在合作学习中促进生生互动的有效策略

合作学习在世界范围内获得成功在很大程度上归功于它对生生互动的创新性运用。合作学习不仅从理论上重视生生互动这一教学资源，而且开发了诸多促进生生有效互动的策略。这些策略主要从班级分组、位置编排、规模设定、角色分配、技能教授和课堂管理等6个方面进行分析。     

高中英语口语教学中的小组合作学习

合作学习（Cooperative earning）起源于上世纪70年代的美国,并在70年代中期至80年代中期取得实质性进展,是一种以生生互动为主要取向的教学理论与策略体系。合作学习中的信息互动是一种复合的多边活动,它不是传统教学中教师向学生传递信息的单向型互动或师生间交流的双向型互动,而是师生、生生间的多边互动。合作学习旨在通过学生在异质小组中互相合作达成共同的学习目标,     

合作学习理论之互动观对课堂教学的启示

教学是师生平等参与和互动的过程.合作学习是当代教学理念与策略的主流之一,它非常关注教学过程中的各种互动合作关系.在新课程实施过程中,合作学习之互动观对课堂教学中的师生、生生以及师师互动合作有重要的启示.     

论英语专业语音教学中合作学习的策略

在对合作学习的内涵和基本要素进行分析的基础上,并从师生互动、师师互动、生生互动、角色分配及教学评价5个方面探讨了英语专业语音教学中合作学习的策略,旨在把合作学习的观念引入到语音教学中,形成教师和学生对语音教与学的积极态度,提高学生语音能力,提高语音教学质量,从而为学生进一步学习专业其他课程打下坚实的基础。     

高中数学课堂教学中“合作学习”的基本原则和教学策略

<正>"合作"是一个宽泛的概念。我们大致把合作学习分为以下四种,即师生互动、师师互动、生生互动、全员互动。在新课程理念下,我们更应给予关注的是"以生生互动为主要特征"的合作学习。通过实际教学中的探索与实践,笔者认为高中数学教学中合作学习应遵循以下的基本原则和实施策略。一、"合作学习"的基本原则1.贯穿学以致用原则学以致用是最终目标。在教学中,要重视理论联系实际,合理引导学生把所学知识应用于解决实际问题,培养学生应     

合作学习中生生互动的内涵与价值分析

合作学习中的生生互动强调的是即时的、平等的、面对面的促进性互动;生生互动是建立在共同目标、积极互信的基础上的互动;重视合作学习中的生生互动,既体现课堂中学生的主体地位,又超越以获取知识为目的的教育。当前要注意的是防止生生互动的形式化,要将生生互动落到实处,只有正确认识并落实生生互动的两种价值,学生的情感发展与认知才能实现统一。     

物理教学中的合作学习刍探

物理教学中运用合作学习,不仅能增强师生、生生彼此的互动交流,还能使学生学习的自主性得到有效发挥,提高物理教学效率和教学质量,促进学生综合发展。文章从合作学习及其应用意义、合作学习应用的原则、合作学习的应用策略三方面,对物理教学中的合作学习进行探究。     

生生互动教学模式在高职课堂中的应用刍论

生生互动教学模式作为一种新型的教学方法,注重学生之间的互动与合作。文章分析生生互动教学模式的内涵、生生互动教学模式在高职课堂中的应用意义,探讨生生互动教学模式在高职课堂中应用存在的不足,指出生生互动教学模式在高职课堂中的应用策略：转变传统教学思想,营造生生互动氛围;设计真实情境,激发生生互动;问题引导,促进思考讨论;小组合作,实现知识共享;互评互鉴,促进能力提升;加强师资培训,提高教师应用能力。     

初中英语小组合作式写作教学初探

一、小组合作式写作教学的过程策略合作学习理论倡导在教学过程中树立以学生为中心的教育观念,让学生以共同活动最大程度地促进自己以及他人的学习,试图把写作教学的重点从写作成果转向写作过程,突出学生主体,以生生互动、师生互动为取向,达到良好的教     

合作学习在英语学习中的重要作用

"合作学习"是20世纪70年代初兴起于美国,70年代中期至80年代中期取得实质性进展的一种教学理论与策略体系。合作学习系统利用教学动态因素之间的合作互动(包括师生互动、生生互动、全员互动等多维互动)促进学习,以合作互动学习小组为基本形式,以团体成绩为评价标准,共同实现教学目标。合作学习的有效性成了很多教师讨论的焦点。本文对合作学习在英语教学中的作用进行分析。     

政治课教学中学生创新精神的培养

在政治课教学中培养学生的创新精神，可以探索多种途径：营造民主和谐的教学气氛，创设主动求知的教学环境，鼓励学生求异思维，激发学生创造热情。只要更新教学观念，政治课也能收获创新之果。     

职业教育中聊天机器人激发学生学习兴趣的技术干预实验

教育新技术对于提高学生的学习兴趣具备良好优势,但其对学生的可持续性影响和总体影响,到目前为止尚不明朗.通过干预实验可以验证教育新技术对学生完成学习任务和对课程兴趣的长期影响效果.本实验以某职业院校学习外语的学生为样本,分别通过与真人对话和与聊天机器人对话,对学生前后连续的学习任务和课程兴趣进行测量,用以评估不同伙伴效应和课程兴趣的发展轨迹.结果显示:与聊天机器人互动后,学生的学习任务兴趣显著下降;只有与真人伙伴互动,初始学习任务兴趣才对后续课程兴趣的发展产生影响,而聊天机器人却无法具备这样的功能;在与聊天机器人互动完成了第一个任务后,新奇效应产生,但学生的学习兴趣随即下降.研究建议,教育新技术的干预需要与学生的学习任务情境设定相结合,才能提高学生的学习兴趣和可持续的学习动力.     

PBL学习模式之探讨

基于问题学习是一种研究性学习方式的教学模式,通过学生与指导教师、学习伙伴、以及学习资源之间的互动,帮助学生构建知识、发展能力。     

Experiential learning as a constraint-led process: an ecological dynamics perspective

In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner–environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning opportunities in outdoor experiential learning.     

Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning

The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation. The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public universities with high student numbers.     

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

The original concept of a subculture of learning support in secondary schools developed from a study of ‘Support Teachers, Learning Difficulties’ in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co‐teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.     

The impact of complexity on the expertise reversal effect: experimental evidence from testing accounting students

Element interactivity is a central concept of cognitive load theory that defines the complexity of a learning task. The reduction of task complexity through a temporary segmentation or isolation of interacting elements was investigated with 104 students randomly assigned to an interacting elements group, where participants were required to deal with complex accounting problems in their entirety, or an isolated elements group, where the task was broken down into constituent components. The results provide strong support for the expertise reversal effect with isolated elements beneficial for novices, while interacting elements were appropriate for more knowledgeable learners. Critically, these results only were obtained for high rather than low element interactivity materials. It was concluded that segmentation or element isolation should consider the expertise of the learner in conjunction with the complexity of the learning material.     

Prospective gymnasium teachers' conceptions of chemistry learning and teaching

The aim of the study was to investigate prospective gymnasium teachers' conceptions of chemistry learning and teaching. Data were collected through individual interviews with nine prospective teachers at one German university. Phenomenography served as the methodological framework for the study. The findings revealed that chemistry learning is conceptualized as gaining knowledge, problem-solving and constructing personal understandings; and that chemistry teaching is conceptualized as transferring knowledge, problem-posing and interacting with pupils. The majority of the prospective teachers' conceptions of learning chemistry were considered reproductive rather than constructive and their conceptions of chemistry teaching were viewed as facilitating reproductive learning. Comparisons of the dominant conceptions of learning chemistry and teaching chemistry held by each prospective teacher revealed mixed support for the assumption that if one holds a reproductive (or constructive) conception of teaching, then (s)he will also hold a reproductive (or constructive) conception of learning. Support for the assumption was found in the reproductive-oriented relationship between conceptions of learning chemistry as gaining knowledge and of teaching chemistry as transferring knowledge, but not found in the relationships between learning chemistry as problem-solving and teaching chemistry as problem-posing and between learning chemistry as gaining knowledge and interacting with pupils.     

Multimodal learning analytics for game-based learning

A distinctive feature of game-based learning environments is their capacity to create learning experiences that are both effective and engaging. Recent advances in sensor-based technologies such as facial expression analysis and gaze tracking have introduced the opportunity to leverage multimodal data streams for learning analytics. Learning analytics informed by multimodal data captured during students’ interactions with game-based learning environments hold significant promise for developing a deeper understanding of game-based learning, designing game-based learning environments to detect maladaptive behaviors and informing adaptive scaffolding to support individualized learning. This paper introduces a multimodal learning analytics approach that incorporates student gameplay, eye tracking and facial expression data to predict student posttest performance and interest after interacting with a game-based learning environment, Crystal Island . We investigated the degree to which separate and combined modalities (ie, gameplay, facial expressions of emotions and eye gaze) captured from students (n = 65) were predictive of student posttest performance and interest after interacting with Crystal Island . Results indicate that when predicting student posttest performance and interest, models utilizing multimodal data either perform equally well or outperform models utilizing unimodal data. We discuss the synergistic effects of combining modalities for predicting both student interest and posttest performance. The findings suggest that multimodal learning analytics can accurately predict students’ posttest performance and interest during game-based learning and hold significant potential for guiding real-time adaptive scaffolding.     

See,Touch, and Feel: Enhancing Young Children's Empathy Learning Through a Tablet Game

Ongoing research is providing new insights into the biological rudiments of empathy and its neurobiological underpinnings. There is also growing awareness that tablet technology, when used educationally and ethically, can aid adolescents and young‐adults' empathic learning. However, there has been little attempt globally to translate this new knowledge into the learning and teaching of empathy in early years education. This small‐scale study aimed at enhancing 3–6‐year‐olds' empathy by designing a tablet game and evaluating its developmental impact by combining teachers' observation with pre‐electroencephalogram (EEG) and post‐EEG. Children in one Australian preschool, were invited to (1) attend to and perceive emotionally salient events in a story, (2) actively share the emotions of the characters identified, and (3) take others' perspectives, reasoning why a given emotion arises within the context. Repeated measures analysis of both EEG and observation data indicate that interacting with the tablet game enhanced participating preschoolers' empathic learning.