协作式教学（CL）模式在外语课堂教学中的应用

本文以协作式教学的建构主义理论为基础,探讨了协作式课堂教学背景中教师与学生角色的转换,以及协作式教学的特点与内涵：注重以群体小组与结对子为主的教学模式,以学习者为中心来组织教学活动,强调学习者的个性、内在动机、自我指导、个人发展及合作意识。协作式教学模式的应用,对提高大学英语课堂教学质量,尤其是大学生交际能力的培养,丰富当前大学英语教学改革的途径与手段具有特殊的意义。     

Teaching and Learning Reinvigorated: A Case Study

Within the context of demands of value for money anda renewed focus on the relationship between educationand employment, there has been a reinvigoratedinterest in teaching and learning within universities. Set within the organisational change literature andthe learning organisation approach in particular, thispaper presents a case study in how one institution --the Royal Melbourna Institute of Technology, RMIT -- responded to these calls. The case studyoutlines both the strategies pursued, together withthe results both for students and the organisation'sstaff of the renewed focus on teaching and learning.     

Spontaneous Collaborative Learning: A New Dimension in Student Learning Experience?

‐ Many studies have reported positive effects of cooperative learning methods on student achievement. In all such cases, cooperative learning experiences were initiated and structured by teachers, and designed according to special task and reward structures. The present study discusses a different kind of cooperative learning, Spontaneous Collaborative Learning (SCOLL), which is not structured by the teachers, but is student‐initiated. The characteristics of such a learning experience are described, and its effects on the learning strategies adopted by students, the quality of the students’ learning outcomes are examined. Quantitative and qualitative data from 39 Hong Kong tertiary (physiotherapy) students showed that SCOLL, as compared to individual preparation, promoted the engagement of a deep approach incorporating high level cognitive strategies, and in turn learning outcomes reflected in a higher structural complexity of assignments than those approaches and outcomes of students who worked individually.     

Exploring the Collaborative Ethic in an Urban School: A Case Study

A case study is presented of a project designed to establish a collaborative consultation ethic in an inner-city elementary school serving a culturally diverse student population. The story that is told describes the collaborative culture of the school as well as the evolution of a school-based university course in collaborative consultation. Lessons learned from this project include the realities of schools in need of change; the ability to promote a collaborative ethic in schools lacking administrative and collegial support; the usefulness of a qualitative case study approach in understanding and providing information to adjust an ongoing collaborative endeavor and the value of conducting a university course on collaborative consultation using authentic content-that is, content identified by participants to which collaborative problem-solving processes are applied.     

小学生数学学习情感评价的研究

在教学过程中注重学生情感、态度和价值观的培养,是新课程改革的核心目标之一,而学生情感评价则是提升情感教育效果的重要手段。对小学生数学学习情感的评价显示,目前小学生的学习情感状态不容乐观,存在着诸多亟待解决的问题。要真正促进学生情感的发展,教师应大力加强情感教育;深刻认识情感评价的功能;恰当选择评价的方法;充分利用评价获得的信息。     

语文教学中小组合作学习初探

在语文课堂教学中,教师要善于根据教学内容的不同,采取形式不一的合作学习,让师生之间、生生之间相互取长补短,促进学生知识的丰富和能力的提高,从而培养学生的合作精神和合作能力,提高课堂教学的有效性。     

运用学习理论设计教学材料：以全球化教学为例

学习的最基本含义是,通过认知、情感和实践的手段改变学习者的体验.本文将分析如何基于这一含义设计人文社会科学方面的课程和专业.人类生活中,心理环境、社会环境和物理环境要和谐,只要有不和谐状态发生,我们就会设法改变各方面的环境,从而重建这些关系,或者创建新型的关系.教学也是这样一种过程,通过该过程,我们可以或者应当提供新的信息、观念和价值等,以对学习者的现状进行干扰,帮助学习者获得新知识.新内容的展示是可以引起质疑的过程,学习者在这一过程中将设法建立新的和谐关系,教师也可以利用学习者对不和谐状态在认知（知识、信念和价值观）、情感和实践上的反应引导学习者.学习的结果始终是改变了的人.尽管本文主要是理论性的,但也有实践的一面,将以全球化为例进行说明,可作为构建课程的基础.     

网络环境下的协同英语学习

协同学习是远程教学的薄弱环节。为了探索协同学习的有效途径，我们在远程英语教学中进行网上协同学习试验。从问卷调查、访谈和统考成绩可以看出，在教师以多角色参与和指导下的网上协同学习形式更符合远程教育的特点和规律，受到了学生的欢迎，也取得了可喜的学习效果。试验的结果表明，网络环境下的协同学习是远程外语教学的一个重要组成部分，对教学质量的提高有积极的促进作用。     

美、德、日三国研究生创新能力培养方式比较与启示

在“新自由主义”理念下美国将培养创新精神作为研究生教育的核心价值理念,通过制定灵活的培养计划、拓宽学生的知识面以及采用民主的课堂教学来培养学生的创新能力;德国秉承了洪堡“教学科研相结合”的教育理念,构建产学研结合机制作为研究生的创新动力机制,从研究生的论文选题、导师遴选、课程设置等方面促进研究生创新能力的培养;而日本确立“科技创新立国”的战略之后,重建了多样化的研究生教育理念,通过多样化与综合化的课程设置、启发式的教学方式以及官产学研相结合的机制来保障研究生的创新。这些国家的做法给我国研究生创新教育提供了很多启发与借鉴。     

一个随班就读学生的个案调查

利用质的研究方法,研究了—位随班就读学生在普通学校的学习情况。结果发现,学校和部分教师对此学生的态度不够积极,对他的教育教学缺乏针对性。研究结果启示我们要加强对随班就读学生的个别化教学,以满足他们的特殊教育需要。     

网络学习资源师生共建模式的实践——以上海电视大学人力资源管理课程为例

正网络学习资源建设必须强调以学生为中心,使学生从外部信息的被动接受者转变为信息加工的主体,从学习资源的接受者转变为学习资源建设的主体,通过学习情境的创设和体验,激发学生学习的主动性和积极性。上海电视大学在人力资源管理课程的网络学习资源的建设过程中遵循这一思想,运用多媒体和网     

基于角色的主题式网络协作学习方法及其案例分析——应用CSCLEP与CRAT的教学实验

为了发现学习个体在协作小组中进行协作学习活动时的互动与角色扮演情况,验证CSCL协作角色分析工具的功能、性能和可用性,证明CRAT与CSCLEP对接的可能性,本文通过个案研究法、结构化参与法和逻辑分析法开展了基于角色的主题式网络协作学习活动教学实验,让学生在CSCLEP中通过相互交流和协作完成学习主题.学习主题的内容设计以问题为导向,采用角色扮演的方式,小组成员在解决问题中进行协商讨论.从教学实验所采用的教学活动设计方式、实验方法、实验环境(平台)、实验设计、实验对象、实验数据等方面来进行分析、讨论学习个体在协作小组中的协作互动情况和协作角色的分布情况.本文最后形成小组成员在CSCL中的协作状态、互动情形和角色扮演与演变结论,期望为CSCL中协作小组的形成提供辅助参考作用,促进协作交互的完成,同时也为CRAT的功能完善提供可行性报告,将教学经验进行推广,为其他CSCL协作学习活动提供理论参考依据.     

A Case Study of Changing the Learning Environment in Law: Introducing Computer-Supported Collaborative Activities

This article reports on a 3-year case study of the introduction of computer-supported collaborative activities in a previously traditional lecture-based law course at a large North American research university. The evolving design of the activities is described, as well as the students' and professor's reactions to the new learning environment. Results show that students perceived that the new emphasis on skills was valuable, and that the collaborative learning activities contributed to their learning of content and technical skills as well as teamwork. Implications for design of such activities as well as factors to consider are presented, for instance, any changes must be considered systemically, with evaluation and workload being key components.     

A Stimulating Approach to Teaching,Learning and Assessing Finite Element Methods: A Case Study

This paper examines the benefits of introducing finite element methods in the curriculum of undergraduate courses. It looks at the structure of the CAA/CAD module and examines to what extent it fulfils its main aims and objectives. It discusses the efficiency of the modern teaching and learning techniques used as an aid for developing the necessary skills in solving engineering problems, and monitors the developing ability and confidence of the students to tackle many stress/structural analysis and design problems, which often have no clearly defined brief, data, or even solution. Project management, leadership, presentation skills and teamwork are encouraged and assessed among students. A short account is written about the behaviour of a family of joist hangers under direct loading conditions and their subsequent mode of failure. This is followed by a design optimization study and a series of tentative conclusions. A great deal of consideration was given to the development of a finite element model, simulating a component and its support system. Theoretical results were compared with those from a laboratory investigation. Satisfactory agreement was obtained between the measured vertical displacements and the calculated ones. Satisfactory, also, was the agreement between experimental and theoretical stresses in the supporting web, the flanges and the flange/web interface. The paper includes a discussion of the results and the conclusions drawn from them. Emphasis is given to the experience built up in running a module, which is considered to be essential for students wishing to pursue further studies, research, or a career in industry. Finally, the interface between the CAA/CAD module and other related modules, its usefulness and effectiveness are discussed.     

Understanding Inquiry Science Teaching in Context: A Case Study of an Elementary Teacher

Journal of Science Teacher Education -     

Exploring Student Skill Learning: A Case for Investigating Subjective Experience

Doctoral dissertations reflect academic specialization in physical education in terms of both graduate programs and authors' future academic orientations. This research project examined specialization as reflected in virtually all of the dissertations written in physical education between 1964 and 1983. Through sequential matching of listings in Dissertation Abstracts Interntioml, Completed Research in Health, Physical Education, and Recreation, and American Doctoral Dissertations, abstracts of 5,344 physical education dissertations were identified and subsequently coded. Selected results included the following: (a) functional effects was the most common academic specialty, (b) the distribution of dissertations among specializations across time changed minimally, (c) the most common academic specialty for DA, EdD, and PED degrees was program development, but the most common specialty for PhD degrees was functional effects, and (d) there was no association between specialties and doctoral program prestige. The results are discussed within the context of the field of physical education in higher education.     

Technology Disruptions and Elementary Teachers' Problem Solving in an Urban Canadian District: A Case Study

Abstract

This case study of one urban school district in British Columbia, Canada, examines technology-related disruptions to the teaching plans of seven midcareer elementary school teachers over a 1-year period. Despite having relatively good access to current digital technologies and relatively strong experience in using them, teachers commonly experienced disruptions to their plans that necessitated the use of diverse problem-solving strategies and supports. We examine the types of disruptions teachers recalled experiencing, the strategies they chose to address them, and the perceived success of those strategies in allowing teachers to carry through with their plans for classroom technology use in ways that preserved their pedagogical intent. Implications are discussed with regard to ways that districts might more effectively support elementary teachers’ technology use. (Keywords: technology, lesson planning, disruptions, barriers, professional development)     

Mentoring Faculty to Improve Teaching and Student Learning

For teaching to improve, three factors must be in place. First, the college must use a valid and reliable student evaluation instrument in combination with other feedback mechanisms. Second, there must be an accompanying norming report that provides comparative and diagnostic information to departmental chairs and teachers. Raw data from even a valid and reliable instrument may not be informative. Third, the college must have a mentoring process in place. This article discusses briefly each of the three elements to initiate and sustain a successful mentoring program to improve teaching and student learning. Of course, if the school does not reward improved or effective teaching it is not likely to occur.     

Partnerships in Learning: A Collaborative Project between Higher Education Students and Elementary School Students

Higher education and K-12 school partnerships are typically designed with an end-goal that serves the instructional needs of one group over the other. For this project, a university professor and elementary school instructor used problem-based and project-based learning strategies to design a curriculum that served the academic needs of both groups of students. Undergraduate students in an urban planning course partnered with elementary students from a local school to work on an interdependent civic engagement project. The partnership provided innovative, twenty-first teaching for both groups of students while also reinforcing public service.     

An Attempt to Reinterpret Student Learning Outcomes: A Cross-National Comparative Study

Attracting significant attention from the media and policymakers, international student assessments are serving as pressures on and challenges for individual countries. Even so, paying attention only to publicly released rankings in international student assessments may lead to superficial interpretations of the assessment results. Simply equating the rankings with educational outcomes can be a questionable perspective because the assessment results can be interpreted differently. In this context, this article has explored student achievement in the Programme for International Student Assessment (PISA) tests in comparison with civic knowledge achievement in the IEA Civic Education Study across 17 countries. This article has also evaluated efficiency in educational processes by assessing outputs (student performance in PISA) against inputs (educational spending and learning time) directly used in the education system. These two approaches clarify that publicly released rankings in PISA change to some extent when the rankings are reevaluated by taking other factors into consideration. This implication should be allowed for in interpreting the results of international assessment and the relative rankings of participating countries.