Maxims to Help Understand the World: Simple Rules to Guide Learning About Geographic Complexity

Americans students' awareness of the world's complexity was suddenly sharpened on September 11, 2001. A large basic course on world regional geography was used to introduce students to ten maxims that encourage constructive learning about the many factors that help define a place's character. Student reactions to the maxims were largely positive. There were also indications that cross-disciplinary learning was enhanced.     

The Acquisition of Basic English Writing Skills

Writing well is no accident. Neither is it something students bring into the world with them. Writing well is a skill that is learned. It takes time and effort, but it is a learnable skill and can be achieved by everyone. This paper presents an overview of the basic skills of writing essays and papers in English, the kind of writing students use most often in college. It also reviews the main elements of grammar and the principles of good writing--the base upon which students learn or build their skills.     

What Happended to the Voice of the Author?

There are a series of issues that people designing multimedia for educational purposes should consider. These include, among others, the salience of the voice of the author, the balance between the seductive nature of the medium and the substantive content of the message, and the way(s) in which the navigational tools either promote or constrain the learening and teaching of the content. This paper explores some of these questions and suggests how the answers to them depend on the pedagogic ideology and philosophy of the creators of the software.     

论合作学习法在语言学习中的应用

本文探讨了合作学习法在语言教学中的应用。文章对合作学习法进行了界定,探讨了其基础理论、基本要素、策略和方法,并就其在语言学习中的教学设计进行了扼要的说明。     

我国职业技术教育学发展历程分析

本就我国职业技术教育的发展阶段进行了分析,提出了“孕育阶段、萌芽阶段、创立发展阶段”的“三段说”,并就各个阶段的职业技术教育民实践问题进行了研究分析。     

文化移入与二语习得——文化学习的原则与策略

语言表达、体现和象征文化现实。外语学习过程实际上就是一个语言学习与文化体验的统一体。外语学习过程中的文化学习直接关系语言学习的最终结果。要在二语习得过程中顺利实现文化移入,学习者必须遵循语言学习与文化体验相结合、语义学习与语用学习相结合以及跨文化差异对比的原则。文化学习的有效策略包括教师在课堂教学活动中的指导性干预、习惯性的广泛课外阅读以及跨文化交际实践。只有在语言意识与文化意识同时培养的基础上,学习者才能学好目标语言,并在实践中自如地运用。     

网络学习评价的内容与实施原则

学习评价是网络学习中的瓶颈问题,关系到网络学习质量的提高。因网络学习的特殊性,传统的评价已不可能完全适合网络学习。考虑到网络学习评价的人文性、数字化、多样性、开放性等特点,在实施网络学习评价时,应遵循形成性评价与总结性评价、自我评价与外部评价、科学性与人文性相结合等原则,对学生的学习环境、方法、成绩与能力等方面实施评价,最终达到促进学生的学习,提高其学习能力的目的。     

移动学习资源建设刍议

随着全球范围的无线技术和移动通信技术的快速发展,移动学习作为一种新型的学习方式应运而生。试探讨移动学习的特性和对学习资源的新要求,以微型学习等相关理论为基础,从应用的角度提出移动学习资源的设计原则和建设模型。     

教学设计理论中的心理学理论述评

教学设计理论受心理学学习理论的影响,追求个别化教学设计,摇摆于“以学为中心”和“以教为中心”之间,当前建构主义学习理论试图融合与互补“以学为中心”和“以教为中心”。历史和现实对我国教学设计理论的启示在于：引进学习理论时要对民族、文化和地域等的差异进行分析,从而进行修正;与多学科、多流派,尤其是与教育学及其分支学科和流派的理论进行融合。     

高中历史“导学案”中探究问题设计技巧

合作探究是导学案教学中重要环节,探究问题的质量,严重影响教师教学的效果。研究探究问题设计技巧,对提高课堂教学质量具有重要意义。     

Strategy selection for cognitive skill acquisition depends on task demands and working memory capacity

The involvement of working memory capacity (WMC) in ruled-based cognitive skill acquisition is well-established, but the duration of its involvement and its role in learning strategy selection are less certain. Participants (N = 610) learned four logic rules, their corresponding symbols, or logic gates, and the appropriate input–output combinations in three-gate circuit patterns. Participants practiced 120 repetitions of each rule (480 total gates) over the course of 10 training blocks. Memory load varied between subjects. The confluence of task demands and individual differences in WMC (N = 518) dramatically affected speed–accuracy tradeoffs and strategic use of a computerized help function. Cluster analysis revealed five distinct groups of participants based on the combination of response accuracy, latency, and help use. Some groups with moderate to high mean WMC acquired the task with predictable performance patterns. Other groups, prevalently under a memory load and with low mean WMC, failed to learn or overused help.     

对中学英语教学原则的认识与应用

中学英语教学原则是为了反映中学英语教学规律而制定的，是指导中学英语教学的基本原理，在中学英语教学中，教师必须遵循这些教学原则。     

高中英语教科书教学实施个案调查报告

根据十五校教学和教学实习收集的材料,报告认为在农村中学和普通城镇中学高中英语教学中仍然普遍地存在着重视语法知识传授,轻视语言听说读写基本技能训练的旧的教学方法,学生的英语应用技能亟待加强.高中英语教材所规定的教学任务对于农村中学和普通城镇中学来说显得太重,建议教材中区分必教部分和选教部分.     

现代远程教育教学设计原则初探

现代远程教育的主要特点是师生空间分离,如何进行有效的教学设计已经成为目前远程教育发展中非常突出的问题。现代远程教育的教学设计,必须从教学设计的基本理论出发并结合现代远程教育的特点,在远程教育的教学内容、教学过程与教学评估三方面入手,求确定现代远程教育的教学设计原则。     

教学设计的美学原则

在此处美学是关于高强度的整体美学经历。教学中的美学经历是富含意义、连贯并完整的浸入式学习经历。情节、人物、主题和情境四项教学设计的美学原则及其应用准则的提出,正是以现有的教学设计和学习理论为基础,借用文学作品的写作模式为框架。准则的应用不仅补充和支持美学原则,其与学习经历的契合也使得美学原则具有较好的实用性和指导价值。     

The role of deliberate practice and play in career progression in sport: the early engagement hypothesis

Experts acquire domain‐specific skills as a result of the activities in which they participate throughout their development. We examine the domain‐specific activities in which two groups of elite youth soccer players participated between six and 12 years of age. Our goal was to examine early participation differences between those who progressed to professional status at 16 years of age and those who did not. Data were contrasted to a control group of recreational‐level players and examined in the context of the Developmental Model of Sport Participation, which supports the importance of late specialization and early diversity between six and 12 years of age. The elite players who went on to attain professional status accumulated more hours per year in soccer play activities, but not in soccer practice, competition or other sports, between six and 12 years of age, compared with those who did not progress. The two elite groups averaged more hours per year in soccer practice compared with recreational‐level players, but not soccer play, competition or other sports. We propose the “early engagement hypothesis” to explain our results. Accordingly, practice and play in the primary sport between six and 12 years of age contributes to the development of expert performance in English soccer.