Office Hours制度探微

Office Hours是北美地区高等学校师生交往互动的主要模式之一,也是教职人员普遍使用的一种教学工具,是师生课外交往以及学生学习经历中不可或缺的重要组成部分。依据不同的标准可以划分为开放和限制、ROH和VOH等类型。Office Hours制度对构建和谐师生关系,提升教学品质与学习成效,创新教育的实施和创新型人才的培养,具有一定借鉴和启示。     

Hinting as a Tactic in One-on-One Tutoring

One-on-one tutoring is a particularly effective mode of instruction, and we have studied the behavior of expert tutors in such a setting. A tactic commonly used by our expert tutors is hinting, that is, the prompting of a student to recollect information presumed to be known to him or her, or the prompting of a student to make an inference needed to solve a problem or answer a question, or both. Hints may directly convey information or may point to information the student already possesses. Another tactic prompts the student in a step-by-step manner (in a directed line of reasoning) to an answer. Our tutors generated 315 hints and directed lines of reasoning in 30 hr of tutoring. The surface structure of hints is complex and varied, reflecting, in part, the fact that the utterances making up hints often serve multiple functions. Hinting is triggered by student errors but ceases when it appears that the student is unable to respond appropriately. Hints encourage the student to engage in active cognitive processes that are thought to promote deeper understanding and long-term retention. It is our intention to apply our knowledge of tutorial dialogue generation to the building of an intelligent tutoring system (ITS).     

Encouraging Students to Seek Help: Supplementing Office Hours with a Course Center

Abstract. Too often students who obviously need help in a course choose not to seek help, with predictable consequences. In an effort to encourage our students to get help, we supplemented our regular office hours with a course center, a one- or two-hour block of time in which help was available from us away from our offices. Because students can be intimidated by meeting individually with instructors and because students cannot always articulate their questions "on the spot," we hoped that the course centers, held in a location where students could interact with each other in addition to the instructor, would promote interactions conducive to seeking help. We present results from a survey that compared and contrasted student views of course centers versus office hours, and discuss positive aspects of the course center as well as potential limitations.     

远程教育、网络教育与虚拟游戏世界的教育

远程教育的研究已经有了相当长的历史, 并且对于远程教育机构教师的职能也非常熟悉.博客、维基以及播客的应用弥补了电子邮件、虚拟学习环境、计算机会议等的不足.到目前为止, 在三维多用户虚拟环境下的远程教育的研究已经问世.远程教育专家可能会问远程教育和网络教育的经验能否应用到与这种虚拟学习环境不一样的环境中去.为论证哪些在三维多用户虚拟环境下可行或不可行, 通过由莱斯特大学跨距离联盟创设的虚拟游戏世界岛屿来解释虚拟游戏世界的教育.此外, 还分析虚拟游戏世界的教育怎样才能满足学生的需求, 并且探讨老师和学生适应该环境存在的机遇和挑战.     

Peer Tutoring

An analysis of the ubiquitous but taken-for-granted term “rigorous academic curriculum” reveals that by definition it is not an academically rigorous term. The term contains multiple meanings, negative connotations, and a constricted conception of the school curriculum. It is associated with a discredited learning theory and in practice tends to function more as a status marker than as a substantive educational experience. We should shift our thinking and teaching away from the imprecise and potentially miseducative notion of a rigorous academic curriculum and toward the ideal of a vigorous educative curriculum.     

The Relative Effectiveness of Human Tutoring,Intelligent Tutoring Systems,and Other Tutoring Systems

This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. “No tutoring” refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and substep-based tutoring systems. Most intelligent tutoring systems have step-based or substep-based granularities of interaction, whereas most other tutoring systems (often called CAI, CBT, or CAL systems) have answer-based user interfaces. It is widely believed as the granularity of tutoring decreases, the effectiveness increases. In particular, when compared to No tutoring, the effect sizes of answer-based tutoring systems, intelligent tutoring systems, and adult human tutors are believed to be d = 0.3, 1.0, and 2.0 respectively. This review did not confirm these beliefs. Instead, it found that the effect size of human tutoring was much lower: d = 0.79. Moreover, the effect size of intelligent tutoring systems was 0.76, so they are nearly as effective as human tutoring.     

大陆高校Office Hours制度:实践、问题与对策——以南昌大学为例

介绍了Office Hours制度的内涵与实践,分析了我国大陆高校实施Office Hours制度的背景及其意义,并以南昌大学为例指出了Office Hours制度运行中存在的主要问题,提出了优化Office Hours制度实施的相关对策。     

三环互动教学模式中导学探微——兼谈政治经济学导学体会点滴

经过三年的教学实践与探索,黑龙江电大基本形成了在现代远程开放教育条件下,人才培养模式的基本框架及相应的教学模式:三环互动教学模式。其中的导学,使教师角色发生了重要转变,同时对教师及导学质量提出了更高要求。     

在线辅导基本要素

该文是作者在英国进修期间对在线辅导所做的一些研究,它主要阐述了在线辅导的一些基本概念,分析了在线学习的学习支持以及教学策略,最后提出了具体的实施方法。希望以此向从事在线教学的教师提供一些有价值的参考。     

Peer Tutoring in Crystallography

In the Materials Department of Imperial College we have introduced a peer tutoring scheme for the first-year subject of crystallography. It is a subject which students find difficult since it involves new concepts, in particular the use of three-dimensional lattices and structures. Formally, the subject is taught through lectures, class work and general tutorial sessions. We have trained peer tutors over 2 days, to understand the need to draw out students so that they work through and think out for themselves some of the more confusing aspects of the subject. Within a very short period of time, the tutors had developed so that, rather than seeing their role as a surrogate teacher, they understood their role to be that of a facilitator. The fact that the peer tutors could use real scientific concepts in their role plays helped to provide a focus. It also ensured that the tutors realized that they really could use group process and discussion to solve even technical problems. The scheme, with its possible pitfalls and solutions, is discussed in the context of materials science. It is found that peer tutoring, which is often used in more discursive subjects, provides an excellent way to effect a more questioning approach to a very technical subject.     

Effective Tutoring Techniques: A Comparison of Human Tutors and Intelligent Tutoring Systems

There has been much debate about instructional strategies for computerized learning environments. Many of the arguments designed to choose between the various philosophies have appealed, at least implicitly, to the behavior of effective human teachers. In this article, we compare the guidance and support offered by human tutors with that offered by intelligent tutoring systems. First, we review research on human tutoring strategies in various domains. Then we investigate the capabilities of a widely used technique for providing feedback, model tracing. Finally, we contrast the types of guidance and support provided by human tutors with those in intelligent tutoring systems, by examining the process of recovering from impasses encountered during problem solving. In general, the support offered by human tutors is more flexible and more subtle than that offered by model tracing tutors, but the two are more similar than sometimes argued.     

教学中的信息本质与智能教学系统元信息结构研究

为简化智能教学系统设计,增强可维护性,提出了一种信息元结构。通过分析教学过程中的认识论信息内涵,得出授课单元的三元信息结构:内容、条件和效用。建立了基于该结构的智能教学系统创作工具的工作模型,证实了它能够支持高效清晰的智能教学系统创作。     

Training Parents as Effective Literacy Tutors: Increasing the Procedural Integrity of Tutoring

We trained parents to tutor their child through implementing a repeated reading procedure designed to increase oral reading fluency. Our study was conducted over a two-week winter break at the homes of the parent and child. Baseline data for each child were collected using curriculum-based measurement (CBM) to determine an instructional reading level prior to the tutoring session. Following baseline, we trained parents as tutors to implement all aspects of the reading procedure including administering, scoring, and recording data. All sessions were audio recorded to assist with the data collection, scoring, treatment integrity, and interobserver agreement (IOA). According to results from our study, parent tutors were able to accurately score the reading probes and implement the repeated reading procedure with a high level of treatment fidelity following the training. In addition, parents were satisfied with the tutoring experience and the reading fluency for all children increased at the completion of the tutoring sessions.     

《岁月如歌》——跨越时空的心灵之约

《岁月如歌》通过不同时代的三位女性的故事揭示了20世纪女性孤独、矛盾、空虚的心灵世界及女性主体性的缺失。作者迈克尔·坎宁安在深刻领悟弗吉尼亚·伍尔夫《达洛卫夫人》精神的基础上,通过疾病、死亡等意象隐喻了美国社会边缘群体的精神世界。