电子包容:学习困难与数字技术研究新进展

本文首先对综述中用到的关键术语进行界定,讨论了本领域中研究的局限和优势;然后描述了学习困难目前和历史理解的一个更宽泛的情境,并解释为什么将学习困难的社会模型作为本综述的框架;接着对本领域中技术使用的范式进行了论述,共鉴别出三种应用类型:技术用于训练或练习、技术用于辅助学习、技术用来产生学习;最后对本领域的研究给出了一个总体看法.同时为开发者、政策制定者、研究者和实践者展望了未来技术发展的方向.     

试论多媒体技术与数学教学、自学的整合

多媒体技术进入数学自学与教学中,既有有利的一面又有不利的一面,要对于不同的学习情况采取不同的应用策略才能取其精华,弃其糟粕。     

The Role of Wikipedia in English Language Learning and Teaching

With the invention and development of computer,Computer-Assisted Language Learning(CALL)and multimedia have been made possible in English language learning and teaching throughout the world.Wikipedia is one of the most popularly used in English language learning and teaching.However,Wikipedia has not been widely used in mainland China up to now.This paper intends to introduce the ways of using Wikipedia in English language learning and teaching.     

Age Differences in Adaptive Decision Making: The Role of Numeracy

The primary purposes of the present study were to examine age differences in adaptive decision making and to evaluate the role of numeracy in mediating the relationship between age and adaptive decision making. Adaptive decision making was assessed by the Cups task (Levin, Weller, Pederson, & Harshman, 2007 Levin , I. P. , Weller , J. A. , Pederson , A. A. , & Harshman , L. A. ( 2007 ). Age-related differences in adaptive decision making: Sensitivity to expect value in risky choice . Judgement and Decision Making , 2 ( 4 ), 225 – 233 .[Web of Science ®] , [Google Scholar]). Forty-six younger (18 to 24 years old) and 37 older adults (61 to 89 years old) completed the Cups task. In addition, the Numeracy Scale (Lipkus, Samsa, & Rimer, 2001 Lipkus , I. M ., Samsa , G. , & Rimer , B. K. ( 2001 ). General performance on a numeracy scale among highly educated samples . Medical Decision Making , 21 ( 1 ), 37 – 44 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) was used to measure individual numeric ability. Adaptive decision making was operationalized by the Expected Value sensitivity (i.e., the product of probability and outcome magnitudes) across the gain and the loss domains. Older adults had significantly lower Expected Value sensitivity than young adults. In addition, older adults demonstrated significantly lower numeracy than younger adults. Finally, numeracy partially mediated the relationship between age and adaptive decision making. It is suggested that older adults’ declined decision making may be partially due to their declined numeric abilities. Implications were discussed in numeracy education and public policies concerning older adults.     

高校数字教学资源共享中心的构建及其关键技术

高校数字教学资源经过多年建设取得了一定的成绩,但因缺乏统一规划,行政壁垒的客观存在而造成资源孤岛、重复开发、投资效能低等问题日益凸显。为实现资源共建共享,资源利用最大效益,文章提出分阶段整合资源,构建高校数字教学资源共享中心的思路,并就其关键技术进行阐述。     

在博物馆、科学中心和展览馆中利用数字技术学习

本文以博物馆和展览馆等利用数字化技术所提供的学习为综述对象,描述了博物馆学习的相关理论及发展;对在博物馆内、外利用数字化技术进行学习的趋势进行了预测;并针对未来发展趋势,对博物馆学习的设计者和开发者提供了相关建议。     

班级活力在外语教学中的作用

文章从第二语言习得、教育心理学角度,论述了外语学习中的情感因素.班级作为语言学习的基本组织单位,与情感因素密切相关,班级活力在外语学习中发挥了重要作用.     

Digital Instructional Strategies and Their Role in Classroom Learning

Research that examines technology use in the context of daily classroom practices is needed to support the effective digital conversion of classrooms. In this study, 65 seventh- through 10th-grade Mathematics and English Language Arts teachers from six districts across six states logged information about digital strategies they incorporated into their lessons to teach specific academic content standards. We describe six major digital instructional strategies and 16 related instructional tactics that teachers used over the course of a year, and analyze how these strategies relate to opportunity to learn. We found teachers tended to use technology for a variety of strategies with varying degrees of frequency. Technology use was usually viewed as central or essential to instruction. Relationships between technology use and opportunity to learn differed between specific strategies and by subject. A discussion of the study limitations and future research needs is provided. (Keywords: digital instructional strategy, digital instructional tactic, opportunity to learn)     

数字化学习中注意力失焦的对策研究

在数字化学习中,长时间的互联网使用容易导致学生出现注意力失焦问题,学习专注、自我监控和计划、互联网使用的娱乐偏好是其关键影响因素。在此基础上构建注意力培养解决方案,包括自主型课堂教学、自我管理训练和互联网使用建议三个重要组成部分。通过设计实施单因素对比实验,对实验班进行教学干预,结果表明:利用注意力培养方案可以提高实验班学生的注意力品质,在注意力的稳定性和广度方面都有显著性作用,但在注意力的持续性、转移和集中性上作用有限。同时,该方案对于优等生的注意力提升具有明显效果,对于中等生和困难生则效果有限,尚需进一步研究。     

数码钢琴在高师钢琴教学中的作用

随着高等师范音乐教育改革的浪潮,数码钢琴引进了高师音乐教育课程并逐步得到人们的重视.本文试从数码钢琴引进课堂的目的、教学内容、教学方法与传统钢琴的比较等方面进行分析,以使数码钢琴这一种新的科技产品在音乐教学中发挥更大的作用.     

The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication

Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.     

Re-Emphasizing the Role of Affect in Learning and Teaching

Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process.     

数字技术支持的教师学习:研究与项目综述(上)

本文在系统回顾教师知识与教师学习本质的基础上,讨论了数字技术与教师学习活动之间的关系,主张将数字技术的效用描述为教师学习中有目的的一组活动,即：知识建构、分布式认知、社群与沟通以及约定,通过对五个技术支持的教师学习的典型案例。分析了数字技术对教师学习的支持作用。最后指出了数字技术支持的教师学习与专业发展之方向。     

数字电子技术的混合式教学

在数字电子技术课程中引入协作学习和翻转课堂教学。以小组为主体,课前让学生自主学习相关内容,课堂时间则用来完成作业、项目讨论、个别解答,老师和同学可以有更多的互动时间,学生则更加主动、灵活地学习,这种混合式教学改革实践,增加了学生的参与度,有助于学生更专注于主动的基于项目的学习,有助于创新能力的培养。     

The Role of Internet on EFL Teaching and Learning in Senior High School

<正>The rapid development of modern information technology is deeply changing our learning environment and the construction model of knowledge,especially the rising of the Internet provides unlimited space for the computer aided teaching.Internet English teaching is a new attempt to combine the network resources     

试述自主学练在体育教学过程中的重要作用

体育教学作为一种塑造和培养人才及人格的重要教学手段和形式,在当今知识与经济不断腾飞发展的21世纪,知识作为经济的基础,科学技术作为第一生产力要素,这就要求我们的学生在增强和不断提高运动技术能力的同时,还必须开发学生的智力水平,促进学生个性发展的需求及人与人之间必要的、过硬的交往能力。自主学练是建立在自我控制的基础上,只有做到具有良好的自我控制力,才能充分有效地体现自我能力。     

应用专题学习网站开展电子作品创作教学

在新一轮课程改革中,教与学方式的改变已成为课程改革的重要特征。信息技术课程以培养学生良好的信息素养为宗旨,让学生在信息活动中,掌握信息技术、感受信息文化、增强信息意识、内化信息伦理。在新课程理念下,信息技术教与学活动发生根本的转变：在教学过程中,教师带领学生主动认知、探究学习,课堂教学以探究为切入点组织教学活动,为学生营造有利于主动探究和创新的学习环境,促进学生学习方式的转变。     

Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials

The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis &; Krajcik, 2005 Davis, E. A., &; Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34, 3–14.[Crossref] , [Google Scholar]), our goal was to support teachers’ professional development within the curriculum materials. Ten pre-K classrooms with a total of 143 children were randomly selected into treatment and control groups. Observations of teacher talk, including characteristics of lexically-rich and cognitively demanding language were conducted before and during the intervention. Measures of child outcomes, pre- and post-intervention included both standardized and curriculum-based assessments. Results indicated significant improvements in the quality of teachers’ talk in the treatment compared to the control group, and significant gains for child outcomes. These results suggest that educative curriculum may be a promising approach to facilitate both teacher and student learning.