初中英语互动教学艺术的探索与运用

互动教学是教师与学生以及学生之间进行的一种心灵沟通,其教学过程是一个动态发展的教与学统一的交互影响和活动的过程,它是通过优化“教学互动”的方式,强化人与人、人与环境的交互影响达到提高教学效果的一种教学模式。互动教学艺术运用于初中英语教学的主要策略在于：激发学生学习兴趣,营造师生互动氛围;合理划分教学层次,推动学生互动交流;设疑探究,朗读感悟,引导生本互动;创设教学情景,实现人景互动;培养团队协作精神,实现团体互动。     

个案研究方法在教育游戏研究中的应用

个案研究是以一个人或一个团体为研究对象,广泛搜集各种资料,综合运用各种方法,对复杂情境中的现象进行深入探究的研究策略。在我们开展的VISOLE(Virtual Interactive Student-Oriented Learning Environment)研究项目中,就采用个案研究方法来深入研究同学的动机、行为和学习成效,并取得了良好的效果。文章仔细讲解了采用该方法的动机、本个案研究的特点以及具体的研究过程。     

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.     

语言学习策略实例研究及教学启示

以某普通高校226名新生为对象,以交互英语和策略训练为教学干预手段,探索了交互英语对策略使用情况和学习成效的影响作用.结果发现:语言学习策略是可以学习和训练的;交互英语和策略训练的结合有利于学生语言学习策略的有效使用和学习成绩的提高;单一的策略训练教学方式对学生学习成效作用不显著.     

Does interactive multimedia promote achievement and higher level thinking skills for today's science students?

This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non-science majors in an Environmental Science course at a mid-western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self-study when students are learning outside of the classroom in a distance learning environment.     

The Implication of Prosodic Features’ Pragmatic Functions-For Teaching Listening and Speaking

Interactive communication is not straightforward but complicated. Prosodic features play an influential role in English communication. They can be used to signal certain pragmatic purposes in real situations for listeners and speakers to have mutual understanding. Identifying the pragmatic functions of prosodic features will facilitate the teaching of listening and speaking. English teachers need to clarify and emphasize the relationship between prosodic features and their pragmatic functions, attempting to work out how to combine them together into teaching in order to teach students to communicate effectively.     

On the Superior Statistical Properties of Frequency Scales in Job Analyses

This study compared the statistical properties of four job analysis task survey response scale types: criticality, difficulty in learning, importance, and frequency. We used nine job analysis studies spanning two fields, medical imaging and allied health professionals, to compare the job analysis scales in terms of variability and interrater agreement. Results showed that frequency scales using absolute anchors had greater between-task variability and higher interrater agreement for all nine studies. This may have occurred due to what has been described by past research as self-presentation bias. In this case, an aggregate base percentage of respondents always responded that tasks in their domain are highly critical, highly important, and easy to learn. These results showed that frequency scales with absolute anchors yielded data with better statistical performance than other more subjective scales. These properties do not answer the question of whether a scale matches an exam's purpose, which is the most important consideration for job analyses. They do, however, suggest that, if statistics are a primary deciding factor, strong consideration should be given to using frequency scales with absolute anchors.     

Understanding the Effects of a Process‐orientated Instruction in the First Year of University by Investigating Learning Style Characteristics

In an attempt to remedy transition problems from secondary education to university, the Learning and Guidance Centre of the Faculty of Sciences at the Vrije Universiteit Brussel has developed a process‐orientated instruction, called Interactive Working Groups (IWG). The major goal is to promote in‐depth learning by the training of general and specific learning skills in a content‐specific context. Previous quantitative analyses have shown that participation in IWG leads to better performance in examinations and induces positive effects on the learning approach. Therefore, we considered separately variables such as prior knowledge test results, examination scores and learning style characteristics. The goal of the present research is to understand these effects by analysing quantitatively the interdependency of previous variables. The results show, for instance, that the IWG enhance precisely those changes in learning approach and regulation which induce an increase in performance in examinations. The results were confirmed by qualitative analyses through interviews.     

An examination of the mediating role of learning space design on the relation between instructor effectiveness and student engagement

Learning Environments Research - Ball State University re-designed five classrooms—as part of an Interactive Learning Space (ILS) Initiative—to provide educators with learning spaces...     

Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

In this article, written primarily for early childhood educators of young children who are learning English as another language, the authors discuss the use and educational benefits of Interactive Writing, an approach to beginning writing instruction appropriate for kindergarten and first grade children.     

An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

Interactive digital video provides students with control of computer visualization techniques and allows them to collect, analyze, and model two-dimensional motion data. Activities that use these techniques were developed for students to investigate the concept of frames of reference in various real-life situations. This investigation examines the effect on student learning and attitudes of using these materials in an introductory college physics course. The study measured students' computer attitudes and found improvement in students' feelings of comfort in using computers after completion of the activities. We found students' prior computer experience did not influence their perceptions of the activities. The majority of participants perceived discussion and the computer visualization techniques as being very effective in helping them learn, Students' understanding of the physics concepts were assessed and the participants' scores were compared with nonparticipants' scores. Although analysis of variance statistical procedures revealed no significant differences between the two groups, the results of this study indicate that sophisticated instructional video software can be perceived as easy to use and effective by students who are novices and experts in using computers. Thus, interactive digital video tools and activities have the potential to provide physics teachers with the latest technology to bring the active process of learning physics to their classroom. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 467–489, 1997.     

Personalized learning in iSTART: Past modifications and future design

Abstract

Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have improved the system. It also provides results of a recent implementation of an adaptive logic that increases or decreases text difficulty based on students’ performance rather than presenting texts randomly. High school students who received adaptive text selection showed increased sense of learning. Adaptive text selection also resulted in greater pre-training to post-training comprehension test gains, especially for less-skilled readers. The findings demonstrate that system-driven, just-in-time support consistent with the goals of personalized learning benefit the efficacy of computer-based learning environments.     

互动式电子教科书在课程学习中的应用与评价分析——以阿拉伯语视听说课程为例

阿拉伯语本身特色鲜明,与常见的英语学习有很大不同,使得阿拉伯语学习基本上还是以传统的面授武教学为主.新媒体技术的发展,使得语言学习可以借鉴其中的创新技术.互动式电子教科书较之传统的电子课件或教学软件,在媒体整合和交互操作上优势明显.该研究以互动式电子教科书在阿拉伯视听说课程中的使用为例,探讨了媒体整合学习模式在阿拉伯语教学中的实现方式,并对教学效果进行了跟踪评价和分析,最终实践结果表明学生对互动式电子教科书认可度非常高.     

鸿合电子白板与物理、数学学科教学整合的实践探讨

交互式电子白板既整合了现代多媒体教学的优势,又保持了传统普通黑板的优点,为教育的改革提供了更为广阔的发展平台,其强大的交互功能真正实现了教与学的互动,极大地推动了教与学等方式的转变.本文介绍了交互式鸿合电子白板运用于物理、数学学科的教学实践,提高课堂教学的效率,为信息技术与学科教学融合提供一种交互式教与学的解决方案.     

Assessment of learning outcomes in Finnish vocational education and training

This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment targets are individual and communal learning focusing on processes instead of reports. Interactive, multifaceted assessments and qualitative methods promote learning and are based on trust – not control. The developmental assessment of learning outcomes started as an experiment in 2002 and as a permanent system in 2007. The whole process has been included and still includes also many challenges of methods, which this article tries to open.     

A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology

As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.     

Interactive Broadcast Television in Australia

Interactive television is being used increasingly as a delivery format for distance education and open learning courses. In most applications, the delivery is to a closed audience within the framework of formal programmes of study. This paper reports on programmes in Western Australia where interactive educational television is being used in broadcast modes. The paper discusses the impact of the ensuing interactivity on the quality of the broadcast programmes from an instructional perspective.     

社会学习理论视域下的互动式口译教学探究

基于美国新行为主义心理学家阿伯特·班杜拉的社会学习理论,结合教学实践,着重探讨了实现教师和学生互动的策略和意义,简述口译教学中的人机互动,以期优化口译教学,推动其持续能动地向前发展。     

三维情境式教育游戏软件的设计与案例研究

目前教育游戏"娱教分离"的问题还比较严重。文章结合情境认知理论,提出情境式教育游戏的理念,尝试利用虚拟现实技术创设适合学习者探究的游戏化学习情境以激发学习者的动机和探究兴趣。文章对情境式教育游戏软件的设计和开发要点进行了详细的阐述,并概要介绍了该研究设计的游戏案例,试用效果表明学习者对情境式教育游戏有着较高的认同度,将结构化的知识融入到情境式教育游戏中是可行的。     

Empowering personalized learning with an interactive e-book learning system for elementary school students

Today various types of tablet computers are used, including iPad and Android Tablets. These individual portable digital devices can be used as e-book readers to support mobile personalized learning. Though many studies have investigated e-books by targeting undergraduate students, yet less attention has been paid to children. Therefore, an Interactive E-book Learning System (IELS) was developed for elementary school students in this study. The interactive principles in multimedia learning were adopted to empower students?? personalized learning experiences with e-books. Meanwhile, in order to meet student??s learning needs, a group of in-service teachers were consulted for acquiring their domain expertise. Personalized learning functions, such as e-annotation and bookmarks, content searching, and learning process tracking, were designed to reinforce student learning. Two investigations were conducted for evaluation of the developed system. The first investigation was conducted with 166 elementary school students to evaluate the usability and functionality of the developed system and the feedback from the students. It was found that the usability and functionality of the developed system were well-suited for most of the students. The second investigation was to evaluate the learning effect of the developed system. The results showed that using an e-book or printed book made no significant difference to the students?? reading accuracy; however, the learning process tracking technique of IELS can provide detailed logs about the actual learning processes which can be used by the system to provide further assistance to individual learner. This study concludes that such a tailor-made e-book learning system could achieve a better personalized learning experience for elementary school students.