课堂是实施新课改的主战场,在课堂这个空间中,存在着教师、学生及他们相互间的活动等,他们共同就形成了一种文化——课堂文化,塑造一个良好的课堂文化是贯彻实施新课程改革的关键。 相似文献
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以科研促教学在环境影响评价课程中的应用探讨 总被引:4,自引:1,他引:3
徐颂 《中国现代教育装备》2010,(1):94-96
在总结科研对环境影响评价课程作用的基础上,论述了"以科研促教学"在课堂讲授、布置作业、学生学术基金、毕业论文撰写等方面的具体应用,并指出了教学中存在的问题与不足。 相似文献
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于晨曦 《赤峰学院学报(自然科学版)》2009,25(7):46-48
本文对"厦门地区鲜奶市场现状及前景分析"调研的背景目的、调研方法、分析结论及建议和调研的局限性等方面进行阐述;同时阐述了在调研实践中,"入愈深"是"见愈奇"的必要条件.文章以一次调研课题中实地调研所遇到的问题为例进行分析总结,认为要做到"入愈深",首先要克服"其进愈难"的重重难关,并提出在克服困难的同时也需要注意到一些调研技巧. 相似文献
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任波 《中国科教创新导刊》2013,(3):183-183
《品德与社会》需要回归生活,这是所有品德教师内心最真实的呼唤,而品德作业,无疑是实现本课程向生活延伸的最有效的途径,让《品德与社会》课程同语文、数学课程一样也有"作业",才能在课程实施中自觉的、有意识的将学生课内课外,校内校外的生活连成一体,才能把课程带出课堂,使课程延伸、扩展到课堂之外,从而塑造学生健全的人格。 相似文献
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Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project. 相似文献
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Willie Yip 《Education and Information Technologies》2002,7(4):303-312
This paper reports students' perceptions of the technological supports that assist problem-based learning (PBL). There are a number of tasks in the PBL processes, which can be supported by technological advances. A Web-based system has been developed to support the problem-based learning strategy. The system provides facilities to both teacher and students to facilitate learning and teaching. These include on-line teaching materials retrieval, a discussion area for problem analysis and brainstorming, a facility for project planning and monitoring, a private group area for the purposes of discussion, a facility for the submission of development work and learning resources, and a posting area to display good work to motivate students. The progress of the students can be monitored and feedback can be given to them. This paper presents a pilot study of student views of and preferences for various technological supports used to enhance learning effectiveness. 相似文献
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以通信专业核心课程——交换技术为案例,详细介绍了基于工作过程的课程开发关键环节,包括岗位能力分析、学习领域和学习情境的研究、项目教学及师资队伍建设等,为其他课程建设提供参考. 相似文献
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Competence in intercultural communication has become a necessity for functioning effectively in our increasingly globalised and multicultural society. This study reports the use of a group project to enhance students’ learning of intercultural communication. Participants were from a large undergraduate class in an Australian university. The aim of the course is to encourage students to develop knowledge of intercultural communication by orienting themselves to the world beyond the classroom, and by learning from each other’s experiences and perspectives. In a group project assignment, students used the knowledge and skills gained in class to resolve practical problems that they encountered in intercultural interactions outside the classroom. This paper focused on students’ experience of working in groups, and links between this experience and performance on the group project. Our study confirms previous research that demonstrates active engagement in group work can enhance learning outcomes. It also goes further in showing that groups that more highly rated their learning of intercultural communication through the group work experience obtained higher grades on the project. 相似文献
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Alexander Minnaert Monique Boekaerts Cornelis de Brabander Marie-Christine Opdenakker 《Vocations and Learning》2011,4(3):175-190
To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics
that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful
coaches, encouraging their students to monitor the quality of collaborative group work. A field study was conducted within
the context of a Computer Supported Collaborative Learning (CSCL) project fostering self-regulated learning. Students and
teachers made use of an electronic instrument that assessed and visualised students’ experiences of the quality of group learning
over time. 137 vocational students in commerce and business administration participated in a 6 months project requiring to
work in small learning groups. A SEM model, based on self-determination theory, fitted the data quite well. Perceived autonomy,
competence, and social relatedness seemed to be good predictors of students’ situational interest. Qualitative interview data
revealed not only the added value of process-oriented reflection and within-group discussion, but also some shortcomings concerning
the effectiveness of (implementing) CSCL. 相似文献
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Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed. 相似文献
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Sue Bennett 《Educational technology research and development : ETR & D》2010,58(4):459-480
Case-based learning has long been used to bring students into contact with the complexity of real-world situations. Despite
this popularity and considerable history, research into how case analysis can support future problem-solving has been limited.
The study reported in this paper investigated learners’ understanding of multimedia instructional design and development derived
from the analysis of two richly detailed cases, and how this understanding then supported learners in their own design projects.
A qualitative case study approach was used to follow a class of Masters students engaged in a technology-supported, case-based
learning environment. Student work from case analysis, group project and reflective tasks was the key data source, complemented
by interviews with students and their instructor, observations of class meetings, and the collection of online discussion
list records and electronic resource files. The study found that the case analysis task raised learners’ awareness of design
approaches and project management strategies, and that discussion and reflection play critical roles in developing students’
understanding. The study also highlighted some limitations of the case approach, suggesting the need for strategies that support
learners’ thinking and reasoning. 相似文献
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合作研究型英语教学模式是与现代素质教育相适应的新型教学模式。该模式是以学生自主性学习、探究性学习为基础,以开放式课堂教学为组织形式,教师充分利用课堂教学,组织、引导小组学习,充分发挥学生之间、师生之间的合作,指导学生创造性地运用知识和技能,学生在研究中发现问题、解决问题,以此培养学生的学习能力、合作意识和创新精神。在具体实施过程中,要求选择具有探究性的课题;优化研讨方案;对学生进行合理的分组。 相似文献
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Computer Conferencing: An Environment for Collaborative Project-Based Learning in Distance Education
In this experimental study two independent variables were manipulated. Each was associated with online collaborative learning in a distance education context. One of these (group formation strategy) addresses one of the early decisions that must be made in forming groups for collaborative project work. The second (levels of tutor intervention) relates to the on-going process of group management in a computer-mediated environment. An additional independent variable (type of collaborative project) served as a within-group factor in the design. Two measures of individual achievement (final exam scores and idea units) and a measure of group dynamics served as dependent variables. Prior academic achievement (current grade point average) served as a covariate in the analysis of the achievement data. There were no differences across the two types of projects, but two slightly different interaction patterns emerged from the analysis of the achievement data. In general, however, these results favored the random assignment of students to collaborative groups (as contrasted with allowing students to pick their own partners) and the introduction of low tutor intervention during the course of project work. Two main effects emerged from an analysis of the group dynamics data, one of which supports the random assignment strategy. Because of these findings, it is difficult to suggest a totally unambiguous strategy for formulating and managing online collaborative project work. However, some tentative suggestions are advanced. Some guidelines for online collaborative learning are provided. 相似文献