Neuro-linguistic Programming and learning theory

This article explores relationships between Neuro-linguistic Programming - a growing school of thought and practice - and established learning theory, drawing a distinction between models, strategies and theories. Some evaluative comments are made about the coherence of Neuro-linguistic Programming as it currently stands, both in terms of its internal consistency, and in relation to established learning theories. In relation to its internal structure, questions are asked as to how far copying an expert's behaviour can really lead a learner to becoming an expert, and about the lack of attention within the theory given to the domain of application. Two other important areas are examined: the dissonance between the claim that Neuro-linguistic Programming caters to individuality in learning while also proposing a view that learning is best done experientially; and a specific aspect of the theory, named the ‘logical levels’, asking whether learners are really as predictable and as subject to cause/effect as this theory would suggest. Finally,the epistemological basis of Neurolinguistic Programming is questioned. It is argued that, though Neuro-linguistic Programming has begun to make an impact in education, it remains a set of strategies rather than a theory or a model, and these internal inconsistencies need to be addressed if it is to have a place among the dominant learning theories of our age.     

网络学习者学习障碍的分析

在网络教育如火如荼的今天,许多研究者从不同角度对网络学习作了深入的分析和总结。本文试图从网络学习者的角度出发,分析学习者在网络化条件下遇到的各种学习障碍,并试图给出学习者一些策略性建议。     

基于“数据驱动学习”的机辅写作教学模式初探

本文主要探讨基于\"数据驱动学习\"下的课堂写作教学新模式。在介绍有关基本概念的基础上,重点阐述了基于\"数据驱动学习\"的英语写作课堂教学流程,分别对教学三个不同阶段的教学依据、操作过程及相关示例等内容进行了详细论证和说明。     

Using learning analytics in the Amazonas: understanding students’ behaviour in introductory programming

Tools for automatic grading programming assignments, also known as Online Judges, have been widely used to support computer science (CS) courses. Nevertheless, few studies have used these tools to acquire and analyse interaction data to better understand the students’ performance and behaviours, often due to data availability or inadequate granularity. To address this problem, we propose an Online Judge called CodeBench, which allows for fine-grained data collection of student interactions, at the level of, eg, keystrokes, number of submissions, and grades. We deployed CodeBench for 3 years (2016–18) and collected data from 2058 students from 16 introductory computer science (CS1) courses, on which we have carried out fine-grained learning analytics, towards early detection of effective/ineffective behaviours regarding learning CS concepts. Results extract clear behavioural classes of CS1 students, significantly differentiated both semantically and statistically, enabling us to better explain how student behaviours during programming have influenced learning outcomes. Finally, we also identify behaviours that can guide novice students to improve their learning performance, which can be used for interventions. We believe this work is a step forward towards enhancing Online Judges and helping teachers and students improve their CS1 teaching/learning practices.     

行动中学习:《现代教育技术》网络课程案例分析

新的媒体,不仅能够提供新的教学方法,也能够提供完全不同的教学模式,为新的教学理念提供展示的舞台。该文以《现代教育技术》网络课程为例,介绍了蕴含其中的新教学理念,体现了对技术作用于教学问题的理解,围绕网络课程,可以开展基于行动的学习,在行动中掌握如何将技术整合于课程教学中。     

案例教学在教育学教学中的应用

案例教学是教育者本着理论与实际有机整合的宗旨,遵循教学目的的要求,以案例为基本素材,将学习者引入一个特定事件的真实情境中,通过学生主体性的学习,培养学生反思、创新能力,使理论与实际紧密结合的一种有效教学形式。案例教学是通过分析、讨论和总结案例三个阶段进行,是弥补当前教育学教学不足的有效形式。     

基于学习优势的英语教学简论

学习优势教育理论在发达国家已经有近百年的研究历史,而在我国,仅在2001年才有实质性的研究,相关理论在英语教学中的应用研究更是未曾深入。文章从学习风格和学习优势的概述入手,综合论述了“基于学习优势的英语教学”的核心特点及其教学实施,以期学习优势理论在英语教学中的应用研究方面产生一定的借鉴意义和推动作用。     

混合学习环境下学习风格挖掘及群体差异研究

利用所罗门学习风格量表显式获取用户学习风格,并运用K-means聚类算法挖掘不同风格学习者的线上学习行为特征,依据精确度计算结果不断调整Felder-Silverman学习风格模型对应的线上学习行为属性分类,并最终构建学习风格挖掘模型。结果表明,利用该模型来预测学习者的学习风格具有一定有效性。对不同类别学习风格者的学习特点以及倾向进行差异分析,有利于教师与学生有的放矢地调整教学与学习策略。     

考虑认知风格的多媒体教学

目前,我们正步入数字化时代,学习和工作所需的大量信息来源于网络上的多媒体.但是,针对不同认知风格的学习者,相同的多媒体对学习效果的影响是不同的.本文主要从思想认识、教学策略与教学方法方面,阐述考虑认知风格的多媒体教学.     

教育学的坏理论研究之三：教育学的陈述体系

由于教育学没有创造出关于教育世界的新知识,因此教育学对于教育世界本无话可说。无话可说却非要说些什么,由此教育学的陈述体系表现出各种与严肃理论不相符的话语风格。这些话语风格包括：（1）说得对却说不准,具体表现为同义反复、含混用词和用“真正的X”来分辨真伪。这种只说对的、不说准的思维方式越来越不顾及教育学理论应该承担的理论功能,更不顾及教育学应有的理论品性。（2）重解释和宣传、轻逻辑论证,具体表现为夸大其辞、自相矛盾和口号体。教育学对所提出的教育主张、原则、方式方法在说理时缺少足够的逻辑论证,教育学文本中很容易充斥过度的解释、冗余的说明和武断的规定,这使得教育学表现出话语风格缺陷。（3）把“历史事实”说成“逻辑必然”、把“应然”说成“实然”。如果教育的世界真是这样,缘何有那么多针对教育的批判,缘何有那么多的教育改革呢？这样的教育学是一种“不讲实情、只讲善意”的教育学。（4）顾左右而言他--大谈理论基础和实践成果而不是自身。这不是科学范式的成功,而是科学范式的失败。（5）习惯性地将问题倒推。教育学所提出的教育原则等规范并不彻底,只是将问题倒推一次罢了。对于教育学自身的元研究也是如此。教育学陈述体系的缺陷只是表层现象,究其根本乃是学术内容的问题。     

Learning networks for schools: keeping up with the times or a leap into the unknown?

This article seeks to explore the ‘fit’ of ‘the network’ as an organizational form being implemented in schools in England. It considers current trends within education policy, pedagogy and educational technology in the context of these new service delivery models and relates these to the current interest in learning networks. The article draws upon the experience of school networks as it has been discussed in evaluation research and literature surveys, to highlight the issues around their implementation. The purpose, typology and potential tensions of educational networks are reviewed, with a particular focus on the Networked Learning Communities (NLCs) pioneered by the National College for School Leadership (NCSL). Although, on the face of things, the position of the ‘school network’ as a structural model seems logical, there are significant tensions which suggest that the implementation and development of meaningful and high quality networks is far more challenging than the government may appreciate.     

在线学习者学习风格测量初探

文章研究的目的是通过在线学习者的浏览行为来测量在线学习者的学习风格,研究中作者借助于Hopfield神经网络分析在线学习者在利用网络课程进行学习的过程中所建构出的概念图来确定学习者的学习风格。     

基于学习风格的网络课程教学策略研究

现行网络课程已能为学习者提供不受时空限制的学习环境和学习资源,但如何根据学习者的个性特征将其灵活拆分重组却尚未得到有效解决。该文以学习风格为问题突破口,首先介绍了Honey&Mumford的学习风格理论,接着以此为据,提出了网络课程个性化教学策略的设计方案,最后指出了需要进一步研究的关键问题。