关于体验式教师培训方法的个案研究--兼论促进成人学习的若干原则

教师是具有较高知识水平和专业经验并肩负重要社会职责的成年人.如何根据他们的发展需求和学习特点,设计和组织有效的在职教师继续教育活动,是长期以来一直未能得到很好解决的实践与理论问题.通过个案研究,阐明教师学习的特点和基本原则.     

Evaluation of two teaching programs based on structural learning principles

The work described here concerns the evaluation of two teaching programs in terms of their effectiveness with respect to overall learning gain, retention of the learned content and transfer to new subject areas. Two rather different theoretical frames have been used.One of the frames is the theory of structural learning which was mainly used to identify and formulate rules that underly a given subject matter and to propose differently structured teaching programs based upon different set of rules. The deterministic aspects of behavior often connected with structural learning theory, as for instance in the work of SCANDURA, is not considered here. The other frame is the probabilistic measurement theory of RASCH. Measurement models derived from this theory were used to define and measure the learning effects envisaged.     

Adult development and adult learning styles: The message for nontraditional graduate programs

Both the content and process of graduate education promote adult development. As developing people, adults usually enroll in graduate programs at times when they are building or changing the structure of their lives. Graduate programs, particularly nontraditional programs, can address both the growing adult as well as uphold relevant standards of intellectual excellence and professional expertise.Their collaborative research has focused on life cycle adult development and on educational methodologies and environments which support adult development.     

Dispositional factors affecting motivation during learning in adult basic and secondary education programs

Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence.     

Making departmental changes through action research,based on adult learning principles

Action research was used as a means of introducing adult learning principles into the teaching of an optometry department. The department took as an overall development theme the move from teacher-directed to leamer-directed activities. Pilot studies were used as a mechanism for trialling particular innovations. Lessons learnt from the pilot studies are shared with the remainder of the department for incorporation into other subjects, thus evolving a mechanism for departmental change. The paper shows how change occurred by reporting briefly two pilot studies as examples. The first used group project teams to prepare class presentations for specified topics. Some novel presentation methods were used by the student teams. Peer assessment was introduced into this subject in the second cycle of the pilot study as a result of feedback from the first cycle. The second pilot study introduced active learning methods in place of lectures.     

我国成人教学原则研究评析

成人教学原则是成人教学论的重要组成部分，对提高成人教学质量，改善成人教学活动，实现成人教学目的具有特殊的指导意义。本文旨在对我国成人教学原则研究作一番简单梳理，以便发现其中存在的问题并提出建设性意见。     

Technical training: An application of a strategy for learning structural and functional information

Little research has been directed to the development of learning strategies for acquiring technical information. The present experiment tested a strategy, developed from principles on general text processing, for learning technical material, specifically, structural and functional information. In addition, the effectiveness of cooperative learning was examined as a technique for learning technical information and as a vehicle for implementing the strategy. The results demonstrated that cooperative learning was effective for acquiring structural and functional information and the technical learning strategy was effective for acquiring structural information.     

Workplace learning: principles and practice

Students in part‐time courses were interviewed about their perceptions of good teaching and tutoring. The perceptions differed markedly between those with reproductive conceptions of learning and students holding self‐determining ones. The former preferred didactic teaching but disliked interaction, whereas the latter had almost diametrically opposite perspectives by finding student‐centred approaches consistent with their conceptions of learning. The findings have implications for the evaluation of teaching, as ratings are likely to be influenced by the predominant conceptions of learning of a class. It is common for individual instructors to be regularly evaluated by teacher evaluation questionnaires, which often have a teacher‐centred bias, and for the ratings to be used for appraisal. It is argued that this leads to conservatism as teachers fear that students with reproductive conceptions of learning will reduce their ratings if they innovate in their teaching. As the degree of bias from this ratings‐lowering phenomenon may be quite large, the findings are a caution against the common practice of using absolute rating values from both teacher evaluation questionnaires and programme‐level evaluation by instruments such as the Course Experience Questionnaire. Results need to be interpreted together with other evidence and take into account contextual factors including students' conceptions of learning.     

Discussion strategies and learning science principles

Post-Sputnik science curricula stress the importance of teaching science as scientists might practice it. This has been vividly illustrated in the laboratory-oriented curricula generated in the past ten years. Even more important has been the emphasis on applying learning theories to their construction. The American Association for the Advancement of Science has implemented the ideas of Robert Gagné in order to develop Science—A Process Approach. Jean Piaget's theory of intellectual development has been integrated into the Science Curriculum Improvement Study. It has been the investigator's observation that many teachers who use the newer science curricula fail to utilize to the fullest the methods implicit in a development theory; consequently, the objectives which include the products as well as the processes of science may not be achieved. This paper will report on an investigation of two types of postlaboratory discussion strategies and their effects on sixth grade children's learning of some science principles. The effects these discussion strategies had on the learning of four science processes are reported elsewhere.     

浅析运动训练中训练原则的形成与发展

运动训练原则自产生以来,不断发展和创新,最终形成较为完善的体系,在训练运动员方面具有重要意义。文章主要阐述了运动训练原则的形成和发展过程,并分析了运动训练原则的体系构造,最后对运动训练的发展进行了分析。     

Developing fundamental principles for teacher education programs and practices

Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers’ needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked effectively. Although various attempts to restructure teacher education have been published, no coherent body of knowledge exists about central principles underlying teacher education programs that are responsive to the expectations, needs and practices of student teachers. By analyzing effective features of programs in Australia, Canada, and the Netherlands, this study contributes an initial framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference.     

Pictures and adult learning

Instructional pictures may be classified on the basis of how they convey meaning including classification as representational, analogical, or arbitrary (Gropper, 1963; Knowlton, 1966). Some previous reviews of picture effects have dealt with only the first category of pictures-that is, pictures that are isomorphic with the objects or concepts that they represent (Alesandrini, 1982; Levin and Lesgold, 1978). Other reviews have also considered arbitrary or non-representational pictures such as flowcharts and graphs (Levie and Lentz, 1982; Macdonald-Ross, 1977a). This article discusses research on all three types of pictures and considers how each type may play a crucial, yet different, role in the learning process. The focus is on picture effects in adult meaningful learning such as concept learning, learning from prose materials, and learning from expository text.     

Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos

Educational technology research and development - Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case...     

Ethical and privacy principles for learning analytics

The massive adoption of technology in learning processes comes with an equally large capacity to track learners. Learning analytics aims at using the collected information to understand and improve the quality of a learning experience. The privacy and ethical issues that emerge in this context are tightly interconnected with other aspects such as trust, accountability and transparency. In this paper, a set of principles is identified to narrow the scope of the discussion and point to pragmatic approaches to help design and research learning experiences where important ethical and privacy issues are considered.