共查询到19条相似文献,搜索用时 122 毫秒
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将游戏引入教学是否真的有益于教学?学界对此展开了诸多研究,但结果不一.本研究采用系统评价方法和元分析方法对游戏化教学与传统教学的效果进行对比统计分析,以求得更科学的结论.本研究检索了2009年1月至2020年12月的中外数据库,根据PICOS原则排查所有对比游戏化教学与传统教学提升学生学业成就的随机对照试验研究,最终纳入27篇原始文献,然后利用Review Manager5.3软件对相关数据进行元分析,得出如下结论:1)游戏化英语和体育教学、小学游戏化教学、50人以内的集体游戏化教学对学生学业成就提升优势显著,确定有效;2)将教学过程游戏化和教学中运用数字小游戏对学生学业成就提升优势显著,成绩高于传统教学,确定有效;3)游戏化数学教学、50-100人集体游戏化教学、基于传统游戏的游戏化教学、基于虚拟游戏的游戏化教学、理论课程的游戏化教学和采用激励机制的游戏化教学均对学生学业成就提升可能有效,结论不确定,解释或运用需谨慎. 相似文献
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马艳 《读与写:教育教学刊》2021,(12)
小学英语教学中离不开对于学生的语法教学,语法是学生能够获得语言知识的基础。然而在小学英语学习阶段,很多教师只是让学生大量的记忆单词来补全由于语法上的缺失,忽略了对于学生语法的教学,偏离了新课程标准的要求,这对学生未来的英语学习是极其不利的。为了满足学生的英语学习需求,贯彻英语语法教学,在小学英语教学过程中,利用游戏化的英语语法教学是极其有效的,笔者就小学英语语法游戏化教学提出以下几点对策。 相似文献
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使幼儿从事的活动游戏化,是顺应幼儿喜好游戏之天性的必然要求,能够给幼儿带来浸润放松性警觉感的情境体验,并为幼儿创建最近发展区,激活其经验联结。所谓教学游戏化,就是"化"教学为游戏,是陈鹤琴提出的幼稚教育的原则之一,与杜威的"做中学"教育思想相呼应,是中国幼儿教育的本土化创举。课程游戏化既是对教学游戏化的传承,也是对教学游戏化的超越。实施课程游戏化就是要保证幼儿有充足的游戏活动时间,保障幼儿的游戏权利;就是要赋予幼儿园一日活动以游戏的性质,让幼儿感受到心智的自由,产生丰富的"游戏性"体验;就是要聚焦幼儿生活,帮助幼儿在生活化、游戏化的活动情景中逐步养成良好的学习品质。课程游戏化的持续推进,既需要政府的规范引导与幼儿园的努力实践,也需要家园加强合作,共同建构和谐共育的社会生态。 相似文献
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游戏化教学是一种新型的教学方式,其能在很大程度上促进教学质量的提高,本文主要就关于小学语文游戏化教学展开相关论述。 相似文献
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游戏在幼儿园教育中占有重要地位,文章分析幼儿园教学游戏化的内涵与现实意义,对教学游戏化现状进行剖析,并从游戏活动环境创设、游戏化教学活动创新、教学评价优化三个方面提出相应的对策和建议,以期促进幼儿园教育健康发展。 相似文献
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Elisabeth J. H. Spelt Harm J. A. Biemans Hilde Tobi Pieternel A. Luning Martin Mulder 《Educational Psychology Review》2009,21(4):365-378
Interdisciplinary higher education aims to develop boundary-crossing skills, such as interdisciplinary thinking. In the present
review study, interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to
produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It
was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means
of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that,
to date, scientific research into teaching and learning in interdisciplinary higher education has remained limited and explorative.
The research advanced the understanding of the necessary subskills of interdisciplinary thinking and typical conditions for
enabling the development of interdisciplinary thinking. This understanding provides a platform from which the theory and practice
of interdisciplinary higher education can move forward. 相似文献
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This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement. 相似文献
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"游戏"进高校课堂,并不是简单地在课堂中添加游戏,而是将游戏与教学内容进行有机的结合。文章探讨了游戏教学法在应用性、操作性、实践性极强的应用管理学课程中的应用,介绍了实施的过程设计,并分析了运用这种方法应注意的细节问题。 相似文献
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论证教学是指让学生通过确立主张,运用多种证据进行论证和相互说服,从而达成学习目标的教学方式.近年来,论证教学在全球科学教育界受到广泛关注.通过对68篇相关的国际核心文献进行系统化的检索、筛选与编码,研究结果显示,已有的论证教学评价研究主要集中在开发评价工具和聚焦课程与教学的评价两个方面,这两方面又分为评价维度、评价工具... 相似文献
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陈中 《高等教育研究学报》2014,(4):80-83
在对翻转课堂相关研究进行综述的基础之上,探索将游戏化学习与翻转课堂实现有效融合的教学设计模式,并进行教学实践验证。实践结果表明,基于游戏化学习的翻转课堂能够有效提升课堂教学效果,激发学生的学习兴趣,并圆满达成既定的教学目标。 相似文献
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李运昌 《石家庄师范专科学校学报》2013,(4):124-126
王升教授的新著《主体教学有效性探索》源于实践又归于实践。王升教授在书中首先从形而上的层面探讨了主体教学有效性的目标定位与主体教学运行的动力,确定了主体教学有效性的视阈;然后从形而下的层面制定了主体教学有效性的标准,并探索了确保主体教学有效性的策略;最后通过实验研究验证了这些策略的科学性与合理性。 相似文献
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Michael LI 《Frontiers of Education in China》2020,15(1):39
Using a thematic analysis methodology, this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019, highlighting contributions scholars made to the current literature as well as identifying gaps in the research. The analysis reveals that there is a rather large gap in the use of research methodologies between the two sets of articles, with publications in China predominantly adopting non-empirical approaches while most articles published outside China are empirical. Besides, the use of computer-assisted language learning (CALL) in character teaching and learning seems to be a key research topic outside China, while exploring new pedagogical ideas and strategies attracts more interest among scholars in China. The paper concludes with suggestions for future research directions and a call for more diverse research paradigms and mixed-method perspectives. 相似文献