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学会学习     
学习是生活中的基本活动之一,每个人从小就开始学习。学校是学习的基本场所,家庭、社会亦是其学习的空间。然而要做到自觉的学习并不是那么容易的,特别是在没有教师指导下的学习,儿童就应该具有独立学习的能力。因而帮助儿童们学会学习、独立学习就显得尤为重要。  相似文献   

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Have you ever heard comments such as “In this program we focus on learning —not playing” or “Is this a day care program where children learn or play?” At a time when the importance of early life experiences has gained public attention, there is the temptation to overlook or at least misunderstand the value and importance of play.  相似文献   

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This paper describes the structure and rationale of the Language and Learning Seminar, a college course that grapples with learned helplessness issues that are frequently associated with LD. Peer/mentors play a vital role in its dynamic oral, written, and electronic communications. Elements of the course work synergistically to bypass long-standing emotional and linguistic barriers to learning. Yalom’s classification of therapeutic elements in group therapy serves as a context in which to explain the learning therapy provided by York University since 1987.  相似文献   

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This paper is concerned with systematic attempts to help students to learn more effectively. Current approaches to learning-to-learn, chiefly in Britain and involving groups rather than individuals, are reviewed against the background of recent research findings on student learning. Four issues are identified and discussed: contrasting conceptions of learning-to-learn; responses to the problems posed by subject and contextual varations in learning demands; the implications of autonomy, change and the individual learner; and the relationship between research on learning and the development of approaches to learning-to-learn.  相似文献   

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This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to find and share research and experience-based information about factors that influence the quality of teaching. The teams would compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are not yet fully developed, and especially not for underdeveloped countries.  相似文献   

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This paper examines trainees' perceptions of the impact, on secondary mathematics trainees, of collaborative school‐based work involving small groups of trainees, a university tutor and a class teacher. The findings suggest that trainees' become better able to plan and deliver a coherent yet diverse sequence of lessons, that their awareness of children's learning styles and misconceptions was raised and that preconceived notions about teaching and learning were challenged and mediated. A few trainees found the experience unhelpful and threatening. The role of the tutor was found to influence trainees' responses to the program and, to an extent, moderate the effects of variations in teacher involvement. Some implications are discussed.  相似文献   

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This study reports on an attempt to improve the quality of student learning by integrating an Approaches to Learning programme, consisting of 8 workshops, into the first year Psychology curriculum. Written accounts of students' conceptions of learning were collected at the beginning and end of the programme. Content analysis showed that there was a significant shift from naive to more sophisticated conceptions (29% to 60%) in students who had attended more than half the workshops, by the end of the programme. The programme also showed several significant benefits on students' academic performance. Students who attended all the workshops on essay writing and examination taking, obtained higher essay and examination marks than students who did not attend these workshops.However, when we looked at the effects on academic performance of taking a deep approach and holding a more sophisticated conception of learning, the findings were not so clear cut. Depending on the measure used, there was conflicting evidence about whether examination performance or essay performance benefitted the most. The implications of these results are discussed with particular reference to the role of assessment, in enhancing the quality of student learning.  相似文献   

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《Support for Learning》2006,21(1):33-39
The work of educational psychologists (EPs) is often focused on those children identified as having special educational needs. This focus may restrict opportunities for EPs to become involved in the wider application of psychology within education. This article explores ways in which EPs can make an effective contribution to the enhancement of learning opportunities for all children by working collaboratively with teachers. As a group of EPs working in the same local education authority (LEA), we undertook a small‐scale action research project with teachers in order to explore ways to promote children's thinking and learning skills. The study involved us working with Year 5 class teachers in three mainstream primary schools over a six‐week period, with the aim of developing materials which helped pupils develop an awareness of their own learning techniques (metacognition) and a positive and confident approach to learning (self‐efficacy). Some of the benefits of and barriers to joint research are considered, as well as implications for future collaborative work between teachers and EPs.  相似文献   

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本文是对学习动机的激发原理所作的一种概括。这些动机激发原理源自课堂学习的研究,它们回答了成就动机、内部动机和目标定向这些基本问题.也包括转变动机信念、激发动机的策略和增强意志力等问题。  相似文献   

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学会辩论     
文章简明地介绍了四种有组织的辩论形式及其广泛的社会实用性,阐述了辩论三大基本能力训练内容:心理训练、应变力训练和语言训练,为人们学习辩论,参予辩论活动提供一定的思路和方法。  相似文献   

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