共查询到20条相似文献,搜索用时 15 毫秒
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Have you ever heard comments such as “In this program we focus on learning —not playing” or “Is this a day care program where children learn or play?” At a time when the importance of early life experiences has gained public attention, there is the temptation to overlook or at least misunderstand the value and importance of play. 相似文献
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MS Janette Griffin 《Research in Science Education》1994,24(1):121-128
Visits to museums and science centres are a part of most school science programs- but are they really learning experiences? By accompanying classes on visits and talking with the teachers and students during and after these visits, information has been gathered on the ways in which school groups currently use visits to two informal science learning settings in Sydney- a science education centre and a large museum. Comparison of the teacher and student behaviours on these visits with current views on good teaching/learning practice, reveals considerable anomalies. At the same time, reported studies of museum visitors suggest that family groups use museums for learning in ways which are quite different from the way most school groups do. Can these apparent mismatches be translated into a pathway for developing new approaches to learning in informal settings? 相似文献
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MaryLouise Bat-Hayim 《Annals of dyslexia》1997,47(1):203-238
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. 相似文献
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Hal Whitehead 《Learning & behavior》2010,38(3):329-336
Socially learned behavior can be a crucial factor in how animals interact with their environment and, thus, in conservation
and management. For species in which social learning and culture are important determinants of behavior, several factors complicate
conservation and management. These include the rapid spread of novel behavior through social learning, the inhibition of adaptive
behavior because of cultural conformism, the evolution of maladaptive behavior, and the development of culturally isolated
but sometimes sympatric groups. These factors can affect habitat suitability, movements, how animals react to anthropogenic
effects, and genetic structures. Social learning and culture may be important factors in translocation success, and should
sometimes be considered when delineating population units for conservation and management. We should aim to protect cultural
as well as genetic diversity. Unfortunately, clear data on social learning and culture in the wild are scarce. Hence, the
ideas and methods outlined in this special issue have great potential. 相似文献
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Dai Hounsell 《Higher Education》1979,8(4):453-469
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. 相似文献
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学习型组织与自组织管理 总被引:1,自引:0,他引:1
自组织和被组织 协同论的创立者哈肯给出一个自组织定义:"如果一个体系在获得空间、时间或功能的结构过程中,没有外界的特定干涉,仅依靠系统内部的互相作用来达到,我们便说该系统是自组织的。"也就是说系统形成的各种结构,无须外部的指令能自行创生、自适应、自复制、自演化,自主地从无序走向有序,就是自组织。而与之相对的,在外界指令干预之下实现的组织,则称作"被组织"。在组织管理上,运用自组织的方法管理组织即为自组织管理,而用被组织的方法管理组织,则称为被组织管理。例如,传统的权力型组织,运用权力和指令的方式进行控制,这样的管理是被组织管理的方式。又如,在共同愿景和价值观的指引下,组 相似文献
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Mina O'Dowd 《Compare》2005,35(3):321-338
This article describes 35 individuals who have expressed an interest in taking university courses after retirement. Longitudinal data and individuals' own accounts are presented, in an effort to clarify the role that symbolic resources play in individuals' lives, for their capacity to construct their own identity, to function as social actors, and ‘to learn to learn’. It is argued that their lives provide grounds to consider a re‐conceptualisation of adult learning. 相似文献
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Harriet Dismore 《International Journal of Lifelong Education》2016,35(3):254-269
This paper examines the ways in which learning in higher education can influence a person’s modus vivendi or way of life. The cases of three individuals following transition to higher education from an apprenticeship in England are presented. Data from individual interviews were analysed according to approaches to reflexivity. In all three cases, the findings show changes to practice in various areas of life and work, which in turn prompted them to revisit their initial concerns. The modus vivendi was influenced by different approaches to reflexivity in addition to new concerns or tensions that arose. Also permeating lived experiences were the role of networks (both personal and at work) and the enjoyment of higher level learning that could act as pivotal enablements or constraints. 相似文献
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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. 相似文献
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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. 相似文献
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Lydia Martens 《British Journal of Sociology of Education》2005,26(3):343-357
The market as educator has become firmly lodged at the centre of popular and scholarly debate commenting on the nexus between children, consumption and education/learning. In this paper, I appreciate this scholarly debate from the point of view of the sociology of consumption. The latter has been relatively silent on children’s consumption and education, focusing instead on adult learning. Nevertheless, I here draw on that sociology to forward an argument that favours consideration of a broader range of social relationships and cultural and contextual influences. I outline two models on the network of relationships that inform children’s consumption, and illustrate, through a discussion of Chin’s Purchasing Power, how children’s consumption‐related learning may originate from outside the market. The paper finishes with a plea for more research that focuses on children and the domestic contexts of consumption. 相似文献
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