全军网上虚拟专家教室的设计

本文定义了全军网上虚拟专家教室的概念，说明了如何建立全军网上虚拟专家教室，探讨 了开辟全军网上虚拟专家教室在现代军队远程教育中的重要性．     

建立海军远程教育网上虚拟专家教室的构想

本文根据以信息化为核心的新军事变革 ,就建设海军远程教育网上虚拟专家教育提出了自己的构想。     

虚拟学科教室在远程教育中的应用初探

信息技术的蓬勃发展已经使部分虚拟教室环境的设计与开发成为现实,并在一定的理论指导下应用于实践,使各类虚拟学科教室建设成为可能。虚拟学科教室环境的研究与实现,极大地降低了实体学科教室的建设成本,缓解了由于财政压力给建立实体学科教室带来的不利影响,有利于降低教育成本和学生实践操作能力的培养。因此,集感性认识和理性认识相统一的综合集成环境的虚拟学科教室的研究也就具有了极大的经济效益和社会效益。     

网上虚拟教室的设计与开发

一个在因特网上虚拟的网络教室的基本设计思想、主要功能和开发技术，以及利用Active Server Page技术进行动态网页设计和网络教学资源开发的方法。     

面向远程教育应用的“视频化身虚拟教室”设计

随着计算机、网络和虚拟现实技术的发展,使得新技术支持下基于视频会话的教学互动成为可能。本文针对远程教育中的教学需求,分析了目前虚拟教室的研究现状,在借鉴国内外已有相关研究成果的基础上,对虚拟教室的环境建模、网络架构以及带宽和硬件需求进行了深入的探讨,重点研究了环境建模和视频化身建模的关键技术,给出了一种能真实地重现教学情境、可通过视频化身交互、外设简单且使用方便的虚拟教室解决方案。     

虚拟教室中的电子失范现象及对策分析

随着远程教育的发展,虚拟教室中出现了一系列电子失范现象。笔者结合教育社会学理论分析虚拟教室中的电子失范现象,提出该类现象的解决对策,希望为各地虚拟教室的具体应用提供一些启示。     

远程协同教学中虚拟教室的平台设计与实现

本文构建了同时适用于校本教学教研及远程协同实时支教的虚拟教室,以体系化的方式为学生的自主学习及各种远程协同支教模式的实现提供了便捷的载体,搭建了师生智慧交融的共建共享型平台。     

虚拟教室的开发与应用初探

教育环境虚拟化意味着教学活动可以在很大程度上脱离时空的限制，这是电子网络化教育的重要特征。虚拟教室就是虚拟化的教育环境发展中的一种形式。根据教学需要处在不同地理位置的教师和学生可以组成一个虚拟教室，如同他们在一个真实的教室里进行教与学的各种活动。     

浅谈组建Internet虚拟教室及其意义

就贫困地区学校如何利用现有的计算机设备组建Internet虚拟教室问题,进行了条件、应用、意义等方面的论述.     

读启议写--读文教学中的创新能力培养

“创新是一个民族的灵魂,是一个国家兴旺发达不竭的动力。”高中语文“新大纲和九年义务教育语文“新课标”,都对培养学生的语文能力,特别是创新能力、创造性思维能力,提出了具体要求。艺文仍是新教材的主体,读文教学是培养学生创新能力的桥梁。当务之争是贯彻“读启议写”四字要求。“读”是基础,“启”是关键,“议”和“写”则是能力的升华。本文结合高中语文教学实践,就上述问题,做了具体说明,并对传统的“读、讲、议、练”提法做了补充,突出了“启发性、的指导思想在“讲”法中的特殊意义和“写”在语文练习中的重要地位。     

Learning about the educational uses of the internet by producing an educational web site in an interdisciplinary and virtual team

ABSTRACT

In this paper we describe the use of an interactive software package designed to raise issues and questions about the role of information technology within the primary classroom and to highlight the partnership aspects inherent within a teacher tutor/mentor approach to the supervision of school placements. Data were collected from a variety of people concerned in the exercise: teacher tutors, university liaison tutors and student teachers. These data concerned not only the efficacy of the materials themselves, but also the effect or impact of the exercise upon the school placement experience. A number of issues emerged from our exploration into this exercise revealing attitudes towards information technology in education. These concerned ownership of learning and questions of expertise, access to partnership and co‐professionality, staff and student attitudes towards information technology and towards partnership and implications for the future. Our data suggest that learning becomes powerful when the learner takes ownership. Information technology can enable the shift towards creator and is a powerful means of achieving that.     

Parent involvement in Head Start programs: the role of parent,teacher and classroom characteristics

The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs, parent interviews, teacher questionnaires, and classroom observations. The most frequent type of parent involvement activity was helping out in the classroom, followed by attendance at parent meetings. This pattern was consistent across the year (fall or spring), and across total amount of participation (i.e. parents participating one, two, three or more times in the year). Parent employment was the strongest predictor of parent involvement compared to other parent characteristics. Among teacher and classroom characteristics, classroom quality was the strongest predictor of parent involvement. Also, teachers with more years of experience in Head Start had more total hours of volunteering in their classrooms and had volunteers returning more times. Teachers’ reports of the involvement of parents in their classrooms were moderately correlated with volunteer logs, while parent self-reports of their involvement were only modestly correlated with volunteer logs, indicating that teachers may be more accurate than parents when reporting parent involvement activities.     

Studying the effect of redundancy in a virtual reality classroom

Educational technology research and development - Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant...     

基于Matlab Web Server的虚拟实验室的实现

简要介绍了Matlab 6.0中提供的Matlab Web Server组件的构成和功能,及其利用该组件实现网络虚拟实验平台的原理。具体叙述了利用Flash技术来模拟真实实验场景和Dreamweaver软件制作美观便利的实验界面网页的方法,以及最终如何实现和Matlab的结合,借助其强大的计算绘图等功能完成实验内容的步骤和过程。     

Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype

This article reports the design of a prototype for a teaching portfolio for development and assessment purposes. A portfolio prototype was developed according to theoretical choices based on portfolio literature and Zeichner and Wray's (2001) conceptual framework. We conducted an interview study in which portfolio experts were asked to judge to what extent our theoretical choices were reflected in the prototype developed and which modifications were needed. In general, the experts agreed that our choices were reflected in the prototype developed. However, there were some controversial topics, which are discussed, as well as key issues for further research.     

Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom

The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large “flipped” undergraduate anatomy course. Overall, the longitudinal and cross-contextual relations among emotions, from emotions to learning behaviors, and from emotions to achievement were similar, whereas distinct patterns of relations were found for learning behaviors, and from learning behaviors to academic achievement. These findings are discussed within the Control-Value Theory and provide implications for supporting adaptive emotions and learning in flipped classrooms.