大学英语课堂环境与英语自主学习能力的关系研究

运用典型相关分析方法对大学英语课堂环境与英语自主学习能力的关系进行研究,结果显示二者显著相关,课堂环境对自主学习能力的影响作用大于自主学习能力对课堂环境的影响作用,课堂环境是影响自主学习能力的一个重要因素。课堂环境的九个因子中,主要是课堂参与、学生责任、任务取向、教师支持影响自主学习中的所有维度,即评估过程、制订计划、明确要求、监控策略和使用策略。课堂环境感知和自主学习能力之间存在匹配类型（感知好能力强、感知中等好一能力中等强）和不匹配类型（感知好能力中等强、感知中等好能力差）。根据以上研究结果,建议要创建和谐课堂,促进学生情感和认知的积极发展;重视课堂互动,促进学生对课堂活动的积极参与;加强“任务”教学,提高学生对“任务”的积极认识;强化策略培训,提高学生使用策略进行学习的水平。     

未来课堂:智慧学习环境

未来课堂的设计与应用已经成为教育技术学研究的一个新领域,智能性是未来课堂的重要特性之一。未来课堂应为课堂主体而建,终极目标在于促进学习者的个体学习和社会化学习,以促进学习者的发展,它是一个充分发挥课堂主体的主动性、能动性,和谐、自由发展的教与学环境与活动的智慧学习环境。未来课堂不仅是一个智能化的学习空间,还应体现出对课堂主体教与学活动支持的智慧性。智慧性主要体现技术层面、环境层面和资源和服务层面等方面,其实现技术主要包括硬件技术和软件技术两个层面,其中硬件技术主要包括所有设备之间的智能互联技术、多功能交互设备技术;软件技术则主要是指各主体间的信息传输技术、控制技术及信息的推理技术等。     

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.     

Jewish Identity,Jewish Education and Experience of the Kibbutz in Israel

Abstract

In this paper we examine the role of the Israeli kibbutz experience as an agent of informal education in cross‐cultural settings, acting as a transformative agent of ethnic identity. The study presents, through comparative longitudinal analysis, the changes in Jewish identity and values of young North American Jews between their arrival in Israel and the conclusion of the kibbutz programme, as well as after they have returned to their home country. The analysis utilises data gathered from 238 Oren Kibbutz Institute alumni who participated in the programme between 1990‐94 in six kibbutzim. The transformative role of the Israeli kibbutz experience contributes independently and cumulatively to the formative role of home background, Jewish schooling and previous visits to Israel.     

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。     

Academic Achievement and Perceptions of the Learning Environment in Virtual and Traditional Secondary Mathematics Classrooms

This study identified pre-entry variables related to course completion and noncompletion in university online distance education courses. Four hundred and sixty-four students who were enrolled in online distance education courses participated in the study. Discriminant analysis revealed six pre-entry variables were related to retention, including cumulative grade point average, class rank, number of previous courses completed online, searching the Internet training, operating systems and file management training, and Internet applications training. Results indicate prior educational experience and prior computer training may help distinguish between individuals who complete university online distance education courses and those who do not.     

Contemporary Classroom Practice in Australian Primary Classrooms

What does the published literature on contemporary classroom practice in Australian primary schools tell us about what classroom practice looks like? And what strategic directions for research does a review of the literature suggest. In this review, I show that teacher educators preparing teachers for Australian primary schools have alarmingly little to go on in terms of what day to day life in schools is like, how the different parties involved perceive contemporary practice and how schools address, if they do at all, issues of social justice. I address some strategic directions for research. In particular, I suggest the need to accumulate case studies documenting and analysing contemporary school practices.     

Students' Conceptions of Learning,the Classroom Environment,and Approaches to Learning

Abstract

A model that hypothesized relationships between high school students' conceptions of learning, their percpetions of the classroom environment, and their approaches to learning was tested using structural equation modeling. Results suggested that important associations exist between conceptions of learning and approaches to learning. Students who reported qualitative and experiential conceptions were likely to use deep approaches to learning, whereas students who had quantitative conceptions of learning tended to use surface approaches. The implications of these findings for teachers and the way they function in the classroom environment are discussed.     

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。     

On Improving the Classroom Environment of English Learning in College

This paper, firstly, acknowledges the importance of classroom environment and the problems existing in the college English classroom. And then, it offers some ways of improving the classroom environment which is very critical to evaluate educational programs and curriculum and provides guidance to teachers who are eager to boost their classroom teaching.     

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.     

The Learning Environment of High School Students in Chemistry and Biology Laboratories

In this article a comparison of students’ perceptions of laboratory classes in chemistry and biology is presented. By using the Science Laboratory Environment Inventory (SLEI), pronounced and significant differences between chemistry and biology laboratory environments were found on two of the subscales: ‘Integration’ that describes the extent to which its laboratory activities are integrated with non‐laboratory and classroom learning and ‘Open‐endedness’, a subscale that measures the extent to which the laboratory emphasises an open‐ended, divergent, and an individualised approach to experimentation. It is suggested that the SLEI can be considered as a sensitive tool to measure students’ perceptions of their learning environment in different subject matters during the laboratory work. In this study the SLEI was also used to compare students’ actual and preferred learning environments and to explore gender differences regarding this issue.     

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。     

Online Plagiarism Training Falls Short in Biology Classrooms

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.     

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.     

Learning and Teaching in Microcomputer Classrooms:

No abstract available for this article.     

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。