play and learn

一、请选择喜爱的词语翻译英文小诗歌。 THE SEAS()NS(四季)Spring 15gl’een,春天是(新鲜的、绿色的、未成熟的)summer 15 hl.i蜘t,夏天是(晴朗的明亮的聪明的从Autumn 15 yellow,秋天是(金黄的胆小的),一winte:〕}5 wllile.冬天是(纯洁的白色的保守的~。) 二、Ma少月,的节日:M即Da州五一劳动节’,岭衅二个星期日是Mothe介Da州母亲节)。M盯属于什么李节卿一 三、孙悟空火眼金睛,能识破变化多端的妖怪。同学们,你能一眼看出哪些单i司“走错”地方了吗, head hair face eatpencil,uler book era:、er—盯een redl’lue ball〔109…     

Learning in virtual worlds: Using communities of practice to explain how people learn from play

Although there is interest in the educational potential of online multiplayer games and virtual worlds, there is still little evidence to explain specifically what and how people learn from these environments. This paper addresses this issue by exploring the experiences of couples that play World of Warcraft together. Learning outcomes were identified (involving the management of ludic, social and material resources) along with learning processes, which followed Wenger's model of participation in Communities of Practice. Comparing this with existing literature suggests that productive comparisons can be drawn with the experiences of distance education students and the social pressures that affect their participation.     

学会学习

学习是生活中的基本活动之一,每个人从小就开始学习。学校是学习的基本场所,家庭、社会亦是其学习的空间。然而要做到自觉的学习并不是那么容易的,特别是在没有教师指导下的学习,儿童就应该具有独立学习的能力。因而帮助儿童们学会学习、独立学习就显得尤为重要。     

Learning to learn: Learning therapy in a college classroom

This paper describes the structure and rationale of the Language and Learning Seminar, a college course that grapples with learned helplessness issues that are frequently associated with LD. Peer/mentors play a vital role in its dynamic oral, written, and electronic communications. Elements of the course work synergistically to bypass long-standing emotional and linguistic barriers to learning. Yalom’s classification of therapeutic elements in group therapy serves as a context in which to explain the learning therapy provided by York University since 1987.     

Playing Social Chess: Children's play and social intelligence

Humans live in complex social environments. By the time they reach adulthood, most people have developed highly sophisticated social skills, including the ability to infer the 'invisible' mental states in others, and to act upon those inferences; they have become experts at 'social chess'. This paper draws upon research from developmental and evolutionary psychology, primatology, as well as studies of autistic children, to explore the processes by which children acquire the complex skills underpinning social interaction. It also examines obstacles to social skill acquisition. In light of ethological studies of social play in humans and other primates, it is argued that play is a fundamental medium for acquiring social skills.     

Learning to learn: Research and development in student learning

This paper is concerned with systematic attempts to help students to learn more effectively. Current approaches to learning-to-learn, chiefly in Britain and involving groups rather than individuals, are reviewed against the background of recent research findings on student learning. Four issues are identified and discussed: contrasting conceptions of learning-to-learn; responses to the problems posed by subject and contextual varations in learning demands; the implications of autonomy, change and the individual learner; and the relationship between research on learning and the development of approaches to learning-to-learn.     

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Metacognition and Learning - Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These...     

论游戏中的幼儿学习

游戏是儿童的天性,在游戏活动中发生着大量的学习活动.本文通过对游戏和学习概念的理解分析,指出了目前存在的几种错误的价值判断.21世纪全球面临的教育改革,培养幼儿的游戏性品质,教会幼儿在游戏中积累经验、学会学习成为基础教育改革的关键.     

“玩”中学

本文就“如何让教师有意识、有针对性地带学生‘玩’,让学生在‘玩’中学”的问题,作了三个方面的探讨:实践中“玩”,增强能力;开放中“玩”,培养思维;计算中“玩”,体验成功。     

Learning to play: A review and theoretical investigation of the developmental mechanisms and functions of cetacean play

Play is a behavioral phenomenon most commonly observed in the young of both solitary and social species. Documentation of play in cetaceans varies across species and settings. Cetacean play behavioral repertoires include a broad range of actions, such as the manipulation of diverse objects, blowing bubbles, chasing conspecifics, and swimming in spirals through the water. As is common in research on animal play, cetacean play has been grouped into categories by its form, including locomotor play, object play, and different variations of social play, such as affiliative games, play fighting, and socio-sexual play. Research has primarily focused on recording the topography of cetacean play and the demographics of the individuals engaging in play. However, these classifications are insufficient to address the possible developmental and societal functions of cetacean play behaviors, or the mechanisms with which play behaviors are spread between conspecifics and acquired by young members of cetacean populations. This article applies several developmental and social learning theories in order to organize current knowledge and guide future research.     

Learning how teachers learn in underdeveloped countries

This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.     

浅谈莫扎特小提琴协奏曲的学习与演奏

练习莫扎特的作品不仅是演奏方法和演奏技巧的提高,更是演奏素养的提高。然而,很多人却认为莫扎特的作品难以演奏,不敢碰手。其实莫扎特的作品并没有过人的技巧,难点在于风格的掌握,而这种风格的体现又必须在对作品的充分理解并懂得运用其作品表现所需要的各种演奏技法上。文章将从什么是莫扎特作品的音乐风格及体现莫扎特作品的风格须注意的一些演奏方法这两方面来论述。     

Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students

This study reports on an attempt to improve the quality of student learning by integrating an Approaches to Learning programme, consisting of 8 workshops, into the first year Psychology curriculum. Written accounts of students' conceptions of learning were collected at the beginning and end of the programme. Content analysis showed that there was a significant shift from naive to more sophisticated conceptions (29% to 60%) in students who had attended more than half the workshops, by the end of the programme. The programme also showed several significant benefits on students' academic performance. Students who attended all the workshops on essay writing and examination taking, obtained higher essay and examination marks than students who did not attend these workshops.However, when we looked at the effects on academic performance of taking a deep approach and holding a more sophisticated conception of learning, the findings were not so clear cut. Depending on the measure used, there was conflicting evidence about whether examination performance or essay performance benefitted the most. The implications of these results are discussed with particular reference to the role of assessment, in enhancing the quality of student learning.