外语不善学者的元认知能力培养

教会学生学习、提高学习者的学习自主性和学习成效是当今外语教学的主要目标,培养学习者的元认知能力是学习者自主、高效学习的关键。     

艺术类大学生英语学习中的元认知策略实证研究

艺术生缺乏英语学习的动机和自主性,不能掌控和解决学习过程中遇到的问题,如何提高教学质量成了困扰大学英语教师的难题。本文针对艺术类本科生英语元认知策略情况进行实证研究,分析了艺术本科生英语学习薄弱的主要原因,提出了"元认知策略培训与英语教学结合"的教学模式。     

Just for them to understand better: The impact of learning difficulties at university

Abstract

There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies.     

How does STEM context-based learning work: what we know and what we still do not know

ABSTRACT

Context-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected.     

Effects of Multilevel Versus Unilevel Metacognitive Training on Mathematical Reasoning

Abstract

The effects of 3 instructional methods on mathematical reasoning were investigated. The methods are (a) cooperative learning embedded within multilevel metacognitive training (MMT), (b) cooperative learning embedded within unilevel metacognitive training (UMT), and (c) learning in the whole class with no metacognitive training. MMT was implemented in mathematics and English classrooms; UMT was used only in mathematics classrooms; and the whole class with no metacognitive training served as a control group. Results indicated that students who were exposed to MMT significantly outperformed their counterparts who were exposed to UMT who, in turn, significantly outperformed the control group. Effects of MMT were observed on students while they solved mathematical problems. Theoretical and practical implications of the study are discussed.     

Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching

ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies     

乐学境界:追寻语文教学的根

语文教学的根在哪里?如何让学生爱学语文、会学语文、学好语文?文章从孔子教育思想中汲取智慧,回归语文教学的本质与核心,提出了追求乐学境界的教学主张,强调教学中以儿童为主体、以学习为核心、以课程为载体、以解决问题为方式、以激励为动力、以快乐为价值,采用循循善诱、因材施教、学思行结合、循序渐进、教学相长等教学方法,引导学生切问、近思、明辨、践行,使他们享受学习的快乐、获得审美的满足、体验成长的幸福。     

英语词汇搭配的教学与实践

词汇教学不仅要注意其广度还要注意其深度。本文从英语词汇教学存在的问题入手,探讨了什么是词汇搭配,影响学生学习词汇搭配的因素,如何提高学生学习词汇搭配的意识以及词汇搭配的课堂教学策略。     

Beyond the comfort zone: A curriculum and assessment “immersion” experience in graduate early childhood teacher education

Abstract

A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques.

Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs.

Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth.     

When is the best time to use rubrics in flipped learning? A study on students’ learning achievement,metacognitive awareness,and cognitive load

ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.     

浅谈如何提高高职高专学生英语学习的元认知能力

高职高专院校的许多学生在英语学习的主动性方面存在一定的不足,影响了学生英语水平的提高。在教学实践中将元认知理论引入到英语教学中,使学生对英语学习进行计划、监控、评价和调节,从而提高学生的自主学习能力。     

A new perspective on memorization practices among East Asian students based on PISA 2012

Abstract

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive strategies with memorization (50.70%), elaboration only (10.33%), and metacognitive strategies with elaboration (16.47%). The results showed that the majority of the students in all seven East Asian educational systems belonged to the ‘metacognitive strategies with memorization’ class, and most students adopted more than one type of learning strategy when learning mathematics. Additionally, students who reported the use of metacognitive strategies along with either memorization or elaboration showed higher mathematics achievement. We conclude that the cognitive processes employed by students of East Asian backgrounds are more complex and nuanced than the previous perception that they relied heavily on memorization.     

How First-Class Undergraduate Education Reform in the United States Can Inform the Development of Double First Class Education in China

Abstract

As learning institutions, U.S. universities aim to provide abundant learning opportunities to fulfill students’ right to learn. Undergraduate education is considered an important component of lifelong learning and aims to enable students to “learn how to learn.” During the undergraduate stage, schools pay special attention to cultivating students’ critical thinking and curiosity, emphasizing five core competencies in writing, reading, research, quantitative analysis, and communication. They use summer reading, undergraduate research, seminars, learning communities, and academic advising as platforms to expand students’ learning experiences, especially those of first-year students. They encourage students to innovate and start their own businesses, and promote equal access to education, thereby strengthening student retention and successful graduation.     

元认知策略培训对大学生英语自主学习能力的影响

随着教学主体逐步实现由教师为中心向学生为中心的过渡,学生自主学习能力的培养越来越受到外语教育界的重视。元认知策略是培养学习者自主学习能力的一条重要途径。本文介绍了自主学习的重要性,回顾了元认知策略与自主学习的相关理论,描述了元认知策略的培训过程并通过实证研究进一步证明通过元认知策略的培训可以培养学生的自主学习能力。     

线性代数课程教学改革的探索与实践

现在大学线性代数教学的现状是学时紧、学生学习投入不足,针对这种情况本文探讨了怎样进行线性代数课程教学改革和如何提高教学质量的问题。作者认为教师应采取如下措施：在教学中要选择学生容易理解的教材体系进行教学,重视线性代数中概念教学,并在教学中以问题为先导,根据新课中概念的疑点、重点和难点,设计一系列问题即“问题链”,以吸引学生的学习兴趣。还应让学生学会使用Matlab等数学软件,加强数学实验教学。     

Advising parents on time telling for children who have learning difficulties

Abstract

Parents of children, who have learning problems often seek advice from teachers about time telling. There is only limited consensus on how to instruct this skill and with what sort of timepieces. This paper reviews the literature and current classroom practice to consider what goals are functionally appropriate, what typical learning difficulties affect time comprehension, presenting time language, mapping time with timetables and the complex choice between analogue and digital timepieces. For each type a consensus is presented on optimal sequencing, possible simplifications and effective strategies. Digital time, increasingly more prevalent and faster to read may be the better first option for teaching such children functional time telling skills. Analogue may better represent the passage of time but this is not essential for students who exhibit significant learning problems. Children need exposure to both types and classrooms should display both types in adjacent positions.     

Cooperative Learning: Listening to How Children Work at School

Abstract

Cooperative and collaborative learning are recognized as valuable components of classroom learning. However, many questions remain regarding how teachers might structure and guide children's group-learning experiences. An ethnographic case study of 29 Grade 6 and Grade 7 students who worked in groups over 5 weeks was examined to determine what was learned. Data included audiotape recordings of 6 groups of children working together across 11 work sessions, student interviews, children's self-evaluations and drawings, and research reports. Findings revealed that when working in groups, children require periods of unstructured time to organize themselves and to learn how to work together toward a mutual goal.     

论以实践技能为导向的旅游市场营销教学改革

随着社会和技术的日益进步,大学生的观念不断发生改变,由以往的＂要我学＂逐步向＂我要学＂转变。特别是大学生的实践技能已经成为用人单位的首选。文章认为旅游市场营销的教学要进行改革,首先必须提高以实践技能为导向的旅游市场营销教改重要性的认识,然后分析现行旅游市场营销教学模式所存在的问题,最后对现行旅游市场营销教学方式改革提出对策。     

Mastery learning,rewriting assignments and student learning of criminal justice research methods

This research examines the application of mastery learning theory to the teaching of criminal justice research methods. Mastery learning has students learn each module before proceeding to the next one. Criminal justice research methods is amenable to mastery learning because the course content is cumulative; students need to know each step before proceeding to the next one. Mastery learning was implemented by having students rewrite exercises until they obtained perfect scores. It was tested in three classes taught by the same instructor. Student learning was measured by comparing the difference in scores on a pretest examination with scores on a post-test examination. The results indicated that the better students performed on the exercises, the more they improved on the final examination over the initial examination. The more students rewrote assignments, the better they performed on the assignments and subsequently, the more they improved on the final examination. Students who averaged between one and two rewrites maximized improvement on the examination. The results suggest that mastery learning theory is an effective method of teaching research methods. Although it is more time consuming than traditional methods, it is beneficial to students who are trying to learn difficult material for the first time.     

浅谈高中英语教学中教法与学法的统一

教学方法是教法和学法的辩证统一。教法与学法相互制约与联系,两者重在学法,并可相互转化。要提高教学质量,既要重视教法又要重视学法。然而长期以来,受传统教学观念“教师中心论”的影响,我国教学改革的重点过分集中在教师的教法和教学观念的更新和变革方面,学校和教师将太多的注意力放在教法方面,忽视对学法的研究和指导,从而造戍教法和学法脱节,教学质量达不到预期效果。要扭转这种教法与学法脱节的局面,师生就要在教法与学法问题上形成良性互动。教师要让学生了解教法,引导和指导学生探索相应学法,充分发挥学生的主体性,达成教法与学法的统一,从而促进教学。