论浅层学习与深度学习

通过对浅层学习和深度学习的介绍,详细阐述了浅层学习和深度学习对于促进有效学习所发挥的作用,并结合我国教育现状,以中小学为例,提出了针对上述两种学习方法的对策建议。     

浅谈英语研究性学习与探究性学习

研究性学习和探究性学习作为两种不同的教学方式已经广泛的出现在学生的学习生活中。既然是两种模式的教学方式,它们之间必然存在着联系与区别。研究性学习和探究性学习旨在培养学生的积极性和主动性,对学生个性的发展,对学生实践能力和创新精神的培养,对正确的科学态度的养成都起到至关重要的作用。本文将从英语教学的角度阐明研究性学习和探究性学习以及它们之间的区别。     

间接与直接学习方式整合的高中英语词汇学习研究

直接学习与间接学习是外语词汇学习的两种重要方式。该研究通过对比在单纯的间接学习和在间接学习的基础上增加直接学习(即综合学习)两种方式的学习效果。实验表明,整合条件下的综合学习更能适合英语词汇量小的学习者,直接学习对间接学习起到有效的补充作用。     

发现学习与接受学习的比较

发现学习和接受学习是当前世界教育两种都有很大影响,但观战相左的学习类型,这两类学习的性质、思维过程、适用对象有所不同,对智力发展和认知能量的增长所起作用也不完全相同,教师应根据教学实际指导学生灵活运用。     

英语学习的策略

本文旨在论述英语学习的两种策略 :归纳学习、演绎学习。指出两种方法视具体情况交叉使用对学好英语的作用     

论浅层学习与深度学习

通过对浅层学习和深度学习的介绍，详细阐述了浅层学习和深度学习对于促进有效学习所发挥的作用，并结合我国教育现状，以中小学为例，提出了针对上述两种学习方法的对策建议。     

小组学习与个人学习在英语阅读中的作用

本文通过分析英语专业本科生对英文短篇小说学习的方法,即小组学习与个人学习,对比两种学习方法的优势与劣势,探究学生分别在这两种学习方法中对自身阅读能力的提高,从而得出小组学习与个人学习分别对学生英文小说阅读能力培养的作用。     

英语学习的策略

本文旨在论述英语学习的两种策略归纳学习、演绎学习.指出两种方法视具体情况交叉使用对学好英语的作用.     

接受学习与发现学习

在讲授教学条件下的接受学习与在发现教学条件下的发现学习,是两种不同的学习方式。它们对于学生掌握知识、发展智慧各具有什么作用和意义,学生应采取的合理的学习方式是什么,在教育界历来存在着分歧意见。本文试就有关的几个问题谈些粗浅的看法。     

在线学习模式浅探

随着计算机技术、多媒体技术、虚拟技术的快速发展,在线学习成为学生获取知识的重要途径,在线学习有两种模式:自主式在线学习模式、引领式在线学习模式.对这两种学习模式在学习自由度、课程设计、助学者的作用,学习者的自主性、应用领域五个方面作了一些对比.     

对接受学习和探究学习的审视与比较

接受学习和探究学习是针对不同类型知识教学提出的两种教学改革主张。本从知识教学改进的历史演变这一视角出发，依据历代教育家、教育心理学家的众多理论研究成果对接受学习和探究学习进行了审视，讨论了人类知识结构中的显性知识、隐性知识学习的特点和方式；比较了各自的优、缺点；提出接受学习和探究学习都是学生习得知识过程中不可或缺的重要手段，不可厚此薄彼，方可有效地落实基础教育改革新理念。     

The impact of the university context on European students' learning approaches and learning environment preferences

This article describesexperiences of 610 Dutch students and 241students from other European countries whostudied at least three months abroad within theframework of an international exchange program.The Dutch students went to a university inanother European country and the foreignstudents went to a Dutch university. By meansof a questionnaire students' perceptions ofthree main characteristics of the universitylearning environment were measured concerningthe home university, the host university andthe ideal learning environment. The studentswere also asked about their way of learning atthe home university and at the host university,in particular about the extent of constructivelearning and reproductive learning. Evidencewas found for the influence of aspects of thelearning environment on the two learningapproaches; e.g., a learning environmentcharacterized as student-oriented discouragesreproductive learning and promotes constructivelearning, especially when conceptual andepistemological relations within the learningdomain are stressed. The learning environmentpreferences of the students were partly relatedto their learning orientations at the homeuniversity, but they were strikingly similarfor students from different countries. Therewas a strong preference for those learningenvironment aspects that promote constructivelearning.     

The effects of formal learning and informal learning on job performance: the mediating role of the value of learning at work

Although research has widely recognized the relationships between formal and informal learning and job performance, empirical studies have not paid sufficient attention to these relationships. In addition, there is little understanding how individual perceptions toward learning influence the relationships between the aforementioned two types of learning and job performance. In the present study, it was proposed that formal and informal learning can influence job performance. Moreover, in the relationships between formal and informal learning and job performance, the value of learning at work was considered as a mediator. With a sample of employees from small and medium-sized enterprises in South Korea, the research showed that formal and informal learning influences job performance through the value of learning at work. Based on the results of the study, several implications were discussed.     

Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.     

Space matters: The impact of formal learning environments on student learning

The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi‐experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning.     

Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes

This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. Forty-nine students participated in a regular web-based distance education course on work psychology. In two experimental conditions students were prompted to reflect on their learning process, and received feedback on their reflections, either from peer students or a tutor. These conditions were compared to a control condition in which students studied the regular course without reflection and feedback. In line with the hypothesis, results showed that reflection combined with feedback positively affected students' self-regulated learning. In addition, students in the condition with tutor feedback outperformed students in both other conditions on learning outcomes.     

The effect of learning style on preference for web‐based courses and learning outcomes

As the number of courses offered online increases rapidly, it is important for teachers and institutions to identify specific learner characteristics of successful online students. This paper reports on a study that compared an online group of freshmen computer science majors with an equivalent on‐campus group to find if their individual learning styles play a role in the selection of course delivery mode (online or face to face) and in their academic achievement. No significant statistical differences were detected in learning styles and learning performance between the two groups. Implications for teaching practice and design of learning activities that resulted from this study are discussed.     

学习理论的发展与学习创新

自古以来,关于知识的来源及其获取的方法,一直存在着经验论与唯理论之争,这些争论后来成为20世纪学习理论两大流派——行为主义和认知主义的哲学基础。建构主义是学习理论从行为主义发展到认知主义以后的进一步发展,它为当今时代学习创新提供了许多有益的启示:在学习目标上,变知识传输为知识建构;在学习方式上,倡导自主、探究、合作学习和情境学习;与此相适应,在教学上,也要从知识传授向全面促进学生的学习转变。     

Event temporal relation computation based on machine learning

Temporal relation computation is one of the tasks of the extraction of temporal arguments from event,and it is also the ultimate goal of temporal information processing.However,temporal relation computation based on machine learning requires a lot of hand-marked work,and exploring more features from discourse.A method of two-stage machine learning based on temporal relation computation(TSMLTRC)is proposed in this paper for the shortcomings of current temporal relation computation between two events.The firs...