开辟教学管理的新途径--计算机技术在教学管理中的应用

计算机技术在教育领域的广泛使用,在促进教学质量的提高和教学手段、教学方式的多样 化的同时也推动教学管理方式的改变。教育管理部门,将大量的信息输入电脑（包括学生的 简历、身份、成绩、毕业年限等等个人资料的输入）,需要时可以随时修正、补充,使教务 管理人员从大量的重复性的资料抄写工作中解放出来。在教学管理活动中,建立起各类习题 软件、考试题库软件,将学校试题、试卷打印人员从繁重的重复的劳动中解脱出来。随着一 些院校校园局域网（Intranet）的建立,校园网络技术将学校各部门的管理过程联系起来。 应该说,由于计…     

Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection

There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional approaches might effectively exploit the potential of video in teacher education. In this study we explored the use of two video-based university courses, one representing a cognitive instructional strategy integrating video, the other representing a situative strategy. Using data from learning journals we analyzed the effects of the two strategies on pre-service teachers’ (N = 28) ability to reflect on classroom video. We found that the two strategies have distinct impacts on the kinds of reflection patterns that are fostered. Our findings suggest that the learning goal and purpose at hand should determine which instructional strategy should be employed when embedding classroom video into teacher education courses.     

Constructivist values for instructional systems design: Five principles toward a new mindset

In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers.     

Increasing empathic capabilities of instructional developers: Evaluation of a three-phase instructional strategy

Thomas Aquinas, who knew more about education and persuasion than almost anybody who ever lived, once said that when you want to convert someone to your point of view, you go over to where he is standing, take him by the hand (mentally speaking), and guide him to where you want him to go. You don’t stand across the room and shout at him. You don’t call him a dummy. You don’t order him to come over to where you are. You start where he is, and work from that position. That’s the only way to get him to change. Sidney Harris (1973)     

网络辅助自主学习+课堂的大学英语新教学模式探讨

多媒体和网络技术的发展有力地推动着大学英语教学改革。文章结合建构主义学习理论,讨论了网络辅助自主学习+课堂的大学英语新教学模式的优势和普遍存在的问题,阐明了大学英语教学的变革和前景。     

构建新型教学评价观

传统学业评价的目的是甄别学生优劣。新型学业评价的目的是促进学生的发展;传统学业评价以目标取向评价为主,新型职业教育学业评价是以过程取向评价为主、目标取向和主体取向评价为辅,三者相结合的综合评价。     

Critical trial use of TIMS* as an alternative instructional delivery tool

This quantitative-qualitative study seeks to determine the effectiveness of TIMS (Thomasian Interactive Multimedia Software) in teaching the introductory topics in Trigonometry. The acceptability of the software to the student respondents was established using the content, design, interface, and effectiveness of the media used as the evaluation criteria. The critical trial use of the software involving a small group of students was employed to elicit the needed information. It aims to provide meaningful report which includes the strengths and weaknesses of the software, the recurring problems, and constraints during its implementation, and a critique of the software as to how it should be improved for future use.     

Leveraging new media skills in a peer feedback tool

Today's youth thrive in informal participatory communities where they not only consume but also act as contributors or producers. Through active participation they develop new media skills encompassing cultural competencies and social skills. In a participatory culture of learning, students' active contributions to their learning are stressed and peer feedback is considered an important component. In this paper we consider how to leverage aspects of these skills and the environments in which they are developed in the design of a peer feedback tool for students engaged in collaborative inquiry learning. The tool needs to be lightweight, and “playful” and draw on these participatory skills in order to entice and motivate students to give and receive feedback.     

Direct Instruction: a model of instructional design

Abstract Instructional design is chiefly concerned with the arrangement of the environment to optimise learning according to various criteria. While there are a number of instructional design theories and models, the Direct Instruction Model (Engelmann & Carnine, 1982) is the focus of this paper. The importance of instructional design is stressed and the Direct Instruction Model is analysed in terms of four components of a theory of instruction. A discussion of two of these components, structure and sequence, and an analysis of relevant research form the bulk of the paper. One goal of instructional training (be it for teachers or industry trainers) is the creative application of empirically verified instructional design principles so that the effectiveness of instruction, across a wide range of cognitive outcomes may be optimised.     

Enhancing instructional design efficiency: Methodologies employed by instructional designers

Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web‐based training, has not yet been fully examined. The purpose of this qualitative developmental study was to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.     

Globalizing instructional materials:

Conclusion As global markets expand and distance education becomes more prevalent, higher education institutions will be competing for students from all over the world. Those institutions that implement globalization, internationalization, and localization into curriculum and the design of instructional materials will be successful in this changing market.     

The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

This study investigated the impact of a self-regulatory tool, the Instructional Planning Self-Reflective Tool (IPSRT), on preservice teachers' performance, disposition, and self-efficacy beliefs regarding systematic instructional planning. Participants enrolled in an introductory educational technology course were taught how to develop an instructional plan as part of the course. An experimental group was provided with instruction on how to use the IPSRT while engaging in instructional planning. Results indicated that the experimental group demonstrated greater skill acquisition, showed more positive disposition, and reported higher perceived instrumentality of instructional planning. In terms of self-efficacy, no significant differences were found between the two groups. However, further analyses revealed that participants who were initially high in self-efficacy reported significantly lower self-efficacy following the tool intervention; in contrast, participants initially low in self-efficacy showed significantly higher self-efficacy following the tool intervention. Findings are discussed from a social-cognitive perspective.     

Toward a post-modern agenda in instructional technology

“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum in need of acknowledgement” (Jencks, 1992b, p.6). Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism, an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism holds promise for guiding research and development in instructional technology.; however, its potential contributions to the field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30). David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing, and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can be reached.     

International education as a novel entity in a public education system: the establishment of a new public international school in Israel

Abstract

This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry of Education officials, a parents’ survey, and content analysis of related documents, the authors show how the school was established and approved despite the supposedly contradicting hegemonic discourse of the official Israeli policy. They conclude by suggesting some implications for scholars and policy-makers.