中小学教师远程培训发展趋势

党的十六大以来,国家推出了一系列教师教育政策,包括实施全国教师教育网络联盟计划、实施农村中小学现代远程教育工程,形成了较为完善的中小学教师远程培训和继续教育体系。这些都是在万名教师以上的大规模培训,充分彰显了远程培训的效率。远程培训与远程教育类似,其间的学习支持服务不容忽视。在学习支持服务中,辅导教师、培训模式和评价模式是三个核心环节。2009年,要做好教师远程培训,必须把握发展趋势,做好课程资源开发、辅导教师队伍建设、培训模式构建、评价模式构建等方面的工作。     

中小学教师远程培训中辅导教师队伍建设研究

本文着重探讨中小学教师远程培训中辅导教师队伍的建设问题。阐述了中小学教师远程培训中辅导教师遴选的对象、应具备的基本素质和如何对辅导教师进行培养。     

远程培训中辅导教师的角色意识和素质要求

随着现代信息技术的迅速发展,远程培训逐步成为中小学教师学习新课程、新知识、新技能的重要途径。与传统的教师培训形式比,远程培训具有开放、快捷、个性化、互动共生的特点。远程培训的这些特点,确立了以学员为中心的地位,强调学员在学习过程中的主动性和自觉性。但是,这并不等于削弱了培训者（辅导教师）在教学中的地位和作用,相反,这种地位和作用显得更加突出和重要。那么,面对新的培训形式、新的培训任务和新的培训手段,辅导教师应该树立哪些角色意识,应该具备哪些方面的素质呢？     

开放教育中基层电大辅导教师培训的思考

现代远程开放教育赋予县级电大课程辅导教师以特殊使命,他们集辅导员、服务员、研究员和专业技术人员于一身,充当着学习者、研究者、行为者、资源开发者、组织与管理者的角色。现代远程开放教育的教师队伍建设和县级电大教师培训工作存在着许多问题。尽快制定县级电大辅导教师标准及人事管理制度,创造培训环境,提供培训学习条件,加强自我提高是保证高素质县级电大教师队伍的关键。     

在农村中小学教师远程培训中辅导教师的作用研究——以“国培”为例

农村中小学教师远程培训参训主体是中小学教师,同时,在培训过程中的辅导教师也起着不可或缺的作用:督促参训教师们完成相关培训任务,批阅培训作业,推荐研修日志,发起论坛交流话题,辅导教师在远程培训过程中所起的专业引领作用是远程培训有效性实现的另一关键。     

基于Web的教师研修平台设计与应用

一、背景 2006年,我州成立了湘西自治州中小学教师远程培训指导中心,中心下设办公室,负责全州教师远程培训工作的具体组织和业务指导,并承担中学学段辅导教师队伍建设和学习辅导任务.     

中小学教师远程培训中的互动分析

有效的教师培训离不开良性互动.本文从对教师个体知识的特点和形成规律、教师学习的特点、成人远程学习障碍的分析出发,提炼出中小学教师远程培训中互动的特点:灵活性、开放性、技术性和持续性.并从功能和参与主体两个维度对互动存在形式进行了总结.最后从教育行政部门、项目执行机构、班级辅导教师、参训教师四个层面提出了确保中小学教师远程培训中开展良性互动的举措.     

中小学教师远程学习行为习惯调查分析与思考

2009年．按照湖南省中小学教师继续教育指导中心的要求．我们组织了四个省级远程班主任培训班和一个初中数学“有效教学、和谐课堂”培训班．有10位辅导教师和250多名中小学教师参与了这次培训的管理、辅导和学习。为更好地开展今后的远程培训。探索有效开展远程培训的途径和方法,我们对参与省级远程培训的学员分学习地点、时间、动机等行为习惯进行了调查．共收到答卷47份。     

中小学教师远程学习行为习惯调查分析与思考

2009年,按照湖南省中小学教师继续教育指导中心的要求,我们组织了四个省级远程班主任培训班和一个初中数学"有效教学、和谐课堂"培训班,有10位辅导教师和250多名中小学教师参与了这次培训的管理、辅导和学习.为更好地开展今后的远程培训,探索有效开展远程培训的途径和方法,我们对参与省级远程培训的学员分学习地点、时间、动机等行为习惯进行了调查,共收到答卷47份.     

远程培训中辅导教师的角色意识和素质要求

随着现代信息技术的迅速发展,远程培训逐步成为中小学教师学习新课程、新知识、新技能的重要途径。与传统的教师培训形式比,远程培训具有开放、快捷、个性化、互动共生的特点。远程培训的这些特点,确立了以学员为中心的地位,强调学员在学习过程中的主动性和自觉性。但是,这并不等于削弱了培训者(辅导教师)在教学中的地位和     

Thai Distance English Learners and Learner Autonomy

The study reported here represents an attempt to explore learner autonomy in a distance education setting in Thailand. Autonomy is a key element in learning a language at a distance and is reflected in the number and quality of learning strategies students employ. Data for this study were collected using a questionnaire sent to students country-wide, ThinkAloud protocols and interviews. Using a number of criteria which emerged from the study, students were grouped into two kinds of language learner: self sufficient language learners, who were able to follow the course but displayed a limited degree of learner autonomy, and dynamic distance language learners, who were more proactive in their approach to learning. The outcomes from this study were used to draw conclusions about recommendations for future distance language course development and to develop theoretical work by the author relating to autonomous learning of languages at a distance     

A North Korean Defector’s Journey Through the Identity-Transformation Process

The current study examined how a North Korean defector attending a college in South Korea transformed her identity while learning English. This study was grounded in the notion of second language learning as a struggle of a socially constituted being in which the language learner constantly structures and restructures his or her social identity. Data were collected through journals and interviews with the defector. Data analysis revealed that the North Korean defector experienced an identity transformation: from being a resisting North Korean who wanted to maintain her North Korean identity by consciously ignoring English education to being a struggling English learner who eventually yielded to the need for English learning; then an active learner who found English learning valuable and meaningful; and finally, a visionary who aimed to care about those in need, particularly English learning needs. During the identity transformation process, the defector constantly negotiated her identities in response to multiple social factors. Based on these findings, the present study offers pedagogical suggestions for English education for North Korean defectors.     

The Enhancement Effect of Learner Autonomy on Motivation in SLL

For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners’ motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research.     

Learner-content interaction in distance education: The weakest link in interaction research

Interaction is a recurrent theme in the literature on distance education. Much of the research along these lines is dedicated to reciprocal interpersonal interaction, that is, learner–learner and learner–instructor interaction. But there is far less research interest in learner–content interaction despite its fundamental and critical role in ensuring the effectiveness of the distance learning experience and education more generally. This article reflects on the interrelationship and interplay between learner–content, learner–instructor and learner–learner interactions by drawing on the three-types-of-interaction framework, equivalency theorem and other interaction research literature. It concludes by calling for more effort to be made to understand how distance learners study course materials or content, arguing that distance learning course materials may not be able to cater for distance learners and achieve their intended learning outcomes unless their design and production are informed by empirical research on learner–content interaction.     

学习风格与听力成绩的关系--对非英语专业学生听力学习状况调查报告

大学英语听力学习成绩与学习风格关系表明:听力成绩好的学生表现出较强的场独立型学习风格,而学习成绩差的表现出了没有实际意义的混合型学习风格,学习风格特别是独立型学习风格对于大学英语听力学习有意义;在大学英语听力教学过程中,学习成绩好的学生表现出了场独立学习风格的原因--自主学习强,而成绩不好的学生尽管表现了从理论上将有利于语言学习的混合型学习风格,但由于没有自主学习能力,学习成绩并不理想,因此学生的自主学习能力决定着他们的学习成绩.报告同时对于调查的前后两种结果,即学生整体表现出强的场独立学习风格(上)和听力成绩好的学生表现出场独立型学习风格与现实中大部分学生的听力能力并不理想的矛盾提出了疑问.     

Mining learning social networks for cooperative learning with appropriate learning partners in a problem-based learning environment

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments. This easily leads to learners being unable to seek appropriate learning partners for facilitating effective cooperative learning. This problem frequently causes poor learning effectiveness in web-based cooperative learning environments. Generally, instructor assigned or learner selected learning peers cannot ensure to compose suitable learning partners for individual learners in cooperative learning environments. A suitable learning partner can help the learner, who is learning in the personal way and encounters the difficulty, to solve problems. Inappropriate learning partners cannot only easily lead to poor learning interaction and achievement, but can also lead to the meaning of cooperative learning being lost. Although many web-based learning systems have already been developed to assist cooperative learning, supporting peer-to-peer interaction in computer-supported cooperative learning (CSCL) is still immature. As a result, this study presents a novel scheme for recommending appropriate learning partners for individual learners utilizing mining of learning interactive social networks in a cooperative problem-based learning (PBL) environment. Results of this study show that the proposed scheme helps encourage learners to interact with learning peers more actively and positively, and facilitates learning performance in a cooperative PBL environment.     

Towards a personalized task selection model with shared instructional control

Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencing of learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’s expertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines both trends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subset of tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subset is presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional program has been developed to put the model into practice and preliminary results are discussed. The model can be used to increase the efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level of control over task selection. This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project No. 411-02-107-V).     

Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model

As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner‐content interaction and learner‐learner interaction and suggests that a blend of planned and non‐planned learner‐learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner‐learner dialogue occurs ‘face‐to‐face’, thus, extending the potential of online learner‐content environments.     

Language anxiety caused by the single mode of instruction in multilingual classrooms: The case of African language learners

ABSTRACT

The capacity to use language is unique from one individual to another. This could also depend on the individual's exposure to a language. This article aims to contribute to the growing area of research on language anxiety by exploring the extent to which language anxiety affects learners’ performance in learning in multilingual classrooms, especially African learners who are learning English as a second language. Learners, especially in the Intermediate Phase in South Africa who are learning in a second language for the first time, may experience a certain level of anxiety because that language is foreign to them. The discussion idea is further advanced by exploring the use more than one language in teaching in order to promote learner autonomy in the learning process. The conclusion will try to provide possible means to deal with language anxiety amongst learners in order to improve learner performance.     

Individual and organisational learning: balance in the pursuit of change

Change is a function of the interaction between an individual and an organisation. Current concepts about organisational learning are stronger on concepts than on practical processes. These processes must be built on the individual learner first. Learning to learn then leads to continuous learning, and a full understanding of learning (especially at work) as a sequential process not a series of separate events. The main contribution to effective learning within the organisation will come from ‘helpers’ who recognise and manage learning opportunities.