Resources for Science Learning: Tools,Tasks, and Environment

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners. Three different types of resource are discussed. Tools, in the form of computer tools and conceptual tools, make tasks easier and allow learners to undertake tasks they would not otherwise be able to do. Tasks can facilitate effective learning by creating effective spaces for learners to work in, embodying key aspects of the disciplines of science, providing effective and authentic opportunities for learners to learn, and facilitating a dialogue between learners ideas and their experiences of the natural world. Environment – the ecology in which learning happens – provides three sources of information through the human, social, and conceptual worlds. When key aspects of these worlds are manifested in the environment, they scaffold the learning of science content, the nature of science, and the learning process itself, all of which are required for the deep understanding of science that constitutes improved science learning.     

Tools for Science Inquiry Learning: Tool Affordances,Experimentation Strategies,and Conceptual Understanding

Journal of Science Education and Technology - Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series...     

知识与技能、过程与方法、情感态度价值观的整合

为了实现学生多元化的发展目标,新课程制定了三大课程目标,即知识与技能、过程与方法、情感态度价值观。三大课程目标的整合,可以使学生形成积极主动的学习态度,获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程,促进学生的多方面发展。     

教师知识分享:瓶颈、过程与系统促进策略

教师知识分享具有促进教师发展、学生发展和学校发展的重要价值,但目前教师知识分享存在着现实瓶颈,主要包括教师知识分享意识的"低自觉化"、知识分享内部过程的"低清晰化"、知识管理工具的"低使用度"与"低专业化"、知识分享平台与活动系统的"低设计化"、教师知识分享评价与激励机制的"低科学化".从"SECI模型"的视角来分析,教师知识分享表现为共同化、表出化、联结化和内在化等四个内部过程或环节.为此,营建唤醒与支持教师知识分享的情感文化与对应场域,开展与优化利于教师知识分享的多元结构专业设计,加强教师知识分享内部过程的清晰化感知、理解与把握,建立以教师知识分享为导向的评价与激励机制,创建知识分享的开放专业平台、信息网络与组织结构等是促进教师知识分享的系统策略.     

知识的结构形式与教育改革策略研究

知识主体化的内涵就是把知识转化为主体内在的、认知的、机体的和意义的形式。知识有科学理论的、生产劳动(实践)的和日常生活的形式。不同的类型其结构形式不同,对人类生活的功能不同。要让学生根据自身发展和生存选择知识的不同结构形式及组合形式,以提高学习效率和减少教育浪费。同时还要对知识进行教育化加工,使之符合学生的认知发展水平,使学生能够高效、快乐学习。     

A Community of Voices: Educational Blog Management Strategies and Tools

Web 2.0 offers a new type of interactive technology that may change the focus and approach of formal education in ways we are just beginning to comprehend. The new and unique qualities of Web 2.0 can be compounded in traditional educational settings by the fact that students often times have far more experience with and understanding the new technology than the teachers who are developing curriculums and setting educational goals. At the same time, Web 2.0 has become so pervasive in such a short time that it makes little sense to ignore it in educational settings. This current article suggests blogging may be the most “education friendly” of the new interactive tools. Blog posts offer students the opportunity to develop their own voice in the classroom, while commentary serves as an important reinforcement for self-reflection and continued participation. The difficulty for teachers is in understanding how to integrate, use and maintain course blogs so that they are a strong and positive educational force in the classroom. At the core of using blogs is the development of blog management strategies. Based on the authors’ use of blogs in undergraduate courses, the current paper outlines an approach to blog management.     

工具与技巧:职业院校教师如何提升个人知识管理能力(下篇)

针对职业院校教师选用个人知识管理工具过程中存在“贪多、滥用、误用、追新、跟不上形势、缺乏灵活性、不注重经济性”等误区,总结提出“扬长避短、互补配合、灵活组合,学得会,用得上、用得起、用得好,减轻负担,提升创造性,促进发展,契合性,整合性,进阶性,适时更新”等原则,阐述了个人知识管理工具的分类、功能特点及适用范围,分享了个人知识管理常用工具的运用技巧。     

知识的意义性与知识获得的新标准

个体精神自由是教育及其课程应该给予学习者的承诺,课程知识对学生个体精神自由的生硬压制必须予以清除。知识的“意义性”为人与知识建立超功利的“意义关系”提供了可能,也为人在课程知识学习过程中的个体精神自由提供了重要基础。但近代以来人们对待知识的“力量化”倾向使知识的学习遵循纯功利的标准,仅仅满足于对知识的“占有”,从而失去了对人的精神成长的关照。现在的关键是要改变人们对待知识的态度,特别是建立起评判“知识获得”的新标准——关注知识与人的意义世界的整体关联的“意义标准”,并以此为基础构建知识与人交往的恰当环境。     

职业教育发展的问题、意义和策略

民生问题是受到广泛关注的社会问题,民生状况的改善是一项浩大的社会工程。职业教育联系着国计与民生,是面向人人、面向社会的教育。从民生的角度关注职业教育,需要政府、企业、教育机构等多方面共同努力。解决职业教育发展中的问题,也就是关注民生、促进社会和谐的过程。     

大学英语写作教学之反思——本质、问题及实施原则

本文在细致分析大学英语写作基本要求的基础上主要探讨了大学英语写作教学之本质特征和问题并进一步提出了若干原则及实施策略。     

日本设计策略：节能环保与人性化设计

日本在“以智慧求生存”的精神倡导下,通过对节能环保,以人为本等设计策略的实施,将一个资源贫瘠、拥挤的区域,发展建设成一个遵循秩序,经济发达的强国。其设计理念和设计策略以及成功地促进日本经济发展的经验,对正值现代化建设发展的进程中、大力进行经济建设的中国来说,具有较大的探讨和借鉴价值。目前国家政府有关部门对企业与专业创意机构、重点院校、科研机构开展活动的支持,设立工业设计与创意产业发展专项资金等举措,为“中国制造”到“中国品牌”的蜕变,提供了良好的契机。     

论知识管理与职业学校的知识管理策略

知识的快速发展引起了人们对知识的关注,开始对知识进行管理,并逐渐将其由企业管理领域引入到教育管理中。知识管理是对知识社会和信息爆炸时代的一种回应,在信息过剩的时代,对于一个组织来讲,就是如何从不重要的知识和信息中梳理出重要的知识,并对它们进行创造性的利用。     

Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools

This study investigates how 2 types of graphical representation tools influence the way in which learners use knowledge resources in 2 different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relation between the use of knowledge resources and different types of knowledge. The type of external representation (content specific vs. content independent) and the collaboration condition (videoconferencing vs. face to face) were varied. Sixty-four university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence.     

特殊教育网络资源建设的现状、问题与发展策略

特殊教育网络资源建设是特殊教育信息化的核心内容之一。通过对特殊教育网络资源的分布与内容分析,作者认为主要存在的问题是:官方资源内容形式单一,缺乏人文关怀;高校资源存在"自留地化"现象,缺乏推广应用与共建共享;特殊学校资源建设中需要政策与经费支持,缺乏新课程资源。为促进特殊教育网络资源建设又好又快发展,文章提出了跨越发展、高校介入、队伍先行、持续建设的发展策略。     

数字信息资源长期保存策略探析

随着数字技术和因特网的发展、数字信息资源的海量增长,数字资源的长期保存成为了一大难题。针对几个制约数字资源长期保存的关键问题,可从技术和管理方面采取一定的策略。     

西部民族文化旅游资源可持续利用面临的挑战与对策

从可持续发展的高度，分析了在西部大开发背景下，民族化旅游资源开发利用过程中所面临的挑战，提出了开发民族化旅游资源必须坚持四个“统一”，以及所采取的具体对策措施。