信息环境下课堂学习共同体的构建

以课堂作为研究共同体的新视角,扩展学习共同体在教育领域中的应用.从学习共同体的含义出发,介绍课堂学习共同体中的特点,在此基础上构建信息环境下课堂学习共同体的模型,试图为学习者营造一个较理想的信息化学习环境,从而突破传统课堂教学模式的局限,在信息环境下建立起沟通型课堂,使学习者可以获得来自环境内部所给予的持续帮助与支持,实现真正的学习.     

简论课堂学习环境的设计

本文根据现代学习理论的相关研究成果,概括出有效学习的四大要素,即“活动”、“互动”、“情境”和“多样性”。在此基础上,从“时间”、“空间”、“设备工具”和“环境布置与装饰”四个方面,对课堂学习环境的设计问题进行了讨论。     

基于QQ的翻转课堂学习环境设计

学习环境是翻转课堂高效学习的保障,翻转课堂学习环境功能框架应包括学习目标管理、人际交流合作、微课程学习资源及学习反思和评价等方面。利用QQ平台进行学习环境的构建,可以促进翻转课堂发挥功效。     

Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms

The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males.     

Learning and Teaching in Microcomputer Classrooms:

No abstract available for this article.     

多媒体教学模式下如何构建良好课堂心理环境

随着科技的迅速发展,多媒体技术逐步渗透到教学的各个方面,传统教学已不适应现代化信息社会需求。各高等学校纷纷要求充分利用多媒体和网络技术,采用新的教学模式改进原来的以教师讲解为主的单一的课堂教学模式。然而多媒体教学的课堂心理环境却不尽人意。文章先简要论述教学心理环境,接着分析多媒体教学模式的优势以及存在的问题,从而提出创建优质教学心理环境而采取的相关建议。     

Influence of the Curriculum and Learning Environment on Group Learning Approaches Outside the Classroom

Case studies are presented of the out-of-class behaviour of two contrasting class groups of university students from departments with very different learning environments. One group displayed avoider behaviour, by working together to minimise the amount of work each individual had to do. The other class consisted of more coherent groups of students who socialised together and worked to reach a better understanding of conceptual material; we labelled this engager behaviour. The cases show that both the levels of social coherence of the groups and the out-of-class group learning approaches were strongly influenced by: the curriculum, the type of teaching, the nature of the assessment, the relationship between teachers and students, and the environment within the respective departments. This revised version was published online in July 2006 with corrections to the Cover Date.     

Cooperative Learning in Dutch Primary Classrooms

This study examines teachers' use and evaluation of cooperative learning along with pupils' reactions to cooperative grouping and the quality of the group cooperation in a sample of Dutch primary school teachers who implemented cooperative learning methods. Teachers reported that cooperative learning occurred in their classrooms about four times a week. Teachers reported social skills, on-task behaviour and pupil self-esteem to improve as a result of having pupils work in groups. The pupils reported a positive attitude towards cooperative group learning and rated their work in groups as effective. About half of the teachers reported problems with the monitoring of the cooperative groups. Observations showed the time-on-task levels of the pupils working in groups to be high, but effective learning and cooperation not to be promoted. The teachers devoted little time to the teaching of groupwork skills. In general, the implementation of cooperative grouping was found to lack the features recommended in the literature for effective cooperative learning.     

Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms

This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms.     

营造轻松学习氛围 构建快乐高效课堂

在传统的语文教学中,都是教师为主体,向学生传授语文知识。如果教师没有出众的口才和幽默的教学语言,很难让学生对语文产生兴趣。在新课标要求下的语文教学应当以学生为主体,营造轻松愉快的课堂氛围,才能激发学生的语文学习兴趣,创建快乐高效的语文课堂。     

Using Interactive Radio to Enhance Classroom Learning and Reach Schools,Classrooms, Teachers,and Learners

This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally.     

一对一数字化互动反馈智能课堂学习环境研究

为了实现课堂教学中及时全面的互动反馈,灵活开展各种模式的学习和评价分析管理,该文以互动反馈系统为基础,结合电子书包、一对一数字化学习、云桌面、知识库、基于大数据的学习分析、虚拟课堂等数字化学习相关技术进行改进后,构建了一种一对一数字化互动反馈智能课堂学习环境。形成的知识库,可进行基于大数据的学习分析、个性化学习资源推荐、启发式联想搜索知识、主观题的自动评分等。该文提出了一种主观题交叉评分的方法,并给出了主要流程方案,实现了复杂主观题也能进行互动并可当堂反馈。     

Teaching and Learning in World Wide Web-Connected Classrooms

Summary

Use of the Web as an instructional tool is growing rapidly as the nation's classrooms increasingly come online with high capacity bandwidth. To optimize the use of the Web as an instructional tool, the traditional roles of students and teachers must shift to that of an “engaged model” of teaching and learning. This article presents strategies for effectively teaching and learning on the Web and introduces SUR-WEB as an Internet-based multimedia resource for engaged learning.     

智慧教室环境下大学生学习环境偏好与学习策略的关系探究

为探究智慧教室环境下大学生学习环境偏好与学习策略之间的关系,文章以华中地区H大学在智慧教室环境下学习的本科生为研究对象,通过智慧教室环境偏好量表和大学生学习策略量表,调查了大学生在智慧教室环境下的学习环境主要偏好、学习策略整体水平以及两者之间的关系,结果发现:大学生对智慧教室环境持积极认可的态度,智慧教室环境下大学生的学习策略处于中等水平,大学生学习环境偏好与学习策略显著正相关。此结论表明,改善大学生对智慧教室环境的偏好对于提高其学习策略水平具有重要意义。     

Technology Integration and the Classroom Learning Environment: Research for Action

This article describes initial results of a collaborative action research endeavor between a regional university and a local school (Grade 6 level) using learning environments research to monitor alignment of classroom learning activities with a constructivist viewpoint while integrating technology into the curriculum. Student perceptions as measured by the Constructivist Learning Environment Survey (CLES) were explored. Teacher logs, teacher interviews, and fieldnotes from team discussion groups and classroom observation provided further understanding of interactions in the classroom. A one-way analysis of variance in which the set of four classroom learning environment variables for the CLES, the set of five variables for each of the CLES-Mathematics and the CLES-Science and time of administration (prior to technology integration and after technology integration) yielded no significant changes in student perceptions of the classroom learning environment over the duration of the academic year. Interpretation of results led teachers to construct a new set of questions and a new plan of action to bring their classroom learning environment into closer alignment with a constructivist perspective for teaching and learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

大学英语翻转课堂的学习环境构建刍议

将翻转课堂应用于大学英语教学中是一个能有效提高大学英语教学质量的手段。本文将从翻转课堂的角度,在翻转课堂的各个环节中探讨学习环境中的学习内容、学习支持和学习的社会结构三个方面的构建,以期达到优化大学英语课堂学习环境,提高大学英语教学质量的目的。     

Teaching and Learning Nature of Science in Elementary Classrooms

Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to...     

教室空气环境优化问题的探讨

教室空气环境的优化是一个系统工程,在充分认识教室空气环境特殊性的基础上,要巧用大众花卉植物的净化功能,正确选用负离子空气净化器,冬季用碱性流水及壁瀑净化教室空气。综合应用这些措施,能使教室空气环境舒适、健康。     

优化课堂教学环境的研究

创设参与的教学环境,让学生主动学习;创设丰富的信息资源环境,让学生在优化的情境中学习;创设知识经验共享环境,让学生在协作中学习;创设真实环境,让学生在体验中学习。通过上述方式优化课堂教学环境,使学生的学习成为有效学习。