New technologies and education: challenging disappointment

In the present article, I intend to look at information and communication technologies (ICTs), and their use in education, from the perspective of someone who has experienced both their advantages and disadvantages. Notwithstanding some reasonable scepticism about their theoretical miracles, I have decided to commit myself to applying them to my teaching; that is why here I will also give an account of a web project on English grammar I am actually implementing, the main aim of which is to benefit from the potential of new technologies, as long as students are ready to take responsibility for their own learning process.Nouvelles technologies et éducations, un défi à la déception. Dans cet article, j'ai l'intention d'´etudier les technologies de l'information et de la communication (TICs) et leur usage dans l'éducation dans la perspective de quelqu'un qui a fait l'expérience de leurs avantages et désavantages. Bien qu'ayant quelques septicismes raisonnables sur leurs miracles théoriques, j'ai décidé de les utiliser dans mon enseignement. Ainsi je vais rendre compte d'un projet sur le web concernant la grammaire anglaise que je mets en ce moment en oeuvre, dont l'objet principal est de tirer avantage des nouvelles technologies aussi longtemps que les ´etudiants sont prêts à assumer la responsabilité de leur propre processus d'apprentissage.Neue Techniken und Bildung, herausfordernde Enttäuschung. Mit diesem Artikel beabsichtige ich, mir Informations- und Kommunikationstechnologien (ICTs) und ihre Verwendung im Bildungsbereich aus der Sicht eines, der sowohl ihre Vorteile als auch Nachteile erfahren hat, anzusehen. Trotz einer vernünftigen Skepsis gegenüber ihren behaupteten Wundern habe ich beschlossen, mich darauf festzulegen, sie auf meine eigene Lehre anzuwenden. Deshalb werde ich hier auch einen Bericht über ein Netzprojekt über englische Grammatik geben, das ich gerade durchführe, dessen Hauptziel es ist, von den Stärken der neuen Technologien zu profitieren ist, solange jedenfalls, wie Studenten bereit sind, Verantwortung für ihren eigenen Lernprozeß zu übernehmen.     

Classroom climate and instruction: New goals demand new approaches

Uniformly, science teachers express the same goals for their students, goals that emphasize attitude, communication, creativity, and application of knowledge. Yet, the traditional role of the teacher ignores these goals and focuses on attainment of knowledge, rarely going on to applications. This paper suggests, rather specifically, how to provide instruction that leads to the expressed goals. These specific behaviors come from a three-part model where expressed goals define the role of the student and the student's roles are, in turn, stimulated by the teacher.     

From assimilation to accommodation: a developmental framework for integrating digital technologies into literacy research and instruction

This article presents a developmental framework for interpreting and understanding how new digital technologies have been integrated into literacy instruction and research, and how they might be integrated in the future. The framework borrows the concepts of assimilation and accommodation from Piaget’s classical developmental theory of learning, applying them to how individuals and groups involved in literacy instruction and research conceptualize and implement new digital technologies in their work. It is argued that assimilation and accommodation define a developmental reality that helps explain a variety of issues pertaining to new technologies in relation to literacy research and practice, such as how new technologies come to be used or not used in literacy instruction, and what research questions are asked or not asked by literacy researchers exploring the implications of new technologies for instruction. The influence of this framework on the authors’ own work and on the work of others is illustrated.     

数学中考改革的新动向及其对教学的启示

随着素质教育的推进 ,中考命题进入了一个举国上下倡导创新的新环境。在这一环境下 ,数学中考改革出现了新的发展方向。为此 ,本文旨在从近几年 ,尤其是 1999年中考数学命题改革的三个方面 :学生的数学能力、应用意识和创新意识展开了讨论 ,并揭示出了它们对于改进数学教学所引发的一些思考     

New technologies to support teaching for understanding

In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. To meet these demands, teachers need professional development opportunities that support them in a transformational process. New technologies appear to hold promise in overcoming the traditional limitations of professional development. In this chapter, we describe and analyze a program designed to provide such professional development. We begin by summarizing recurrent challenges and promising approaches to professional development organized around a set of qualities that characterize effective learning. Next, we use these qualities to describe a program that explicitly incorporates a model of teaching for understanding into the design of an online learning environment and professional development activities for educators. Finally, our analysis of this program emphasizes the Internet's unique advantages, as well as some remaining issues to resolve in online professional development for educators.In this era of rapid change, educators increasingly recognize that students must learn how to develop and apply knowledge creatively, not simply remember what they have been told. This goal requires shifting from traditional lessons based on transmitting information toward approaches that help learners build robust and flexible understanding. Such transformation of curriculum and pedagogy is a complex process for teachers who must develop new knowledge, skills and beliefs.To meet these demands, teachers need professional development opportunities that support them in a transformational process. Unfortunately, most learning opportunities for teachers fall short. They tend to be short-term workshops, focused on general topics rather than deep knowledge of subject matter and pedagogy, inattentive to teachers’ individual interests, disconnected from specific classroom practices, and isolated from ongoing support by coaches and colleagues. Formal professional development activities are often the antithesis of what is known to promote effective learning.New technologies appear to hold promise in overcoming the traditional limitations of professional development. The World Wide Web, with its rich trove of multimedia resources, interactive tools, and telecommunication facilities, accessible from anywhere on the planet, seems full of potential as a facilitator of teacher learning. Yet we know that mere access to technical resources is not sufficient to generate learning or to change practice. How might the Internet be used to support communities of reflective practitioners committed to teaching for understanding?     

FCC汽油脱硫新技术

介绍了国内外最新的流化催化裂化（FCC）汽油的脱硫技术，包括催化裂化过程中加脱硫剂、选择性加氢脱硫、水蒸汽催化脱硫、生物脱硫、氧化脱硫、吸附脱硫等。吸附法脱硫具有低投资、低操作成本的优点。化学吸附具有高硫脱除率的优势，可以将汽油中的硫含量降至100μg／g以下，是一种很有发展前途的脱硫技术。     

改革大学英语阅读教学的新思路——网络教学支撑平台与交际教学法的结合

以计算机多媒体技术和网络技术为核心的新型网络教学支撑平台正在逐步引入到英语教学领域,它为教师的阅读教学提供了最广泛的学习资源、方便的学习工具、灵活的学习策略,支持教师对学生的辅导和帮助。在二语习得理论和交际教学理论的指导下,网络教学支撑平台营造了一种培养学生阅读能力和交际能力所必须的学习环境、交流和交际环境,为改革大学英语阅读教学提供了新的思路、方法和改革措施。     

新课程:营造新型的课堂教学形态

目前我们正在进行的新课程改革 ,从一定意义上说也是课程形态的变革。为了适应这一新的课程形态 ,我们必须对传统的课堂教学形态进行改造 ,并营造出新型的课堂教学形态 :开放性的课堂教学形态、活动性的课堂教学形态、创造性的课堂教学形态、生活性的课堂教学形态、快乐性的课堂教学形态。其目的就在于帮助教师尽快走进新课堂。     

Hypermedia and instruction

Hypermedia and its educational applications are discussed in this article. Background information is provided, and software, knowledge representation, navigation, and authoring issues are described. Issues about hypermedia's role in learning also are examined, and hypotheses are advanced about when it may be an effective teaching approach. One conclusion is that hypermedia has strengths and weaknesses and that it may become merely hyped media unless good teaching applications are developed.     

New directions for lifelong learning using network technologies

The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi‐institutional and episodic nature are not reflected in today’s mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realisation of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a ‘Learning Network’ (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning.     

New technologies in engineering education: biomedical engineering

Almost everybody involved in engineering education has, at some time or another, been faced with the alternative of broad spectrum engineering education versus specialized education. It seems as though, at least in Europe, the trend has been towards the first solution. The point is to first generate an engineer and then let him get an outlook on feasible options at a pregraduate level. Afterwards, either with the use of postgraduate education or professional experience, he may be able to deepen into specialized knowledge using the basis he was previously taught. It is a rational solution in a society where the rate of technological innovations is tremendous and where solutions must be given to very complex and interdisciplinary problems in a context of socio-economic crisis.     

多元智能理论的教学新视野

本文对比分析了行为主义心理学和多元智能理论关于学习及教学的不同认识以及两种理论指导下的教学实践的不同特点，指出了传统教学与多元智能教学在教学过程，教学目标和学生角色几方面存在着机械性与生成性、单一性与全面性、被动性与主动性的深刻差别。