网络课件评价新维度：多媒体认知理论

网络和多媒体技术为学习者构筑了一种新的学习环境,在这种环境下,学习方式、认知方式等诸多方面与传统教室学习相比都发生了很大的改变,因此,对网络课件的评价必须重视网络和多媒体环境下学习者学习的认知过程。将多媒体学习认知理论应用于网络课件的评价,建立网络课件认知评价指标,并将它与传统的课件评价体系结合,最终形成一套完整的网络课件评价体系。     

信息化环境中智慧教室的构建

随着信息技术与教育融合创新发展,以智慧教室为代表的智慧学习环境的设计与应用已得到广泛关注。文章通过对智慧教室概念的研究,阐述了智慧教室区别于以往多媒体教室和网络化教室的主要特征;同时,根据智慧教室的设计思路和注意事项,设计出智慧教室的总体架构。文章认为,结合高校的实际情况,可从硬件环境和软件环境两个方面协同实现智慧教室。     

网络学习的认知模型构建——基于复合研究范式的视角

从研究范式、研究内容和研究局限分析了学习机制与认知模型的研究现状;以多媒体学习的认知模型为基础,借鉴社会建构主义、分布式认知和生态学理论,从复合研究范式的视角构建一个网络学习过程的认知模型,促使研究者从历史与现实相结合的角度来探讨网络学习过程的基本原理。     

网络学习的认知模型构建——基于复合研究范式的视角北大核心CSSCI

从研究范式、研究内容和研究局限分析了学习机制与认知模型的研究现状;以多媒体学习的认知模型为基础,借鉴社会建构主义、分布式认知和生态学理论,从复合研究范式的视角构建一个网络学习过程的认知模型,促使研究者从历史与现实相结合的角度来探讨网络学习过程的基本原理。     

“分布式”多媒体教室故障处理新思路

针对2011学年教师使用多媒体教室上课过程中出现的故障进行了统计、归类、分析,根据对故障特点的分析提出了"分布式"多媒体教室故障处理的新思路,将分布式的理念引入到了多媒体教室故障处理过程中,搭建了"分布式"多媒体教室故障处理模式,对该模式实施的可行性进行了分析和探讨,对该模式的实施流程及步骤进行了整体设计,最后对该模式在具体实施过程中的优势进行了总结。     

多媒体学习的认知机制

多媒体学习的认知机制是从两个层面上加以研究的。一个层面是专门的多媒体认知机制理论,包括双重编码理论、多媒体学习模型与新双重编码理论,另一个层面是一般性的认知机制理论,包括工作记忆模型、分布式认知理论、认知负荷理论以及生成学习理论等。这些理论对前一层面的模型起支撑作用,并能指导对多媒体学习的深入研究。但是,多媒体学习的认知机制研究应当是以建构主义学习理论而不是认知主义的学习理论为背景的,应当具有大脑认知神经科学的证据予以支持,应当是关注学习的情境性问题。     

分布式认知视角下促进元认知发展研究——基于多媒体环境

分布式认知理论的提出,为研究认知活动提供了全新的视角,也为元认知培养方式提供了新的可能性。分布式认知理论强调媒体的作用,多媒体环境不仅能为外部表征提供多种辅助手段,还能为认知活动提供具体情境。在多媒体环境下,直观的外部表征、可视化的知识交流和实时线索的提供为元认知培养提供了全新的视角。     

浅析多媒体教室环境的合理构建

多媒体教室作为开展信息技术的主要场所已广泛应用于高校的课堂教学.文章从多媒体教室的设计、硬件配置、人性化环境建设三方面进行了阐述,探讨了如何构建合理的、人性化的多媒体教学环境.     

分布式虚拟学习环境的设计与应用研究

分布式虚拟学习环境是一个广泛意义上的基于分布式虚拟环境的学习平台,主要包括在线课堂、学习资源、交流协作空间和交互工具,为开展在线教学、个性化学习和协作学习提供技术支持。其所特有的沉浸感能充分调动学习者的各种感官,给学习者以充分的体验和想象空间。本文分析了分布式虚拟环境的国内外研究现状,讨论了分布式认知理论对分布式虚拟学习环境系统建构的指导作用,在此基础上,给出了系统体系架构方案。着重对系统设计过程中的功能实现、场景总体规划、虚拟教室和多人在线交互等关键模块进行了深入探讨,最后给出了具体应用的实现效果。     

优化多媒体教室环境,构建人性化教学空间

随着高校教学向网络化、多媒体化方向发展,多媒体教室在教学中的地位越来越重要。本文从多媒体教室前期设计、设备选择、人性化环境建设三方面进行阐述,探讨如何构建合理的、人性化的多媒体教学环境。     

Construction of a digital learning environment based on cloud computing

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge. This paper introduces cloud computing to the construction of the digital learning environment for its on‐demand services with high reliability, scalability and availability in the distributed environment. Then a digital learning environment based on cloud computing (DLECC) is proposed, including the architecture, co‐construction and sharing model, and incentive mechanism of DLECC. Finally, an Educational Technology Space (ETS) platform under the concept of DLECC is constructed and applied to the educational technology training for 110 teachers from primary and secondary schools. The experimental results demonstrate that the co‐construction and sharing model and incentive mechanism of DLECC may provide meaningful learning support and interactive communities and promote the co‐construction of befitting educational resources.     

中小学研学旅行课程实施评价研究

中小学研学旅行作为研究性学习与旅行体验相结合的校外活动课程,在课程实施过程中容易产生“只旅不学”或“只学不旅”的问题,构建研学旅行课程实施评价指标是解决这一问题的突破口。为此,以课程要素分析为理论框架,根据我国中小学研学旅行政策文本,从准备要素、设计要素、过程要素、结果要素和反馈要素五个维度构建中小学研学旅行课程实施评价体系,为研学旅行课程设计、实施、评价提供理论和实践参考。     

构建促进中职英语课程发展的评价体系

中职英语课程的性质、任务和教学目标,要求中职英语发展必须构建新的评价体系。中职英语评价必须考虑社会环境、教学环境和学习者环境对评价的影响,必须贯彻《中等职业学校英语教学大纲》提出的形成性评价和终结性评价理念,建立元评价机制,采纳符合中职英语课程要求的评价方式,促进中职英语课程改革。     

中小学教师在职攻读教育硕士专业学位的自我导向学习的调查研究

本研究旨在探讨中小学教师的自我导向学习准备度及其与学习成效的关系。采用教育硕士自我导向学习准备度问卷和学习成效问卷对737名正在攻读教育硕士专业学位的中小学教师进行了调查。结果表明:(1)教育硕士的自我导向学习准备度普遍较高。(2)教育硕士的自我导向学习准备度存在显著的性别差异、教龄差异以及工作单位的差异。(3)教育硕士的自我导向学习准备度与其学习成效之间存在极其显著的正相关;教育硕士自我导向学习准备度的积极性、挑战性和自主性对其攻读教育硕士专业学位的学习成效具有显著的正向预测作用。     

Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)

As the benefits of outdoor learning have become of increasing interest to the education sector, so the importance of understanding and overcoming challenges associated with this pedagogy has gained greater significance. The Natural Connections Demonstration Project recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting ‘learning in the natural environment’ across the region. This research paper examines qualitative data obtained from case study visits to 12 of these schools. The results from teaching staff interviews and focus groups show that schools face many and varied challenges to embedding outdoor learning, and a raft of strategies are presented for tackling these challenges and integrating learning in the natural environment into much of the current curriculum.     

中小学中国画课堂教学评价指标体系建构——基于“以学习者为中心”的理念

当前中小学中国画课堂教学仍以“教”为主,未能充分调动学生学习的主动性。倡导“以学习者为中心”的中国画课堂教学能更好地引导中小学生感受中国画的博大精深和艺术魅力。依据“以学习者为中心”的理论及我国美术课程标准、核心素养的基本理念和要求,采用德尔菲法、层次分析法等方法,构建包含3个一级指标、6个二级指标、22个三级指标为主要内容的中小学中国画课堂教学评价指标体系,并通过确定各指标的权重,实现对中小学中国画课堂教学评价指标的量化评价。经过对具体教学案例的试测,证明此评价体系具有较高的信度,能比较全面地评价中小学中国画课堂教学质量。     

陕西省电子书包应用现状与发展趋势研究

为进一步促进基础教育信息化的创新发展,该研究从学习环境、推进模式、师生适应度、学习资源建设以及相关课题研究等五个方面对陕西省电子书包试点学校的应用状况进行分析,在此基础上从灵活学习场所的构建、自适应学习系统的构建两方面对未来电子书包在基础教育应用中的发展状况与研究趋势提出来展望,希望对电子书包在基础教育中的全面普及和深层次应用具有一定的指导与引领作用。     

Technology,learning and instruction: distributed cognition in the secondary English classroom

In this paper, we analyse interactions between secondary students and pre‐service teachers in an online environment in order to understand how their meaning‐making processes embody distributed cognition. We begin by providing a theoretical review of the ways in which literacy learning is distributed across learners, objects, tools, symbols, technologies and the environment in modern English language arts classrooms. This is followed by a case study where we identify how programme values, textual resources and cultural schema function as distributed tools. In traditional schools, with an emphasis on taking standardised tests, the learning environment is designed on the view that learning is a transaction that happens solely ‘inside the head’. Unfortunately, this pushes many students to the margins of classroom engagement and participation. By analysing students' and pre‐service teachers' online discourse, we argue that virtual spaces can facilitate critical dialogue and can act as catalysts for a distributed theory of mind.     

Changes in Learning Environment during the Transition from Primary to Secondary School

The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary school, including the role of student sex and school size pathway as influencing factors in changes in learning environment perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages, one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised 1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness), the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and teachers, particularly those with a role within the ‘middle school’ years. This revised version was published online in July 2006 with corrections to the Cover Date.     

互联网时代中小学思想政治教育的应对措施

近年来,我国互联网行业在不断的发展和进步,这使我国逐渐步入信息化时代。互联网被应用于各行各业中,其中也包括教育行业。在中小学思想政治教学中应用互联网技术,能够有效激发学生对思想政治的学习积极性,提高中小学思想政治教学的质量。因此,本文针对互联网环境中中小学政治思想教育所面临的问题进行深入分析和研究,并提出一些相应的调整策略,供读者参考。