本体在智能授导系统(ITS)著作工具中的应用

ITS著作工具的主要目标是降低构造ITS的难度,为显性化描述ITS各个模块的知识搭建脚手架是其为达到目标所采用的方法之一。本体是对知识进行显性描述的基础,因此本体对ITS著作工具的构建有着重要的作用。通过ITS著作工具实例描述和分析本体在ITS著作工具应用中所起到的作用。     

CAI课件写作工具功能之比较研究

本文将两种较具代表性的软件－多媒体CAI课件写作工具软件Authorware与多媒体制作软件Flash进行功能上的比较,探讨了Flash在课件写作领域的应用前景,并对CAI多媒体课件写作工具功能的发展进行展望。     

Learning Environments Research

Learning Environments Research -     

《几何画板》从教具变为学具

信息技术在当今社会的各个领域都得到丁广泛应用，在教育领域尤其受到人们的青睐。与以往任何一种先进媒体的应用相比，信息技术的引入，使传统的教育方式发生了更加深刻的变革，甚至可以说是引起了一次革命。计算机辅助教学已经成为广大教育工作者探索、研究和实践的新领域，如何将计算机与传统教学相结合，不断地优化中学数学教学，提高学生的动手能力，需要我们不断地研究、探索和实践。     

基于计算机学习环境下的自我调节学习

自我调节学习是学习者获得成功学习的重要因素,因此如何促进和利用学习者的自我调节学习能力就成为基于计算机的学习环境设计的关键问题。欧洲电子学习网络推出的iClass项目以自我调节学习的理论与模型为指导,充分促进了自我调节学习的实现。未来基于计算机学习环境的设计可以从多个方面促进学习者的自我调节学习。     

儿童英语学习环境的创设

以儿童为中心的英语学习环境,是促进儿童英语学习的必要条件。因此,必须从儿童的兴趣和需要出发,关注儿童英语学习共同体的创建,充分发挥信息技术的优势,创设适宜、有效的儿童英语学习环境,促进儿童的英语学习和综合素质发展。     

Constructing Learning Environments for Complex Social Skills

This article addresses issues faced in the construction of computer programs that teach complex social skills. We describe a software architecture called Guided Social Simulation (GuSS). GuSS combines a simulation in which students can practice social skills with guidance that enhances the simulated experience. One of the applications of GuSS, called YELLO, teaches how to sell Yellow Pages advertising. YELLO is described in detail. The social simulation and guidance components of GuSS each present a set of technical and theoretical challenges. We discuss both sets. In discussing the techniques we use for constructing a social simulation, we emphasize the mechanisms that implement social agents as simple social planners. We then focus on one particular guidance component of GuSS—the storyteller. The storyteller is a teaching module that contains the real-life stories of experienced practitioners captured on videodisk. The storyteller monitors the student's actions in the simulation and interjects stories that are relevant to the student's experience.     

学习环境的社会结构设计

学习科学在学习的社会维度上的强调,要求学习环境的设计超越传统技术中心的设计视界,更加关注学习的社会结构设计。文章概要描述了一个由“文化信念”、“实践”、“社会-技术-空间关系”、“与外部世界的交互”四维度组成的社会结构设计框架,并借此分析了一个智能互动白板技术环境下的课堂社会结构的设计研究案例。研究表明,学习的社会结构是影响整个学习环境设计效果的重要因素,应该引起广大教育技术研究者们的重视与关注。     

基于结构不良问题解决的数学学习环境设计

当前数学课堂教学主要关注解决结构良好的问题,较少涉及真实情景中结构不良的问题,从而常造成学校数学教育与社会生活的脱节。本研究在分析已有关于结构不良问题解决研究的基础上,借鉴乔纳森建构主义学习环境设计理论,从学习环境设计视角出发,构建基于结构不良问题解决的数学学习环境,以期对培养学生使用数学知识解决真实情景中结构不良问题能力有所启发。     

Environments for Lifelong Learning in Senior Centers

ABSTRACT

Senior-center learning opportunities must adapt, as new retirees are better educated than their predecessors. We examined 3 multipurpose senior centers using 120 hours of observations and 30 participant interviews. Variation existed in the ability to maximize synomorphic relationships, where the physical environment supported educational activities. The center with the greatest success had the most active participation. Low participation was noted when multipurpose rooms were utilized, as learning was compromised by distractions. Computer learning thrived in a computer lab, but machines were neglected when located in an employee break room. Successful learning programs fit the environment, in addition to providing volunteerism and empowerment.     

Uniting Adolescent Support Systems for Safe Learning Environments

Counterintuitively, the more one develops as a leader, the less of a leader one becomes. What do great leaders do? Great leaders are ambitious first and foremost for the cause, the mission, the work—not themselves. Educators as “serving leaders” sense that every action they take, together with every decision that they make, either supports or undermines students and colleagues’ perceived levels of status, certainty, autonomy, relatedness, and fairness.     

论促进知识建构的学习环境设计

本文从理解知识和知识建构的概念出发,分析了知识建构的特点,比较了知识建构与传统学习的差异,阐述了知识建构的方式,从建构主义学习环境设计理论的角度讨论了有效促进知识建构的学习环境设计方法。文章认为,有效促进知识建构的学习环境设计必须围绕活动、情境、资源、工具、支架、学习共同体和评价等七大基本要素来进行。这一学习环境设计方法为知识建构提供了一种思考和实践框架,有益于教师帮促学习者运用高阶思维开展有意义的学习,实现高阶能力的发展。     

构建基于网络的合作学习环境

在信息与通讯技术越来越发达的今天,基于网络的远程学习已变得越来越重要。该介绍的是如何构建基于网络的合作学习环境,着重介绍了网络学习环境的三个基本要素：学习内容、通讯工具及协同合作,并对每一要素的特点及可利用的工具进行了分析,章最后呈现了一个基于网络的合作学习环境实例。     

创建基于网络的建构学习环境

网络技术的快速发展使得信息无处不在，也使得基于网络的建构学习成为可能。本描述了建构学习环境的基本特征及组成要素，并通过实例说明如何创建基于网络的建构学习环境。     

Relating Pre-Service Teachers' Approaches to Learning and Preferences for Constructivist Learning Environments

Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning environments are also related to the type of teacher education that pre-service teachers followed.