Lecture-driven instruction

INSTRUCTION, LECTURE-DRIVEN–a form of instruction in which the major activity is that of a seated or standing or walking around or even rolling around instructor talking to a group of students; may include occasionally any of the following–answering/asking questions, commenting on student's answers to questions, writing on chalkboard/easel pad, displaying a visual (e. g., slide, transparency), demonstrating a procedure while pointing out its main features, or doing the same for equipment or job aids or refereence material, and so on.     

Audio instruction tapes

Audio Instruction tapes are described as a form of semi-automated learning whose potential previously has not been realized. Students do not listen to these tapes; they work along with them. These tapes are not lectures. They do not substitute for the teacher. They require the teacher and the class situation for enforcement of learning. This article describes the tapes available for applied statistics and explains how they are used.     

教学三则

从三个侧面论述了教学的三个原则，即教学“三忌”(教学忌满，教学忌灌，教学忌演)，教学“三要”(教学要有情，教学要有序，教学要有魂)，教学“三无”(教无定法，教无止境，教为不教)，试图从教育观念上对教学规律再认识，从而在培养跨世纪人才的做法上有所创新，有所作为。     

浅谈计算机辅助教学

计算机辅助教学可通过机房、多媒体教室、校园网等进行，课件作为计算机辅助教学的主体，存在灵活性差、形式不适用、界面过分华丽的问题，教师作为计算机辅助教学的实施主体，应加强学习，制作出适合自己教学特点的课件。     

Renegotiating vocational instruction

Recent research by the author and others suggests that secondary vocational instruction may often fail to develop students' analytical and critical thinking skills. This failure, it is argued, is manifest in teacher-student negotiation as set in a complex social, economic, and institutional context. The article focuses on how vocational education might be reformed to address this problem. Discussed are the need for instruction in problem solving and decision making, more basic skill instruction, student involvement in the group management of entrepreneurial projects, development of critical thinking skills for the purpose of improving workplaces and society, revision of vocational teacher preparation, and a restructuring of the ways in which secondary vocational education is offered. Vocational education is redefined as academically integrated, experiential coursework in which a diverse group of students is educated broadly for work, learning, and life.     

Hypermedia and instruction

Hypermedia and its educational applications are discussed in this article. Background information is provided, and software, knowledge representation, navigation, and authoring issues are described. Issues about hypermedia's role in learning also are examined, and hypotheses are advanced about when it may be an effective teaching approach. One conclusion is that hypermedia has strengths and weaknesses and that it may become merely hyped media unless good teaching applications are developed.     

Designing effective instruction

Summary We have usedDesigning Effective Instruction in introductory ID courses and experienced its use from both the instructors' and the learners' perspective. Our overall conclusion is that it is highly usable and accessible to beginning ID students, including those whose first language may not be English. The ID model presented is clear and the focus on the learner throughout is appropriate and in line with current research emphases and trends. The inclusion of Microsoft Project ^tm makes a clear and concrete statement that ID can benefit from technology, not only in the delivery of instruction, but in the planning of structured learning activities and in managing instructional development efforts.     

Effects of metacognitive strategy instruction and instruction time on reading comprehension

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.