应用建构主义理论进行生物教学的初步研究

本主要探究了初中二年级的学生（13、14）在学习生态系统这一内容所持有的错误观念。通过对比教学前与教学后学生概念改变的状况，分析了在课堂教学中实施建构主义教学方法的教学效果。研究结果显示，将建构主义理论应用于生物课堂教学，能够提高教学效率和促进学生的错误观念的改变。     

有效激活初中物理课堂的三个路径

为了有效激活物理课堂教学,教师应改变教学观念,充分发挥学生的主体作用、教师的指导与引导作用,鼓励学生质疑,打破错误观念、经验的限制,增加教学的趣味性,从而调动其学习的积极性,激发求知欲,活跃课堂教学。     

中职“基础会计”课堂教学方法浅析

从现行教材编排、课堂教学模式及教学方法与中职学生学习特点之间的矛盾出发,结合具体教学实例,提出改变现有课堂教学模式的设想。依据建构主义学习观,阐述了案例教学法在会计课堂教学中的运用,并提出了教学方法多样化、教学语言通俗化等建议。     

构建和谐的政治课堂

在教学中运用建构主义和人本主义理论指导教学实践,将有利于改变教师在教学中的形象和地位,充分发挥学生学习的积极性和创造性,促进课堂教学的改革和素质教育的实施。本文就如何在教学中运用建构主义和人本主义理论进行有意义的尝试与思考。     

构建和谐的政治课堂

在教学中运用建构主义和人本主义理论指导教学实践,将有利于改变教师在教学中的形象和地位,充分发挥学生学习的积极性和创造性,促进课堂教学的改革和素质教育的实施.本文就如何在教学中运用建构主义和人本主义理论进行有意义的尝试与思考.     

建构主义理论指导下的农村初中英语课堂教学

初中英语课堂教学要培养学生综合运用语言的能力,但是农村初中英语教师无法很好地完成这一目标,建构主义强调知识的主动建构,教师应在建构主义理论的指导下,改变观念,以学生为主体,开展英语课堂教学。     

建构主义理论在《人际沟通》教学中的应用

在教学中运用建构主义理论指导教学实践,将有利于改变教师在教学中的形象和地位,充分发挥学生学习的积极性和创造性,促进课堂教学的改革和素质教育的实施。本文以高职护理专业的人际沟通课程教学为例,就如何在教学中运用建构主义理论进行教学内容、教学方法的设计以及考核方法的改革进行尝试,提高了学习效率,培养了学生的综合素质,在其他课程的教学中值得推广和运用。     

建构主义理论在中学英语教学中的运用——以Unit4 Body Language(Module4,人教版)第一课时阅读课为例

在教学中运用建构主义理论指导教学实践,将有利于充分发挥学生学习的积极性和创造性,促进课堂教学的改革和素质教育的实施,有利于改变教师在教学中的形象和地位。本文试以人民教育出版社高中教材模块4第四单元BodyLanguage第一课时阅读课的教学为例,就如何在教学中运用建构主义的理论进行教学设计提出笔者的看法和思考。     

在教学中运用建构主义理论的尝试——《新陈代谢与酶》一节的教学设计

在教学中运用建构主义理论指导教学实践，将有利于改变教师在教学中的形象和地位，充分发挥学生学习的的积极性和创造性，促进课堂教学的改革和素质教育的实施。建构主义教学设计强调学生是认知过程的主体，足意义的主动建构者，因而有利于学生的主动探索、主动发现、有利于创造型人材的培养。本文以《新陈代谢与酶》一节的教学为例，就如何在教学中运用建构主义的理论进行教学设计提出笔者的看法、做法及思考。     

建构主义理论对小学数学教学的启示

小学数学教学中,教师教学目的不明确,方法手段不科学,所获得的教学效果也常常很不理想。然而利用建构主义理论来革新课堂教学,改变传统课堂教学的弊端,可以最大限度地提升课堂教学效率,提高学生整体素质,促进学生的个体发展。因此建构主义对小学数学教学的启示不容小觑。本文将从建构主义理论的内容入手,谈谈建构主义对小学数学教学的启示。     

Making Content Easier or Adding More Challenge in Year One University Physics?

This paper argues that lecturers may provide insufficient challenge when teaching first year university physics courses, which may contribute to unsatisfactory learning outcomes. Comparisons in learning outcomes between a traditional teaching group and a constructivist orientated teaching group were investigated along with lecturers' and students' perceptions of those courses by interview and survey. Three main findings emerged from this study. The lecturers emphasised the students' poor physics background and adopted strategies to diminish the possible cognitive challenge in their teaching design. However, the students' concerns about the difficulty of the course seemed to be very minor. Finally, this study found that a teaching strategy of increasing the cognitive challenge for the students was likely to encourage an adoption of a comprehension learning approach, highlight the needs for learning university physics, and to promote cognitive engagement and learning commitment.     

大学英语支架式教学实证研究

文章以南京师范大学泰州学院89名非英语专业的学生为受试，对大学英语教学中采用支架式教学法进行了实验研究，其理论基础是建构主义教学理论，指导纲要是《大学英语课程教学要求(试行)》。实验结果表明，与传统教学法相比，采用支架式教学法教学有利于提高学生的英语学习成绩，有利于培养学生综合运用语言的能力。     

用社会建构主义模式构建基础英语教学

基础英语是英语专业的主干课程。在基础英语教学中采用传统精读课培养学生英语语言技能的教学教法,确实能提高学生的听说读写能力,但是在语言技能的训练中因过分强调模仿和记忆,而忽略思维能力、创新能力、分析问题、独立提出见解能力等方面的培养,结果造成了学生思维薄弱等后果,这与21世纪外语人才的培养目标相盖较远。社会建构主义模式理论为基础英语教学摆脱传统教法提供了新的思路,本就笔在用社会建构主义构建基础英语教学的词汇教学和课教学等方面的一些实践经验进行探讨。     

多媒体技术在突破教学难点中的作用研究

教学难点是由于教学内容超出了学生的＂最近发展区＂而形成的。＂经验之塔＂理论和建构主义学习理论从理论上说明了多媒体技术是突破学习难点的有效方式。对于不同原因形成的教学难点,在课件制作和教学过程中,要有针对性地选用图形、图像、动画、音频与视频等不同的多媒体教学方式加以突破。     

Student beliefs and learning environments: Developing a survey of factors related to conceptual change

This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance, based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a constructivist approach to teaching. Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science.     

大学英语课堂“内外互动”模式下教师角色的转换

在网络和多媒体时代,大学英语教学具有新的特征。教师的角色与功能也相应转型,以适应教学模式的发展。大学英语课堂"内外互动"模式就是一次在建构主义学习理论的指导下进行的提高大学生英语综合能力的尝试。详细阐述了教师在这一特定教学环境中的角色转换和角色定位的相关问题,并对教师如何适应新角色提出了建议,以促进"内外互动"模式的开展和教学质量的提高。     

Students constructs about energy and constructivist learning

This paper presents results of research that explored students' constructs about energy. During the implementation of a constructivist learning approach, constructs from students in three classes were elicited using a repertory grid method, both before and after completing a module of work dealing with energy. Results from repertory grids showed that students who experienced the constructivist approach provided significantly more constructs, and of a wider, nature, than students who were taught in their usual fashion. Results from a school test administered to all three classes and the differences found between the results from the repertory grid techniques and the school test are then discussed. This paper concludes that students taught with the constructivist approach had much increased personal knowledge concerning energy, more so than those students taught in the traditional manner, and also that students taught with the constructivist approach learnt the school science equally as well as those students taught in the usual fashion.     

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches.     

Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice

This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.     

Elements of Teachers' Pedagogical Knowledge Regarding Instruction of Higher Order Thinking

This study investigated elements of pedagogical knowledge when students' higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers' various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two pedagogies are played out when higher order thinking is viewed as a distinct educational goal. Appropriate activities are insufficient for students' active thinking. In the absence of adequate pedagogies, teachers adopt algorithmic approaches for teaching thinking that decrease the cognitive demands of tasks. Practical recommendations are discussed.