学习型城市理论初探

我国目前掀起了创建学习型城市的热潮,这一热潮的实践源于学习型组织的创建。但学习型城市理论并不是源于学习型组织理论,而是源于终身教育和终身学习的学习型社会的思想。国外学习型组织的理论比较成熟,学习型社会的思想已经形成,学习型社会的理论尚在完善中,而学习型城市理论尚属鲜见。因此,构建学习型城市理论已成当务之急。这里试图从学习型城市的核心和基础的角度对其作一初探。     

远程学习者学习技能培养的意义与方法

远程教育中的学生支持分为两大类：一类是补救性学生支持，其中包括非学术性支持和学术性支持；另一类是发展性学生支持，主要指培养学生学习技能的活动。本重点阐述了培养远程学习学习技能的重要意义，以及培养学习学习技能的具体策略和方法。本包括五个部分：一、远程学习学习技能培养的意义；二、学习技能的内涵；三、远程学习过程中所需要的主要学习技能；四、学习技能的培养方法；五、学习技能培养的原则。作希望，借本能够呼吁远程教育机构重视远程学习学习技能的培养，同时能够为一线辅导教师培养远程学习学习技能提供具体策略和方法的参考。     

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students’ knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students’ learning. This seems to be due to the inability to differentiate the beliefs about their students’ learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers’ beliefs about their own learning are identical to those about their students’ learning. Using a sample of pre-service teachers, we measured general beliefs about “constructivist” and “transmissive” learning and science-specific beliefs about “connectivity” and “taking pre-concepts into account”. We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students’ science learning remain closely tied to their own.     

语言学习信念研究综述

语言学习信念是个体差异的重要内容,对语言学习的影响不可低估。国内外有关语言学习信念的研究层出不穷。综观大量文献,语言学习信念的研究主要集中在以下两个层面：研究内容和研究方法。研究内容涉及：（1）语言学习信念体系研究;（2）语言学习信念与其他学习因素关系研究;（3）语言学习信念稳定性研究;（4）语言学习信念干预研究。研究方法可以分为定量研究和定性研究。特别是在国内,语言学习信念研究有待进一步深入,本文从三个层面提出了语言学习信念的研究展望。     

英语学习者语言学习信念稳定性研究

作为语言学习中的重要个体差异,语言学习信念是相对稳定的,但并非一成不变,而是不断发展变化的。语言学习信念受诸多因素的影响,影响语言学习信念的因素主要有两类：外部原因和内部原因。以外部原因——语言学习经历的研究为侧重点,采用焦点小组访谈,调查了英语学习者中学和大学阶段的语言学习经历以及他们在中学阶段和大学阶段对语言学习的看法。结果表明：中学和大学阶段的英语学习信念有很大的不同：英语学习信念随着语言学习经历的不同而发生变化。     

Learning Experiences of Senior Travellers

Growing numbers of older adults are choosing to travel each year. Most research on older travellers focuses on how to market travel opportunities to this age segment. The purpose of this investigation was to examine learning experiences of older adults during travel. Semi-structured interviews were conducted with a purposively selected sample of eight individuals ranging in ages from 56 to 89. Questions were directed at the nature of significant travel experiences and what they learned. Four themes emerged from the data: learning about personal character, learning about trust, learning about the world, and learning about home.     

学习科学:研究的重要问题及其方法论

自20世纪后半叶以来,不同学科背景的研究者将基础研究与教育实践相结合,直面人类的学习问题,探究人类思维和学习的过程,设计新的学习情境,提出新的理论和方法论,催生了学习的新科学。学习科学是指面向复杂的真实世界需要的"整合"科学,涉及认知科学、神经科学、教育心理学、计算机科学、人类学、社会学等多元领域,它不仅发展了学习理论,而且对教授科学也做出了贡献。通过围绕知识的本质、学习的实质、学习的方式与形式、以学习为中心设计、学习环境及其支持、学习效果的评价等方面,来探讨学习科学研究的重要问题及学科方法论,进而对其未来研究的发展趋势做出预测。     

Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis

Given international use of video-based reflective discussions in teacher education, and the limited knowledge about whether teachers apply learning from these discussions, we explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. Nine inservice and 48 preservice teachers participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practica courses. A total of 227 response sheets with this information were collected. Multilevel logit regression was used to examine how sources of learning and content learned were related to teachers’ application of learning to their teaching practices. We found that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.     

Staff Members’ Ideas about Visitors’ Learning at Science and Technology Centres

This study investigates staff members’ ideas and assumptions about visitors’ learning at science and technology centres. It also aims to explore in what ways their reasoning intersect with existing theories about learning within the field of science and technology centre research. The results of the study reveal that the staff members allude to learning processes differently by distinguishing organized from non‐organized learning, theoretical learning from practical hands‐on learning, and serious from non‐serious learning. According to most of the staff members, these also conclude with different learning outcomes. Further, a majority of the staff members state that they do not have any scientific knowledge about learning despite the fact that they work with the construction of new exhibitions. When discussing visitors’ learning, the staff members instead refer to personal experiences, professional experiences, professional education, and external references. When it comes to how they reason about the natural scientific content, nearly all express that they use references from the natural science community and researchers’ knowledge. The article moreover discusses in what ways a socio‐cultural approach may be used in order to understand how learning arises when visitors interact with exhibits.     

Directive versus facilitative peer tutoring? A view on students’ appraisal,reported learning gains and experiences within two differently-tutored learning environments

The present study aimed to shed light on students’ appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors’ approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students.     

Teachers’ self-initiated professional learning through Personal Learning Networks

It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as meaningful and relevant but little is known about these authentic learning experiences for professional purposes. This article investigates three teachers’ self-initiated professional learning about digital technologies through their Personal Learning Networks. The analysis identified that the participants’ everyday digital literacy practices provided opportunities for a range of professional practices that supported learning about digital technologies: information retrieval and resources aggregation, cooperation, collaboration, reflections and socialising. It also revealed that the teachers considered this form of learning as valuable. The article concludes by discussing how knowledge about self-initiated professional learning might be used to draw out some implications for teachers’ professional development.     

Learning to work together: health and social care students’ learning from interprofessional modules

This paper reports on a study of student learning about collaboration and discusses the effectiveness of different forms of assessment in facilitating learning. The study was conducted in a large health and social care faculty in which all students on pre‐qualifying professional programmes learn together in modules aimed at developing collaborative skills. Data about student learning were collected through interviews with 42 students and analysis of 53 students’ completed assignments. The paper focuses on two questions: (1) What did students learn about collaborating in groups and about their own collaborative skills? (2) Which forms of assessment were effective in recording this learning? Interview and assignment data demonstrated that students learned about groups and group participation, about themselves in group situations and about the relevance of interprofessional learning to working collaboratively in professional practice. Module 3 (third year) assessments provided evidence of transference of learning from module to practice. Whereas learning logs, completed during the module as a form of reflective assessment, appeared to promote self‐awareness about own collaborative skills, reflective essays, completed after module sessions had ended, provided more opportunities for analysis and to link theory to practice.     

中文版学习观量表的适用性

对573名被试施测中文版学习观量表、学习策略量表和时间管理倾向量表。结果表明,中文版学习观量表的克伦巴赫α系数在0．61～0．71之间;学习观各维度和学习策略及时间管理倾向之间均存在显著的正相关（ps〈0．01）;典型学习观分组在三类学习策略上的得分存在显著差异（ps〈0．001）,中文版中学生学习观量表有较好的信度和效度。     

An investigation of student teachers' knowledge about their own learning

Twenty-nine student teachers from a large metropolitan university in Queensland, Australia were interviewed at the beginning (Time 1) and end (Time 2) of a year-long graduate diploma in education to investigate the nature of their knowledge about learning and changes in such knowledge over the year. At Time 1 and Time 2 most students thought learning should be meaningful and preferred to use transformative learning approaches. However, students indicated a willingness to engage in reproductive approaches to learning if the content to be learned was uninteresting, workloads were high, or assessment was examination-focussed. The results also indicated that while many students did not experience significant changes in their knowledge about learning over the year, they believed that transformative learning had become more of a focus for them. Investigating student teachers' knowledge about learning has implications for effective learning in teacher education programs.     

词汇学习策略在语言学习中的解析与运用

文章首先对学习策略的定义和分类及其在词汇学习方面的广泛应用作了一些概括,并且就其中五种常用的词汇学习策略进行了阐述和分析。文章指出,教师在课堂教学实践中应注重培养学生运用策略习得词汇的能力,这样就能帮助解决学习者在词汇学习方面的一大难题．     

Social learning about predators: a review and prospectus

In comparison with social learning about food, social learning about predators has received little attention. Yet such research is of potential interest to students of animal cognition and conservation biologists. I summarize evidence for social learning about predators by fish, birds, eutherian mammals, and marsupials. I consider the proposal that this phenomenon is a case of S-S classical conditioning and suggest that evolution may have modified some of the properties of learning to accommodate for the requirements of learning socially about danger. I discuss some between-species differences in the properties of socially acquired predator avoidance and suggest that learning may be faster and more robust in species in which alarm behavior reliably predicts high predatory threat. Finally, I highlight how studies of socially acquired predator avoidance can inform the design of prerelease antipredator training programs for endangered species.     

关于“资源遥感实验”课程教学中学生自主学习能力的研究

本文以中国地质大学（武汉）学习＂资源遥感实验＂课程的学生为研究对象,通过调查分析学生学习目的和自主学习情况,发现学习目的明确的学生,自主学习能力较强;学习目的不明确的学生,自主学习能力较差。在此基础上,有针对性地提出培养对策。     

Letters to the Editor

The purpose of this study was to determine if differences exist between postsecondary students with learning disabilities and their non‐learning disabled counterparts. Data were collected through two survey forms: one gathered specific data about the learning disabled group; the second provided data about study habits of the learning disabled group and two other groups of non‐learning disabled students at San Diego Mesa College. Results showed that although most study habits did not significantly differ, students with learning disabilities required substantially more assistance in math, spelling, writing, and reading comprehension. As a result, implications for instruction are suggested. A short review of literature about postsecondary learning disability programs precedes the study discussion.     

The significance of social relationships in learning to become a vocational and technical education teacher: a case study of three individuals

This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE teacher. These findings also extend current theorising about learning at work which integrates individual learners into predominantly social theories of learning.     

Learning conceptions of young students in the final year of primary education

The purpose of this research was to describe young pupils' learning conceptions. In this study, a learning conception was defined as a cluster of interrelated beliefs about different aspects of learning. Firstly, 27 pupils, all in the final year of primary school, were interviewed to elicit learning-related issues as being relevant for six-graders. Secondly, a questionnaire, developed on the basis of the outcomes of the interviews, was used to determine the interrelatedness of pupils' beliefs about the selected aspects. The results showed the young pupils to have different beliefs about five aspects of learning: purpose of school; learning orientation; regulation; learning demands; and mental activities. In exploring group differences, three different learning conceptions could be distinguished: a restricted learning conception; a functional learning conception; and a developmental learning conception. The characteristics of these different learning conceptions may be indicative of how young pupils conceive learning-related aspects.