数学教学中学习兴趣的培养

兴趣是指人们力求知识和获取某种事物并与积极、肯定情绪相联系的个性倾向。兴趣直接影响学生学习的动机，兴趣是思维训练的一种“内驱力”。人们一切积极主动的活动都是由于产生浓厚的兴趣而开始的。没有兴趣的强制性学习，将会扼杀学生探求真理的欲望。在课堂教学中如何激发学生的学习兴趣，并使学生保持持续的“感兴趣”的状态呢?正如前苏联教育家苏霍姆林斯基所说：“兴趣的源泉藏在深处”，即从认识的深处，思维的深处和情感的深处挖掘兴趣的因素是调动学生学习积极性的根本途径。     

初中数学教学中如何有效培养学习兴趣

本文结合初中数学的学科特点,并联系学生的实际生活,阐述了教学中如何激发学生的学习兴趣,让他们乐于学习,勇于克服学习中的困难。学生对于发生在身边的事情非常感兴趣,教师在教学中要把教学内容和学生的实际生活中的实例联系起来,把实际生活引入课堂教学中,这样才能够有效激发学生的学习兴趣。     

数学教育中幼儿学习兴趣的培养

从心理学的角度来讲，兴趣是对客观事物的对象和现象的特殊认识倾向，是构成学习动机中最现实、最活跃的成分。兴趣也是学前儿童从事多种活动的重要特点。那些生动活泼的、色彩鲜艳的、容易变化的事物在成人那里往往会被忽略，可是却能引起孩子们的浓厚兴趣，只有对事物产生了兴趣，他们才能积极主动地进行学习探索活动，进而获得问题的答案。数学知识具有抽象性、逻辑性、概括性强的特点，因而就使我们幼儿园的数学教育活动往往显得单调、枯燥，这样一来，就容易降低孩子学习数学的兴趣，从而达不到较好的学习效果，久而久之，甚至会影响到…     

远程教育综述

随着网络技术的发展和教育技术的发展，使基于互联网的远程教育壮大和发展起来。远程教育具有广阔的发展前景，本文介绍了远程教育的发展、意义，从多方面涵盖了远程教育的具体内容与要求，对远程教育的模式、管理做了探讨。     

远程教育如何培养学习兴趣

一、人本主义心理学和自持性链式反应。人本主义心理学创始人马斯洛通过研究那些优秀的人物．认为他们都是自我实现的人。在他们得到自我实现的过程当中，都要经历一个特殊的一种体验，称之为高峰体验。在某一时候，一个人突然得到了他从来没有想到过的一种感受，这种感受让他自己认识到自己的潜能，觉得他有能力去做任何他想做的事情，凡是成就一番事业的人必然要经历这样一个过程。很多人都给他描述这样的经历，这样的过程有时是非常短暂的，但在他的一生当中却起很大的作用。这样一种高峰体验，对于他能不能实现真正的自我，是起决定性作用的。     

激发学生的学习兴趣是数学教学的生命

俄国著名文学家托尔斯泰曾说:"成功的教学所需要的不是强制,而是激发学生的兴趣。"这句话形象地说明了激发学生兴趣在教学中的重要性。新课改下学生是课堂教学的主体,因此教师必须要激发学生主动学习的内驱力,而兴趣在调动学生主动学习中非常关键,广大数学教师必须要重视。     

远程教育中教师的作用与数学策略

现代远程教育在我国得到了蓬勃的发展，但也随之带来了很多的问题和思考。如何提高远程教育质量是一个迫切需要解决的问题。本文探讨在远程教学中教师担当着怎样的角色?应该如何组织学生进行网上协作学习?并对远程教学提出了一些建议。     

数学教学中学生兴趣的培养

兴趣在学生的学习过程中起着主导作用。在数学教学中，通过数学史的介绍、悬念的设置、解题方法的探索以及联系实际等多种方法，可极大地调动学生的学习积极性，激发学生学习兴趣。     

教学中数学兴趣的培养

“兴趣是最好的老师”,在数学教学过程中培养学生浓厚的学习兴趣,激发学生的学习热情,使学生在成功、愉快的环境中发展。本文从建立和谐融洽的课堂气氛,加强直观教学,创造情境、数学教学方法新颖、多样、实行愉快教学,创设成功机会、加强互相交流、体验学习乐趣等几个方面探讨培养学生学习兴趣的问题。     

数学教学应从培养学生兴趣入手

爱因斯坦说过：“兴趣与爱好是最好的老师”。兴趣是入门的向导，是感情的体现，能促使动机的产生。学生学习有兴趣，就能全神贯注，积极思考问题。小学生正处在智力的开发阶段。也是为今后学习打基础的时期，因此这阶段学生的各方面能力形成至关重要，而这阶段数学教学的重点在于培养学生的学习兴趣；培养起学生的兴趣，就可以     

远程教育教师行为浅析

教师行为是教师素质的外在表现,是教师专业发展水平的重要标志。关注远程教育教师的行为的内涵和表现,对于促进远程教育教师的专业发展,提高远程教育的质量具有一定的现实意义。     

现代远程开放教育教与学模式探索

要搞好开放教育试点工作，首先就要转变传统教育观念，包括教师的观念和学生的观念；其次要从实际出发，积极探索教与学的新模式，并在不断总结经验的同时稳步前进。     

网络时代远程开放教育的跨文化教、学合作

网络时代，开放大学间的网上跨文化教、学合作已不可避免。本文从时、空两方面，分析了网上远程开放教育跨文化教、学合作的层次，指出了国际网络大学诞生的必然性，然后，本文又阐明了文化隔离、文化冲突、文化霸权、文化同化等障碍因素对网上远程教育跨文化教、学合作所产生的不利影响。最后，本文又全面论述了保证各开放大学网上跨文化教、学合作健康进行的具体方法。     

现代远程开放教育教与学模式探讨

现代远程开放教育教与学模式的核心是在网络技术条件下,在有效的学习支持服务系统基础上,采用多种教学媒体交互使用的方式,教师通过指导性教学,学生通过自主性学习,完成教与学任务。教与学模式是教学活动与学习活动通过一定媒体资源连接起来的方式。教育活动的基本要素是教育者、受教育者、媒体资源及连接方式。教与学模式研究的重点应该是教育者采用什么媒体通过什么方式连接受教育者。     

A Delphi study on collaborative learning in distance education: The faculty perspective

This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes of learning and it has been identified as a potential solution to some of the weaknesses of traditional distance education courses. There are a rapidly growing number of technologies in use today and educators and practitioners face an increasingly difficult challenge to successfully implement collaborative learning in distance education; precipitated not only from technical advances but also from wider social and organisational concerns. To the best of our knowledge, this study is the first to investigate the factors that influence collaborative learning in distance education, by eliciting the opinions of an expert panel using a Delphi survey. The aim was to produce an integrated list of the most important implementation factors and to investigate the role that technology is perceived to contribute. The findings identified 17 of the most important factors; these factors cover a range of themes including course rationale and design, instructor characteristics, training, group dynamics, the development of a learning community and technology. The potential of technology, however, does not seem to be fully realised and newer technologies such as multi‐user environments would seem to be of limited use in practice according to the expert panel.     

浅议《基础会计》的兴趣教学

兴趣，是人们求知的原动力，教师可在课堂中利用赏识教育，设置悬念，联系实际等方法营造生动活泼，轻松愉快的气氛，激发学生学习基础会计的兴趣。     

Embodied learning and teaching approaches in language education: A mixed studies review

The notion of embodied learning has gained ground in educational sciences over the last decade and has made its way to language education with researchers acknowledging language learning as an embodied process. This mixed studies review aggregates and reviews empirical research, published from 1990 to 2020, using embodied learning approaches in language education. The review focuses on embodied approaches in learning and teaching first, second, and foreign languages at various educational levels. It encompasses 41 empirical studies with a majority published between 2019 and 2020, suggesting that the research area is growing rapidly. The results show that the studies align with two strands: (1) embodied learning through orchestrating embodied language learning and teaching, and (2) embodied learning in naturally occurring language learning interactions. The review identifies various embodied learning activities and presents how they contribute to language learning and teaching in different ways. The review proposes an understanding of embodied language learning that holds potentials to engage learners holistically, while simultaneously promoting language learning skills and adding emotional and motivational benefits to language learning.     

Reflective learning in distance education

This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills.     

浅谈高中数学教学中认知学习和情境学习

本文试图从认知和情境两个方面来谈对高中数学教学的认识,使学生在认知学习和情境学习中体验新课程。