言息时代大学生自主学习模式的建构

自主学习能力是大学生立足社会,自身全面发展的必然要求,也是信息时代高等教育人才培养的重要目标;网络时代大学生的自主学习具有民主、开放、自主、自控等特点。高校教师要转变观念,进行跨学科课程建设,营造开放、民主、平等的学习环境,为大学生的继续学习和终身学习打下基础,为学生未来的个性化发展提供保证。     

Learning experimentation through science fairs

Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school.     

语文综合性学习的策略与实践

综合性学习既符合语文教育的传统,又具有现代社会的学习特征,有利于学生在感兴趣的自主活动中全面提高语文素养。综合性学习活动要选择贴近学生的现实生活,设计多元、开放的活动内容,围绕自主探究和小组合作的方式开展活动。     

REJOINDER

In this paper, we explore the influence of the teacher on the language games being played in a Grade 3 mathematics classroom. The kinds of listening strategies used by the teacher seemed to have an impact on the kind of language game being played as a small group of students engaged in a problem‐solving activity. Understanding classroom conversation from a language‐games perspective is used to explore the kinds of sense‐making, student engagement, and new understandings evolving through classroom discourse. Language games may also be important for encouraging students to extend and transform their understandings. We describe how learning to ‘teach etcetera’ as a way of helping students ‘see‐as’ and move beyond narrowly defined predetermined content may entail playing more open‐ended language games and learning how to ‘listen’.     

现代远程开放教育学员的自尊感及其培养

通过采用SES自尊量表和自编相关信息表对385名远程开放教育学员的自尊感进行测评,结果表明：现代远程开放教育学员的自尊水平总体偏低,自尊水平与性别、年龄、职业、职业满意度等因素有一定的关系。基于此,分析了影响远程开放教育学员自尊感的学习心理劣势,提出了培养提高远程开放教育学员自尊感的具体建议。     

远程开放教育中学生自主学习能力培养的研究

自主学习是一种学习者自我导向的学习。在远程开放教育中,要建立学生自主学习的模式,就必须在现代教育思想、远程开放教育理论的指导下,依托在线学习平台,激活教师的主导作用和学生的主体作用。针对远程开放教育学生的现状,提出建立学生自主学习模式的基本思路和提高学生自主学习能力的主要措施,从而实现远程开放教育整体水平的不断提高。     

关于开放教育学习小组研究性学习的探索

学习小组是开放教育学生学习的一种形式,但迄今为止学习小组活动的现状不容乐观。在学习小组中开展研究性学习是十分必要的,将研究性学习推广到学习小组中去,对提高学生的自学能力和学习积极性、增强学习小组活动开展的实效性都具有极大的促进作用。在小组开展研究性学习的过程中,应注意角色转化和小组学习评价以及教材配套改革等相关问题。     

开放教育学生学习风格与英语教学策略研究

学习风格是影响学习者个体差异的重要因素之一,也是影响学习者学习效果的重要变量。对于英语教师和开放教育学生双方而言,研究学习风格都有着重要的现实意义。教师通过对开放教育学生学习风格的研究,分析了解他们学习风格的差异,选择匹配的教学策略,因材施教;开放教育学生也可以通过对自己学习风格的了解,选择匹配的学习策略,提高英语学习效率。     

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology

This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists.     

中学生自我导向学习与父母教养方式的关系

采用父母教养方式评定量表（EMBU）和中学生自我导向学习倾向性量表,探讨父母教养方式对中学生自我导向学习的影响。结果显示,父母的情感温暖对中学生消极学习和有效学习具有显著性影响,特别是父亲的情感温暖对中学生主动学习、喜爱学习和开放学习具有显著影响;母亲的情感温暖因子可以有效地预测中学生的主动学习、有效学习、喜爱学习、开放学习和终身学习;父亲的过度干涉对中学生消极学习有显著影响。     

Does the modality principle for multimedia learning apply to science classrooms?

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16–17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed better on subsequent transfer tests than did students who received lessons containing illustrations and on-screen text. In the second field experiment, 55 Dutch secondary school students (age 16–17) received similar multimedia programs that allowed more self-pacing and required students to record the time to learn. The illustrations-and-narration group outperformed the illustrations-and-text group on subsequent transfer tests for students who required less time to learn but not for students who required more time to learn. The interaction of learning time spent with modality of presentation on post-test scores was studied. Implications for testing of the robustness of cognitive theory of multimedia learning are discussed.     

Turning Groups Inside Out: A Social Network Perspective

Most research related to learning in groups focuses on the unit of the group and/or group members. However, students may benefit from crossing the boundaries of their own group, as students in different groups may provide access to new, nonredundant knowledge and opportunities for learning. Whether boundary crossing between groups is beneficial for learning and academic performance has received limited conceptual and empirical attention. Using social network analysis and structural equation modeling, we contrasted pre/post network developments among 693 students (132 groups) across 4 modules at a UK business school. We examined whether it is better for students to invest in social relations in groups to learn and enhance academic performance or to (continue to) invest in social relations outside groups. Our findings indicated that students seemed to learn more from learning relations outside their group than from their own group members. Students with more intergroup relative to intragroup learning relations performed better on module assessments and throughout the academic year than students with more intragroup learning relations. Boundary crossing and intergroup learning deserves more empirical attention and experimentation on how to balance boundary crossing and effective group learning strategies.     

Editorial

The internet offers considerable potential for open and distance learning in psychology. Research reveals an abundance of psychology demonstrations and experiments available online, directed both at students and potential research participants. Although expertise is being developed to overcome the technical problems associated with this medium, there has been little or no evaluation into the impact of participating in such studies on the learning experience of distance education students. This paper describes an attempt to remedy the situation. An experiment including two computer tasks and questionnaires was offered online to a group of distance education students. A follow up study was used to assess the implications of internet experiments on the learning experience of distance education students.     

The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting

Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry learning approaches on dynamic inquiry performances among high‐school biology students. We hypothesized that open inquiry students who engage in the inquiry process from its initial stage, participating in the decision making process of asking inquiry questions and planning all aspects of the inquiry, will outperform students who experienced guided inquiry, in terms of developing dynamic inquiry performances. Students were divided into two groups: guided and open inquiry learning approaches. Both groups were followed throughout their 2‐year inquiry learning process. The data sources included interviews, students' inquiry summary papers, logbooks, and reflections. A quantitative content analysis of the two groups, using a dynamic inquiry performances index, revealed that open inquiry students used significantly higher levels of performances in the criteria “changes during inquiry” and “procedural understanding.” However, the study's results indicated no significant differences in the criteria “learning as a process” and “affective points of view.” The implementation of dynamic inquiry performances during inquiry learning may shed light on the procedural and epistemological scientific understanding of students conducting inquiries. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1137–1160, 2009     

远程开放教育成人学习心理分析——对南京电大开放教育成人学生学习心理的调查

本文研究根据成人学习理论,采用问卷调查和个案访谈相结合的方式,从认知、情绪与情感、学习行为倾向性三个层面对南京电大开放教育成人学生的学习心理进行调查与描述,指出当前开放教育成人学习心理具有学习动机多样性、学习活动自发性、学习支持网络完整性、学习行为自主性和适度的学习自信心等特点。     

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.     

Students’ Perceptions of E‐learning in University Education

This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.     

Understanding persistence in adult learning

The paper summarizes recent data on the retention and non‐completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full‐time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification‐bearing programmes, central statistics do not distinguish between students in their early‐to‐mid 20s, many of whom still have much in common with those in their late teens, and those in their 30s, 40s and 50s whose lifestyles, learning goals and aspirations are often qualitatively different.

The section on retention data is followed by a summary of the reasons for not completing courses commonly cited by adults learning in conventional education settings, and reflection on whether these are significantly different from those cited by younger students and students in open or distance learning programmes. The paper ends with a summary of the kind of factors that might increase adult retention rates in both kinds of learning programme.

For the purposes of this paper, ‘adults’ are defined as those over the age of 25 who have had a gap since completing full‐time education.     

在中职课堂教学中有效开展小组合作学习的困难及对策

小组合作学习是一神教学策略,也是新课程倡导的学习方式之一.然而,在实施小组合作学习的过程中,却也存在着许多的困难.文章针对中职课堂中实施小组合作学习的问题提出了应对策略.     

远程开放教育学生自主学习现状、问题与对策——以海南电大为例

针对远程开放教育学生自主学习观念不强、学习基础薄弱、学习策略不够有效、缺乏协作学习等不足,提出激发学生自主学习积极性、夯实专业基础、提高学习技能、掌握有效学习策略、搭建师生交流平台、建设有效评价和激励制度以及完善教学资源和服务体系等改进措施,以期达到构建和完善远程开放教育学生自主学习能力培养体系,提升远程开放教育实效性、促进远程开放教育可持续发展目的。