实施“四步”学习法，提高学生的创新和实践能力

文章针对目前地方高校电气类大学生缺乏创新能力和实践能力的现状,根据地方高校和学生的特点提出了一种切实可行的锻炼学生创新能力和实践能力的“四步”学习法。经过两年多的实践,“四步”学习法取得了显著成效,学生的创新能力和实践能力得到明显提高,学生的创新成果比较显著。“四步”学习法可以为同类高校大学生的创新能力和实践能力教育提供参考。     

Journals based on applications: An attempt to improve students' learning about composite materials

In a course on composite materials for fourth-year students at Chalmers University of Technology, students are required to write journals as a complement to the more traditional teaching approach. The journals comprise a series of reports relating the theory currently being treated to an application object, and are sent to the teacher by e-mail for comments. These give the students the opportunity to make use of the theoretical knowledge they meet in each section of the course by reflecting on how it is applicable to a real application. The goal is for better, more integrated understanding, in that, on the one hand, the students should understand the importance of each part of the course and, on the other hand, they should be able to relate the parts to one another, and to practical application. In this paper, we describe the goals and strategies of the change to teaching, we analyse the ways that students approach the journal writing task and we discuss ways in which the journals can improve the quality of student learning.     

Using a metaphor for learning to improve students' metacognition in the chemistry classroom

A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor “learning is constructing” on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non‐metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre‐intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 222–259, 2001     

应用文写作教学中如何提高学生的语文素养

写作能力,体现一个学生语文素养的水平,也是现代高素质人才所必须具备的一种能力。然而,目前高职院校学生在应用文写作方面还存在着一些问题亟需解决,本文将着力解决这些问题。     

运用元认知策略提高学生英语阅读水平

阅读作为四项基本技能之一,既是一个学习目标又是一个获取知识的一个重要的渠道。新课程改革使越来越多的学者开始关注学习策略的研究,笔者试图将元认知策略运用到英语阅读教学实践中,探索元认知策略在提高英语阅读水平中的作用。     

构建大学英语自主课堂,提高学生学习效率

本文以大学英语自主课堂的构建为主题展开论述,首先对本文的背景进行了简要介绍,然后从三个方面对大学英语自主课堂的构建与学生高效率学习关系进行了分析,之后重点从自主明确教学目标、提供良好的自主学习环境、改进教学方法使学生学会正确的学习策略、加强英语基础教学促进学生自主学习能力的形成、开展情境教学、加强网络化教学课堂的建立等方面对促进大学英语自主课堂的构建策略进行了探讨,期望通过本次研究活动能够为高校大学生英语自主课堂构建提供一定的参考。     

Using metaphor to probe students' conceptions of chemistry learning

Changing students' views of themselves as learners and the learning strategies they use requires methods to make their views regarding teaching, learning and their roles as learners explicit to themselves and to teachers. This was an interpretive study that investigated students' metaphors for themselves as learners within a Year 11 chemistry classroom. Students' metaphors were found to be congruent with their views of learning and their learning processes as evidenced from multiple data sources. In making students' views explicit, metaphors can provide valuable information for practicing teachers and researchers who aim to investigate and enhance students' learning processes and encourage metacognition.     

利用慕课资源指导学生自主学习提升学生学习能力的有效性研究

"慕课"资源为新型教学提供发展平台的重要机会,本文就"慕课"的发展现状做出了研究分析。     

提高体育院校学生学习积极性的教学改革研究

能否调动学生的学习积极性,是教学是否成功的关键。从近年来对我国体育院校学生学习积极性的现状调查来看,学生学习积极性普遍不高,这也在很大程度上阻碍了我国体育教学改革的发展继承。因而进行提高体育院校学生学习积极性的教学改革探索十分必要的,本文分析了进行提高学生学习积极性教学改革必要性,对造成学生学习积极性受挫的因素进行深入剖析,并在此基础上,提出了一系列的改革措施。     

培养学生的积极情感,提高学习效果

课堂教学是学生日常获得知识的主要方式,教师在教学活动中关注学生的心理活动,在教学活动的各个环节培养学生学习的积极情感,就会为教育的成功提供强大动力和有效保障。通过激发学生的求知欲,变学生被动接受知识的教学模式为学生主动探究知识的教学模式,即从"要我学"变为"我要学",以达到良好的学习效果。     

阅读教学有效提高学生自主学习能力的策略研究

如何在阅读教学中提高学生的自主学习能力,要对新课程标准正确解读,教师实施科学的课堂导学策略,还原阅读教学的本质找来症结,建设大阅读环境,落实多样化阅读评价方式。     

使用自建教学网站引领学生自主学习

本学科教学网站是配套广东省初级中学信息技术第一册（上）开发的网络课程教学资源。它是教学活动和成果展示的平台．本教学网站能提供目标导航、知识技能、任务引领、视频教程、上交作业和拓展延伸等功能供老师和学生教与学。可通过此网站学习广东省初级中学信息技术第一册（上）所涉及的章节内容,并配套相应的视频与文字教程,引领学生通过网站自主探究学习。     

浅谈巧用信息技术提高幼儿学习效率

信息技术对当代生活有着重大的影响,在这以多媒体计算机技术和网络通讯技术为标志的时代,信息技术改变着我们的学习方式、生活方式、工作方式。在幼儿教育中,信息技术的运用就是指把文本、图形、图像、声音、影像等经过处理后融合为一体,它的特点是运行的实时生动。在现今时代信息技术已快速融入教学领域,为提高教学质量促进国际教育业的发展打下坚实的基础。     

开设实战型实验课程,提升新闻传媒类大学生实践能力

通过分析新闻传媒等专业学生实践能力不能满足社会需求、就业形势严峻等现状,设计开发实战型实验课程,为文科实验提供一个较好的平台,强化学生的动手能力、理论联系实际的能力、综合实验的能力,从而满足学生尽快适应工作岗位的需要。     

Using contrasting cases to improve self-assessment in physics learning

Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies.     

如何提高大学生的艺术修养

随着教育改革的不断深化以及社会发展的日新月异,对大学生提出了新的更高的要求,社会需要文化素养高,且价值取向、气质修养、个性心理以及专业知识都过硬地方综合性人才,因此,加强大学生的艺术修养十分必要。本文阐述了大学生艺术修养的内涵,分析了如何提高大学生的艺术修养的方法,强调了加强大学生艺术修养的重要性。     

Using mimicking gestures to improve observational learning from instructional videos

Abstract

This study, generated from considerations of embodied cognition, observational learning, and cognitive load theory, investigated the effect of mimicking gestures on learning to play piano tasks. Fifty university students from an Australian University, with two different levels of piano-playing experience, were randomly assigned to one of the two different gesturing conditions in a 2 (gestures vs. no-gestures) × 2 (novice vs. more expertise) design. All groups viewed an animated video presentation of four musical scores being played on a piano with the hand motions visible, accompanied by the sounds of the notes played. Participants in the gesturing condition were required to gesture while watching the presentations, but in the no-gesturing condition, gesturing was prohibited. Test results indicated a significant learning advantage to gesturing with reduced cognitive load. It was also evident that the efficacy of gesturing was influenced by learner expertise and task complexity.