个性化英语阅读能力的培养

培养学生个性化英语阅读能力,需要恰当选取阅读材料,发挥教师的积极引导作用,帮助学生突破语言难点,同时还要辅以测试题型的改革。     

基于ALICE的个性化英语学习同伴

随着人工智能技术的发展,智能化教育和学习已成为当前研究的热点问题。本文采用人工智能技术构建个性化的英语学习同伴系统,该系统采用数据挖掘的方法检测学习者的智力与非智力水平,同时监督学习者的学习进度,并使用自然语言与学习者进行交互,从而为我国英语学习者提供一个个性化的语言学习环境。     

生物学新课程与个性化学习方案

本文就生物学新课程实施过程中个性化学习方案推出的理由、生物学新课程与促进个性化学习的策略、意义等三个方面作了阐述。     

探究式学习的建构主义视角

实现最新的内容和过程(探究)标准,对于科学教育的改革是一个特别的挑战。探究式学习模式整合了建构主义的五条原则,探究过程的三个步骤都有着具体的目标,在设计探究学习活动时,必须充分地考虑到过程目标,采取相应的策略,把内容和过程整合起来,才能为学生提供机会,从真实的活动中增加经验,同时加深对知识内容的理解。     

敏捷学习视角的学习型检察院建设要素体系探究

在国内外各种学术基础上,敏捷学习思想体系已经遍及各个先进机构及多数的发达国家,通过对敏捷学习理论的系统分析,对于敏捷学习这一思想已经成为当下的学习型检察院所必不可缺的。敏捷学习理论具体指出了一些要素体系,以下本文从敏锐的学习视角出发,来探索学习型检察院所存在的建设问题,希望可为相关人士提供参考。     

Action learning from a participant's perspective

The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying; attending; and disengaging. The subsequent impact of the action learning experience on my professional practice will also be discussed.     

浅谈钢琴学习中的几种方法

伴随着艺术学习在社会中的普及,越来越多的学生开始学习钢琴,要想掌握钢琴的演奏技巧,广大学生在学习中既要坚持练习,更要注重钢琴学习中的几种有效方法,即钢琴练习中注重慢速练习,要分手、分章、分段练习,要用心聆听,再思考中练习,才能把学习者的钢琴演奏提高到新高度、新水平。     

困境与超越:专业学习共同体下的学习文化构建

专业学习共同体把管理者和教师联结在一起,相互交流,共同学习,以提高专业教学效率,达到学生、教师、学校共同发展的目的。以专业学习共同体为视角审视学校学习文化,发现校长带头学习的示范效应差、教师共同探究与反思的意识不强等问题。要建设学习文化,可以采用强化校长的学习、分享及对教师的支持,促进教师个人和教师团队持续不断地学习,理解和高度关注学生的学习等策略。     

Self paced learning: A student perspective

Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAFE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.     

A German perspective on learning disabilities.

German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the American definition. Definitional problems, educational practices, and emerging trends in the German field of "learning disabilities" are discussed.     

Corporate learning: A knowledge management perspective

This paper provides a point of view on the relationship between learning and knowledge management in corporate training. This relationship forms the framework for the development of an effective learning management system (LMS). It comprises four sections: (1) a theoretical analysis of the relationship between training and knowledge management. In today's corporate environment, characterized by rapid change and restructuring, organizations need to become “learning organizations”; (2) some examples are provided of how training issues are intertwined with other processes, such as sales, communication, research and development (R&D), external network management; (3) corporate universities are the means for achieving those goals. They are efficient as long as they become strategy-supportive organizations. Such a structure is in need of the appropriate technology tool, an LMS; (4) it is possible to underline which functionalities are needed in order to have an efficient LMS. These are the kinds of considerations that led ID Technology in developing LiveLearning. Thus, an LMS for corporate training should take into account the relationship between knowledge management and training. An LMS should allow the integration of training with company processes and should assist in meeting corporate university goals. The same considerations also guide decision makers when choosing an LMS.     

Self paced learning: A student perspective

Training reform in Australian Vocational Education and Training (VET) has been well under way for over a decade. Reforms include marketisation, the widespread adoption of competency-based training, and most recently an adoption of various forms of flexible delivery. One of these alternative methods of delivery is self paced learning (SPL). SPL is presented by VET management as being advantageous to students and their employers, and in addition is generally less resource-intensive than face-to-face teaching. This paper examines SPL in a TAPE college from a student viewpoint. The research, using qualitative methods, examined the experiences of SPL, in Office Administration subjects, of students who have a Non English Speaking Background (NESB) or no regular access to computers. The paper describes how they adapted, reacted and responded to self paced learning. The difficulties experienced by these students when studying by self paced learning are discussed in detail. The findings indicate that, whilst students are appreciative of the flexibility which self paced learning affords, there are some concerns about its efficacy in relation to educational outcomes.     

生态系统观视角下的学习分析

学习分析自从2011年出现以来,不管是作为一个研究重点还是实践领域,它一直在发展,从某种程度上讲已经成熟了。学习分析不但在增进我们对学生坚持学习和顺利完成学业的了解以及提高我们教学策略的效果等方面有巨大潜能,它还能帮助学生在更加知情的情况下做出选择。然而,学习分析在多大程度上影响学生学习?它在什么条件下能够充分发挥其潜能?这些问题引起一些关注。我们在这篇概念性文章中提出从生态系统观的角度理解学习分析,或是把它视为某一个生态系统的一部分,或是把它当成一个生态系统,这个系统由各种人为和非人为因素(行动者)组成,包含一系列相互交叉、常常互相依存且又是彼此一部分的变量。鉴于学习分析有提高学习效果的潜能,我们基于学习的社会批判视角提出学习分析的生态系统观。我们从机构和机构以外社会层面的微观、中观和宏观因素出发对学习分析进行阐述。学习分析的生态系统观不认为学生对自己的学习可以免责,而是更加细致入微地了解促成(或妨碍)学习发生的因素(行动者)。     

二语习得理论视角下高职英语个性化教学

本文阐述了第二语言习得理论的＂语言输入假设＂和＂情感过滤假设＂在高职英语个性化教学中的积极作用和影响,旨在优化高职英语教学质量。     

Hypermedia and discovery-based learning: a historical perspective

The history of education shows a long-standing, comprehensive rejection of teaching based on discovery, exploration and individual experience—the cornerstone of the hypermedia revolution in education which we are told to expect in the near future. By looking at some of the many failed past attempts to change rigid educational practices into malleable, free-form ways of learning, the author argues that any such revolution in education is probably further away than is supposed by many of those working in the field of interactive technologies.     

多种归纳方法在生物学学习中的运用

结合高中生物学的学科特点,运用画概念图、集合表示、画图解、构建基础知识板块、表格分析、坐标分析等多种归纳方法．可以提高预习、课堂学习及复习的效率。     

学习方法的探索

本文探讨了如何提高学习效率,进而对学习过程中的入门、攻坚、整合、融通、应用、创新、协作等实际问题提出了实用的方法。