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《International Journal of Educational Research》2004,41(6):429-444
Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments. To gain insight in the complexity of students' instructional conceptions, the concept is analysed and its theoretical assumptions scrutinised. Next, research findings regarding instructional conceptions are reviewed. Attention is paid to the nature and development of students' instructional conceptions and to the relationship with similar conceptions. In the Discussion section, current limitations of both the conceptualisation and instrumentation of instructional conceptions are described and perspectives are opened on further research. 相似文献
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Ruth Colvin Bovy 《Educational technology research and development : ETR & D》1981,29(4):203-217
This is the fifth ECTJ/ERIC-IR Young Scholar Paper, an annual award initiated to stimulate writing by young professionals
in the field of instructional technology. Preparation of the paper was supported by the ERIC Clearinghouse on Information
Resources at Syracuse, N.Y. -Ed.
The author wishes to acknowledge the extensive advice and assistance of Richard E. Clark in preparing the final version of
the original paper and the many recommendations for revision from the Young Scholar judges, and particularly to thank William
Winn, Robert Heinich, and Tom Schwen for their suggestions, without, of course, holding them responsible for the final product. 相似文献
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刘莹 《读与写:教育教学刊》2013,(3):12
In the practical teaching,teachers want to use play the role of task-based approach successfully.We can have a look at the source of task -based teaching theory. 相似文献
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The main purpose of this research is to examine in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum comprising of educational objectives, content, teaching strategies and instructional assessment. Data for the study were collected from 307 in-service teachers working at K-8 schools. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education. In addition, the characteristics of teachers such as school level, teaching experience, teaching subject and educational background had statistically significant effects on their beliefs about student-centered education. 相似文献
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The instructional competence of an Intelligent Tutoring System lies in its instructional model. Such a model has been approached in the ITS field from a theoretical and from a computational point of view. GTE approaches the instructional model from an epistemological point of view by making it reflect the instructional knowledge and expertise that underlies human teaching. The underlying assumption is that such knowledge and expertise has a generic nature, and that it can be modelled. The central component of the GTE architecture is therefore a large generic instructional knowledge base that is capable of dynamically generating a huge variety of instructional plans. It enables to flexibly adapt the teaching performance to the requirements of the individual teaching context. In this paper we describe the formalism that was developed for the representation of the instructional knowledge, the interpretation engine that can generate instructional processes based on the knowledge in the knowledge base, and the actual content of the knowledge base. It illustrates the feasibility of the assumption that was made, and the impact this may have on authoring instructional strategies. 相似文献
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乔莹 《佳木斯教育学院学报》2011,(4):269-269
任务型语言教学提倡以学生为中心、以任务为主导的课堂教学。它的独特优势占据了当今英语教学的主导地位,体现了以人为本的教学理念。本文在分析任务型教学法理念的基础上,从我国大学英语的教学现状、任务、学生、教师等几方面深刻反思了任务型语言教学法在我国大学英语应用中需要注意的问题,并提出了相应的解决策略。 相似文献
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Philip J. Brody 《Instructional Science》1984,13(1):47-61
In spite of considerable research on various aspects of pictures and their instructional uses, a clear conception of the instructional potential of pictures is missing. As a result, practitioners who deal directly with the instructional process are limited in their ability to use pictures most effectively and efficiently. The approach to picture research described here attempts to make research more relevant by suggesting the need to pay greater attention to the instructional role or function served by pictures. Potential functions must be described in terms of their contribution to instructional processes and procedures. Functions should also be applicable to a wide variety of objectives, strategies, and procedures. The relevance of this approach to both basic and applied pictorial research is also discussed. 相似文献
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Joseph M. Scandura 《教育心理学家》2013,48(2):118-127
A deterministic alternative to probabalistic theory and research is proposed and justified on both rational and empirical grounds. Direct tests of deterministic behavior theories are demanding but they are not only possible but are shown to be quite feasible. The main requisite is that of realizing suitable idealized test conditions. Some deterministic theories have been tested under idealized behavior conditions with a level of empirical support which goes far beyond what is normally found in behavioral research. Moreover, deterministic support in the laboratory is shown to necessarily imply probabalistic applicability in the real world—without field testing. 相似文献
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Cary H. Grobe 《科学教学研究杂志》1973,10(1):55-62
This paper discussed a multiple linear regression approach to the evaluation of instructional strategies in science. A treatment by levels experimental design and the methods required for forming and solving research problems associated with it were described. Two methods of college biology instruction, the Audio-Tutorial and conventional techniques, were compared in terms of promoting achievement. Methods for making comparisons between the two treatments in the form of linear models were discussed. Interpreting regression solutions to linear models was also presented. The principles expressed in this paper can be applied to other research problems as an effective alternative to the two-way analysis of variance. 相似文献
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The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice 总被引:4,自引:0,他引:4
Alba Gonzalez Thompson 《Educational Studies in Mathematics》1984,15(2):105-127
Case studies were conducted to investigate the conceptions of mathematics and mathematics teaching held by three junior high school teachers. Examination of the relationship between conceptions and practice showed that the teachers' beliefs, views, and preferences about mathematics and its teaching played a significant, albeit subtle, role in shaping their instructional behavior. Differences among the teachers in their conceptions and practices are explained followed by a discussion of properties of their conceptual systems.This paper is based on the author's doctoral dissertation which was directed by Professor Thomas J. Cooney of the University of Georgia and was partly supported by a grant from San Diego State University. I wish to express my appreciation to the teachers who participated in the study and their administrators. 相似文献
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This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
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传统英语教学模式不能满足高职高专英语教学的"以实用为主,以应用为目的"的教学要求。笔者在阐述任务型教学法的理论的基础上,将任务型教学法结合到高职高专英语教学中,探讨这一教学模式在高职高专英语教学中的应用。 相似文献
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文瑞英 《佳木斯教育学院学报》2011,(2):351-352
为了研究任务型教学在听力教学中对高专学生的影响,本文介绍了一个在高专英语听力课堂中实施任务型教学的实验。结果显示任务型教学比传统的听力教学法更能有效地提高学生的听力水平。 相似文献
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The tradition English teaching hasn’t adapted to our society.It has to be reformed completely,the key theory of the task-based teaching is that if the learners want to master the language, they must learn to use it,Application is the most important factor for the language learners.In the task-based teaching, the-specific task is the carrier,finishing the task is the motivation.,It mixes knowledge and skills,the student learn to do something by listening, speaking,reading and writing while doing something,they use the language they have learnt naturally.They develop and improve their own language in the process of using language that is to say,they learn to use,they learn the language using the language. 相似文献