大学篮球选项教学中实施“团队探究式”教学模式研究

通过文献资料法、数理统计法、问卷调查法和教学实验法,对大学篮球选项教学进行"团队探究式"教学实验研究。研究结果表明,在篮球选项教学中运用探究式教学方法,对于提高学生的身体素质、团结协作意识、自信心有明显的促进作用。团队探究式教学模式教学效果优于传统的教学模式,值得推广。     

高中英语探究式阅读学习模式的研究

本文主要研究如何基于英语阅读内容选择有效的探究式阅读学习模式这一问题,从英语阅读内容分类的角度将英语阅读学习分为记事性文章探究式学习模式、议论性文章探究式学习模式和功能性文章探究式学习模式三种学习模式,并通过一个案例说明了探究式阅读学习模式的实施方法。     

探讨探究式学习在小学数学教学中的运用

探究式学习是我国基础教育改革的重要成果,在实现学生的主体性和培养学生创新实践能力方面发挥了积极的作用,并且已经在我国基础教育中得到了广泛应用.小学数学探究式学习体现了素质教育和新课程标准的理论精髓,在教学实践过程中通过学生的合作探究提高了学生的动手实践能力以及团队合作能力,促进了学生自由、全面的发展.本文拟从小学数学探究性学习的重要性出发,探讨探究式学习的教学策略.     

探究式学习环境与学习自我效能感的关系探究

在探究式学习中,学习自我效能感作为中介影响学习的成功与否。本文从学习内容、学习支持和学习的社会结构三方面着手编制出影响大学生探究式学习自我效能感的调查量表,以期分析探究式学习环境与探究式学习自我效能感的关系。对参与探究式课程的408名学习者进行调查后发现,在性别和年级维度上,各因素影响下的探究式学习效能感不存在显著差异;探究式学习环境中的学习内容、学习支持和学习的社会结构则与探究式学习效能感线性相关。     

探究式教学在初中体育教学中的运用

探究性学习作为一种全新的学习方式,它的最终目的是培养学生的团队协作能力、动手动脑能力和顽强意志品质。探究性学习不仅有助于教师了解学生是否真正掌握和理解体育知识的技能技巧,还有助于了解学生在体育运动过程中,是否通过探索或者与同伴的交流协商发现并解决问题。本文对探究式学习的内涵作了初步分析,并探讨了在体育教学中如何有效开展探究式学习等问题。     

合作学习中有效性的探索与实践

合作是人类社会赖以生存和发展的重要动力,学会共同生活,培养在各类活动中的参与和合作精神是教育不可缺少的重要组成部分。合作学习是指学生在小组或团队中为了完成共同的任务,有明确的责任分工的互助性学习。与探究式学习一样,合作学习是新课程下实现学生学习方式转变的有效方式。     

探究式学习在汽车电器教学中的运用

探究式的学习方式是以学生为主体、教师为辅助的教学模式。它能激活学生积极主动地思维,培养他们自我学习和团结合作解决问题的能力。教师在整个教学过程中只起到启发、引导、总结和概括作用,鼓励学生用自己的方法探究知识,从中获取知识,在学习中学会学习。通过探究式的教学模式,可以为国家培养出更具创新能力、知识面更广和更有团队合作精神的优秀技术人才。     

探究式学习在汽车电器教学中的运用

探究式的学习方式是以学生为主体、教师为辅助的教学模式。它能激活学生积极主动地思维,培养他们自我学习和团结合作解决问题的能力。教师在整个教学过程中只起到启发、引导、总结和概括作用,鼓励学生用自己的方法探究知识,从中获取知识,在学习中学会学习。通过探究式的教学模式,可以为国家培养出更具创新能力、知识面更广和更有团队合作精神的优秀技术人才。     

虚拟学习社区研究生探究式学习与动机教学策略的相关性研究北大核心CSSCI

虚拟学习社区以其强大的自主性、交互性、协作性、开放性和共享性等特点,辅之以恰当的教师动机教学策略,有助于弥补传统研究生教育对探究式学习培养在时空上的局限,使研究生的探究式学习进入可持续的良性发展轨道。这一假设在虚拟学习社区下研究生探究式学习与教师动机教学策略的相关性研究中得到证实。多元回归结果显示,虚拟学习社区中教师动机教学策略的使用与研究生探究式学习行为和能力显著相关,并直接对其产生积极影响。     

浅谈合作探究式学习

现代教育充分展现人的主体性．追求人的全面发展。“合作探究式学习”是指学生在小组或团队中为了完成共同的任务，有明确的责任分工的互助性学习，这种学习方式有助于因材施教．弥补一个教师难以面向众多有差异学生教学的不足，从而真正实现使每个学生得到发展的目标。教学中如何开展“合作探究式学习”呢？下面谈一点我的体会。     

What can be learned from action learning coaching? Learnings of novice action learners and their coach

Action learning coaching (ALC), a form of action learning that integrates leadership coaching, is suggested as a method and ethos to build future capacity, specifically in novice HRD practitioners. The purpose of this article is to offer an account of learning from the perspectives of novice action learners, who were new to the field of human resource development (HRD) and to the concept of ALC, as well as their similarly noviced coach. Data from budding practitioners and their coach, participants in an action learning action research (ALAR) study, are analyzed to show how they used action and generative learning through ambiguity to apply learning to their new roles. Action learning coaching elevated participants’ skills, self-concept, efficaciousness, professionalism, commitment to action, and capacity for learning and growth. Participants changed themselves, their practice, and ultimately the way they approached human resource development as novices.     

Transformed telepresence and its association with learning in computer-supported collaborative learning: a case study in English learning and its evaluation

Telepresence has been playing an important role in a mediated learning environment. However, the current design of telepresence seems to be dominated by the emulation of physical human presence. With reference to social constructivism learning and the recognition of individuals as intelligent entities, this study explored the transformation of telepresence and its association with learning. A sample practice was performed and evaluated to understand students’ response toward the transformed telepresence. The results revealed that students recognized the presence of their peers in the transformed telepresence, and this enhanced their interest in the related activity conducted in the mediated learning environment. More importantly, students reported various cognitive processes of learning and new thoughts regarding the subject content. The findings of this study suggest that transformed telepresence creates a specific medium for human expression with particular properties and powers. This medium offers a new aspect of collaboration among participants for enhancing language learning.     

Recognising Prior Learning: Understanding the Relations Among Experience, Learning and Recognition from a Constructivist Perspective

This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion.     

Analytic character learning in Chinese children: evidence from associative pseudocharacter learning paradigm

The present study investigated the children’s capabilities of utilizing analytic strategies in Chinese character learning using an associative pseudocharacter learning paradigm. The participants were 54 Chinese primary school children (26?second graders and 28 fifth graders) who completed a pseudocharacter learning task that was followed by a generalization test. Repeated measures ANOVA results showed a significant main effect of block and grade in pseudocharacter learning. One-sample t-test results indicated that generalization performance was significantly better than chance level in both grade levels. Findings from this study suggested that Chinese primary school children were able to identify print–sound–meaning regularities that were not explicitly taught and apply those rules to learning new pseudocharacters. They contribute to a comprehensive understanding of the character learning processes in Chinese children when encountering new characters.     

美国项目研究模式的学习概论

项目学习法(Project—based Lerning)是一种项目研究模式的学习，在当今美国的中小学里正进行着广泛而生动的实战。它旨在培养学生批判性的思维技能、生成新知识的知能，以及给学生创造一个体验式的学习过程与机会。     

Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load

Previous studies of multimedia presentations have determined the effects of the combination of text and pictures on vocabulary learning, but not those of the sound of new words. This study was intended to confirm those previous findings from the integration of mobile technologies and the approach of cognitive load. It adopted a within-subjects design and recruited 32 eighth graders in central Taiwan to participate in a vocabulary learning program on mobile phones. During the program the participants needed to learn four sets of target words in four different weeks. Each set was presented in one of the four modes: text mode, text-picture mode, text-sound mode, and text-picture-sound mode. Immediately after learning each set, all participants took a vocabulary test and completed a cognitive load questionnaire; and, two weeks later, they took the vocabulary test again. Their perceptions of the vocabulary learning program were also collected in a post-program questionnaire. The findings were that audio input helped our participants recall new words’ meanings after two weeks; and, it reduced their cognitive load of learning new words. Our participants also provided positive feedback on the mobile-assisted vocabulary learning program featuring multimedia presentations.     

More than experiential learning or volunteering: a case study of community service learning within the Australian context

Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self‐assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long‐lasting impact on their lives, with two‐thirds of participants noting that they would like to continue volunteering as part of their future development.     

Equipping novice teachers with a learning map to enhance teaching practice

Using tools to support learning design has been proven feasible in improving the integration of technology into the curriculum. However, novice teachers are faced with two major issues, including their limited experience in learning design and limited ability in using new technologies. Learning map is explored and developed in e-Textbooks to serves as a scaffolding for novice teachers during their development into expert teachers. This paper presents a case study in which learning map is integrated into learning design with associated resources in an e-Textbook authoring environment. The participants were instructed to complete a learning design task for an e-Textbook during a one-hour session and then complete a questionnaire afterward. The results indicate that novice teachers value the learning map for learning design in e-Textbooks regardless of their background in ICT teaching and learning design. Novice teachers adopt positive attitudes toward the use of templates because of their numerous benefits. The teachers also suggested that better quality templates should be integrated into the authoring tool to distinguish the advantage of e-Textbook learning design from that of a traditional book and to provide them with additional options.     

Effects of planning on task load,knowledge, and tool preference: a comparison of two tools

Self-regulated learners are expected to plan their own learning. Because planning is a complex task, it is not self-evident that all learners can perform this task successfully. In this study, we examined the effects of two planning support tools on the quality of created plans, planning behavior, task load, and acquired knowledge. Sixty-five participants each worked with two versions of a planning tool. In one version, learning plans were actively constructed by the learners themselves; the other version provided learners with an adaptable computer-generated plan. The results indicated that the quality of learner-created plans was lower than computer-generated plans. Furthermore, participants reported a higher task load when they constructed the plans by themselves. However, participants gained more structural knowledge about the learning domain when they actively created plans. There was not an apparent preference for one of the tools if participants were to create a plan for someone else. However, if they were to use the plan for their own learning, participants preferred to actively create their own plans.     

Learning environments on the World Wide Web: experiences from Astronomy On-Line

In this article the Astronomy On-Line (AOL) learning experiment on World Wide Web (WWW) is described. As a part of AOL, educational research was carried out. The purpose of this study was to measure how students experience the new medium in their learning and how students utilize the communication facilities (group e-mail, real-time discussion) available through the WWW site. This study also describes the computational facilities available among AOL participants all around Europe