网络课程开发人员的视觉素养培养

现代科技的高速发展和媒体手段的更新、提高,使得网络课程变为当今最为热门的远程教育手段。网络课程相对于以往各种媒体手段运用下的课程有着其鲜明的特点,学习者也由此产生特定的学习心理。网络课程开发人员就必须在此基础上加强视觉语言表达能力、电子信息技术和心理学知识水平等方面的提高,从而提高自身的视觉素养。     

Enhancing learning outcomes in computer-based training via self-generated elaboration

The present study investigated the utility of an instructional strategy known as the query method for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to ‘stop and think’ about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training.     

高校EDA技术实训模式的研究与探索

结合在EDA技术实训教学中所积累的经验,主要通过研究现阶段高校在开展EDA技术实训课程的普遍模式,分析了存在的一些问题,提出了建立EDA技术开放性的实训模式,阐述了在实际教学过程中可能出现的问题,并总结出了一系列解决方案,为提高EDA实训课程的教学质量提出了自己的构想。     

西门子小型自动化培训课程设计

以项目为导向、教学做一体化的教学理念设计培训课程。依据学员所需的技术技能设计能力培训目标,设计出涵盖能力目标的三个培训项目,并对各个项目进行任务分解,进而设置任务所对应的教学内容与教学进度。对习得能力的考核采取任务达成度的考核形式。     

高职地理课程中培养学生职业关键能力的教学探索

培养职业关键能力已成为现代高等职业教育的一个重要目标,是高职人才培养不可缺少的内容.文章就高职院校中地理课程对职业关键能力培养的重要性、可培养的关键能力类型、培养关键能力的教学策略与方法等内容作了重点论述.     

浅谈体验式培训课程体系

体验式培训课程的设置是建立在培训需求分析基础上，以适应企业对员工素质的要求，以全面提升学员素质为目标的一种课程。体验式课程体系应在对企业、学员和社会研究的基础上，确定课程内容和组织活动的方法。     

高校舞蹈美育课程与人才培养

新世纪新时期中国人才的培养模式已转变为多元化、复合型人才模式,高校舞蹈美育课程的设置与改革对新的人才培养模式有着重要和关键性的作用,在一定程度上填补了素质教育的缺环。     

Game-based practice versus traditional practice in computer-based writing strategy training: effects on motivation and achievement

Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this study, the ARCS model (Keller, Perform Instr 26(8):1–7, 1987b) was used to investigate the motivational characteristics of different practice conditions. To this end, 175 students were randomly assigned to one of four experimental conditions: game-based, question-based, model-based, and writing-based practice. All students first learned strategies to write an essay introduction. Subsequently, students practiced using the strategies in the four different conditions. Game-based practice was expected to positively affect ARCS-related motivation toward practice. Results showed that students perceived game-based practice as significantly more interesting and engaging than question-based practice. However, although game-based practice was perceived more positively, only model-based and question-based practice demonstrated a beneficial impact on students’ ability to implement the writing strategies. These results underline the necessity of interconnecting motivational and instructional design when developing practice methods for computer-based writing strategy training.     

Interpersonal skill-building for instructional developers

Although competence in the area of interpersonal skills has long been recognized as important by those in the instructional development (ID) profession, few academic programs instruct students in those skills. As they enter the field, students from such programs soon discover that it takes more than ID skills to be an effective instructional designer-developer. Positive interaction with SMES, clients, and colleagues soon emerges as equally important to getting the job done successfully. In an attempt to provide training in interpersonal skill-building, a course was implemented at Syracuse University's Area of Instructional Design, Development and Evaluation. The main goal of this course was for students to gain competence and confidence in their ability to interact with people. This article provides information about and insight into the content and activities of this course and personal reactions of the students who participated in it.     

教师专业发展与校本培训

教师专业发展是教师主动、自主的专业化成长,它依靠教学反思、专业对话等逐步实现。校本培训应抓好教师自我专业发展意识的培养,按不同类型对教师进行培训,以促进教师专业发展的顺利进行。