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。     

Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

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。     

Exploring autonomous learning capacity from a self-regulated learning perspective using learning analytics

Practising self-regulated learning (SRL) has been proposed to develop learning autonomy. However, there is lack of empirical evidence on how SRL strategies affect autonomous learning capacity. This study attempts to bridge that gap by utilizing the learners’ trace data for measuring the learners’ autonomous interactions, and investigates the effects of four SRL strategies on learners’ autonomous choices. The goal is to explain how the employed SRL strategies impact autonomous control (in terms of frequencies of self-enforced decisions, as well as time-spent on decision making). The results from an exploratory study with undergraduate learners (N = 113) shown that goal-setting and time-management have strong positive effects on autonomous control, effort-regulation moderately positively affects learners’ autonomy, while help-seeking has a strong negative effect. These findings provide empirical evidence and contribute to clarifying the role of each one of the SRL strategies in the development of autonomous learning capacity, from a learning analytics perspective. Limitations and potential implications for research and practice are also discussed.     

Student-centred learning: a humanist perspective

The notion of student-centred learning is often not defined; within the pedagogic literature it is generally associated with constructivism or principles associated with a constructivist environment such as building on prior knowledge, purposeful active learning and sense-making. An informal enquiry into conceptions of university staff prior to this study revealed a variety of interpretations warranting greater clarification and context. This interpretive study using a constructivist grounded approach focused on academic staff in art and design. It revealed a broader, more holistic conception of student-centred learning which is largely ignored in the literature and included ideas such as personal growth, consciousness raising and empowerment. It raises the question of whether humanist interpretations of student-centred learning should be more explicitly considered across the disciplines.     

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。     

Agentic perspective on fostering work-related learning

Despite the increased recognition of the role that professional agency plays in work-related learning, little is known about what supports it. Based on current theoretical notions, the first purpose of this paper is to show that professional agency is closely intertwined with work-related learning. The second purpose is to introduce some main principles that promote professional agency and describe three work-related training settings that are aimed at fostering learning by taking into account agentic perspectives. These complementary settings include an identity coaching programme, a leadership coaching programme, and a work conference. Based on the qualitative meta-synthesis, the paper further provides an empirical overview of professional agency and learning in these settings. The paper contributes to the understanding of the potential of professional agency at the heart of work-related learning. To foster learning, it is necessary to create social events for the enactment and activation of agency so that social and individual resources (e.g. experiences) are utilised. Overall, the paper emphasises that individuals and communities are active crafters of their professional identities and practices, and it provides viewpoints to support their agency in work and training settings.     

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.     

Comparing balance and inverse methods on learning conceptual and procedural knowledge in equation solving: a cognitive load perspective

We examined the use of balance and inverse methods in equation solving. The main difference between the balance and inverse methods lies in the operational line (e.g. +2 on both sides vs ?2 becomes +2). Differential element interactivity favours the inverse method because the interaction between elements occurs on both sides of the equation for the balance method but only on one side of the equation for the inverse method. In an experimental study, 63 students (mean age = 13) were randomly allocated to either balance or inverse group to undertake a pre-test, study an instruction sheet, complete acquisition equations, sit for a post-test and a concept test. Procedural knowledge was assessed on performance on practice equations and post-test, whereas conceptual knowledge was assessed on performance on the concept test. The inverse group outperformed the balance group on practice equations but not the post-test. Both the balance and inverse groups scored higher on the inverse concept test than the balance concept test. Positive association between performance on procedural knowledge and performance on conceptual knowledge was found for the inverse group but not the balance group. Overall, the evidence obtained indicates a number of educational implications for implementation.     

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。     

Innovation in postgraduate teaching: mixed methods to enhance learning and learning about learning

Growing pressure to restructure and reform tertiary education is encouraging university academics to use innovative practices that assist students to develop ‘employable’ skills. The hybrid approach described in this paper stimulated students to be self‐directed adult learners who maximized their learning of content and skills by means of problem‐based learning and action research strategies. The lecturer also operated as a reflective practitioner and role model by using an action research approach. This paper demonstrates the value of student empowerment, communication and leadership in autonomous learning groups. It outlines methods by which academic teaching staff can build continuous improvement into a university unit’s curriculum design and processes. These can be powerful additions to lecturers’ teaching strategies and to students’ learning experiences.     

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。     

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)。