论装饰的概念与范畴

只有从创造的目的和职能方面加以界定,才能够从理论上区分装饰与非装饰,特别是装饰美术与纯粹的美术之间的根本区别。因此,人类出于实用或精神需求的目的,对实用物、环境(包括建筑)和人的身体等所施以的美术形式均属于装饰的性质。从某种意义上说,这一定义是相对于同样出于精神需求的目的,但并非受到实用载体之限制的纯美术而言的。     

以信息化为抓手推进欠发达地区农村民生建设

随着经济体制改革和社会主义建设的进一步深入,以民生为重点的社会建设摆在了更加突出的位置,关注民生、重视民生、保障民生、改善民生,已经成为贯彻落实科学发展观的重要内容。目前,广大欠发达地区农村的信息化建设还比较薄弱,必须以信息化为主导来推进欠发达地区农村的民生建设。     

学习分类的理论及其价值

一、学习分类理论的背景 20世纪50年代,布鲁纳与别人合作完成了一项重大的研究,即通过实验揭示了认知过程中的一个基本现象:归类或概念化。我们知道,人们要认识某一事物,就要先将该事物归入某一类别,而此时,他(她)也会对该事物必须具备、但现在尚未知觉到的属性作出自己的预测,也就是说,事物的意义是与人们对与其有关的属性或预期的结果作出的分类假设联系在一起的。而布鲁纳的这项研究也深得皮亚杰的赏识,被称为是“思维心理学的一场革命”。     

论思想之学

作者主张这样的学习路线学思想,用思想去学,学出自己的思想来.学思想,就是要以追求思想为学问的崇高境界和最有价值的内容,以思想之学统领知识之学、经验之学、能力之学、技艺之学;用思想去学,就是尽可能把学到的思想运用到新一轮学习中去,开展深入的、经常性的独立思考,用这些思想去评判所学,反思所学,融会所学,保持"有准备的头脑";学出自己的思想来,就是形成和产生惟我所有的立场、观点和方法,让自己的头脑不断生成新颖独特的思路、观念和想法,为这个世界贡献有价值的思想产品.     

漫谈英语学习

学习英语应该针对自己 ,采用适合的学习方法 ,结合老师的引导 ,从自己感兴趣的材料入手 ,完全摒弃错误的英语学习方式 ,树立起新的英语学习习惯 ,使自己有所提高     

Learning About Therapy Theories

ABSTRACT

A scale of therapist theoretical orientation, the Theoretical Evaluation Self Test (TEST), was tested as a tool for increasing content knowledge about psychotherapy theories, and as a means to stimulate reflective learning. MSW students displayed statistically significant gains in content knowledge after completing the scale and related self-scoring materials, as measured by a pre- and posttest design. Both MSW students and practitioners rated TEST as an effective educational experience. The most frequent qualitative response was that TEST increased insight and understanding of theoretical preferences. Applications of TEST as an educational tool for graduate students and practicing clinicians are discussed.     

Learning More About Learning Improves Teacher Effectiveness

The present study examines the possibility that teacher knowledge about learning may have an impact on the effectiveness of a school. Thirty-two secondary qualified teachers engaged in a professional development program that provided a framework for reflective study of the learning process, analysis of key aspects of learning in their classes, and identification of the implications for teaching. Changes in teacher effectiveness were monitored in several ways: (1) changes in the display of effective teacher behaviours consistent with a social-constructivist model of learning, (2) changes in perceived ability to facilitate learning in classes, and (3) changes in student performance. The findings support the prediction that involvement in a systematic exploration of the learning process, with teachers explicating their knowledge of learning, has an direct impact, on the display of effective teaching behaviours and on teachers' personal explicit theory of learning.     

Using Films as Learning Tool

Most people would agree that watching movies is one of their favorite free-time activities. We often thind of movies as fun entertainmeng,but have you ever considered that movies can also be used to help us learn? Viewing English movies is a great way to help English students improve theie overall language skills. The most important thing to consider is how you watch the movie. Here are a few suggestions that should help you as you watch your favorite English film.     

Using Films as a Learning Tool

<正>Most people would agree that watching movies is one of their favorite free-time activities. We often think of movies as fun entertainment, but have you ever considered that movies can also be used to help us     

关于研究性学习的思考

研究性学习是一种培养学生实践能力和创新能力的全新学习方法，要使研究性学习得以实施，必须正确理解研究性学习的涵义；正确把握研究性学习的实施途径及相应的内容、模式与目标；借助教师的团体作用，合理发挥教师的引导、组织作用；建立起合理的评估制度。     

Learning With and About Computers

No abstract available for this article.     

英语学习结果的分类及其教学设计

文章根据R．M．加涅的研究成果，将学生的英语学习结果分为5种：言语信息、智慧技能、认知策略、动作技能和态度，并分别阐明这五种学习结果的不同特点，据此进行了教学目标、教学方法和教学结果测评的设计。     

The Computer as a Learning Tool

No abstract available for this article.     

Conversation With Brad与Brad对话

中国学生要想学好英语。练就听、说、读、写的技能很关键,掌握枯燥的语法更是必要。在加拿大,对于Native Speaker来说。是否也如此呢？     

教学交往的基本范畴分析

教学交往是一个正在发展的,有着深刻内涵的教育学概念。它不同于一般的交往,在交往主体、交往过程、交往形式、交往效果等方面都有其自身的特征。从教学交往的角度审视教学,将会对教学本质、教学价值和教学方法等有新的理解,因此探寻有效的教学交往及落脚点对当代教学理论的建设和教学实践的发展具有重要的意义。     

Some Thoughts About Teaching and Learning

I will speak today about the connection between teaching and learning and will try at the same time to shed an unfamiliar light on some of our current understandings of that connection. At the outset I will put this inquiry into a larger context of research concerned with educational influences and their effects.     

Learning About Archaeology and Prehistoric Life

Science & Education - This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and...     

Learning About Non-fiction Books Through Writing

Bobbie Neate argues that young children do not get enough experience with non-fiction books and insufficient encouragement to appreciate them. She describes here an approach towards developing this experience through the making of non-fiction books. Children learnt about the structures of these books through writing their own.     

Multiple Representation in Learning About Evaporation

There has been extensive research on children’s understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students’ engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. The findings suggest that teacher‐mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students; and (b) enhanced teacher insights into students’ thinking.