试论创造性教学

培养和发展学生的创造性,是当前国内外教学改革的主题.创造性教学应遵循主体性、民主性和差异性原则.树立新的创造性教学观,改革课堂教学方法,大力培养创造性教师.     

制度空隙及其效应

从产权经济学、契约经济学、公共选择理论等多个角度综合提炼出了制度空隙问题,并对其产生的后果进行了理论分析。     

A brief study of televised laboratory instruction

Conclusions In this brief study, all reasonable efforts were made to gain control over extraneous variables while gathering limited but valid information concerning the relative effectiveness of televised and conventional instruction in laboratory skills. There are unanswered questions concerning the methods, the effects, and the meanings which still out-number the few questions which may have been answered but these should not obscure what was attempted and found. In brief, the results indicate that one of the two criteria employed in the study was little more than worth-less. The other criterion measure gave evidence that, although the instruction produced measureable effects, it apparently made no difference whether groups were taught by conventional means or by means of television. Statistically, these instructed groups performed equally when executing their laboratory tasks. This evidence is not contradicted by related information from the earlier and more extended trials of televised laboratory instruction. Perhaps, at best, the inclusion of “delayed measurement” groups has added some small amount of respectability to this study. Their inclusion certainly has not guaranteed that unequivocal answers can be given to those questions which deal with the “long-term” effects of the two forms of instruction. Since these “long-term” effects are extremely important, it is hoped that they will receive increasing attention in the future. This article is a condensed and modified version of a February 1959 mimeographed report by the authors. The mimeographed original includes copies of measuring devices used in gathering data for the study which can be had by writing the senior author at the Audio-Visual Center at Purdue University. Dr. Seibert, who was recently on leave to the U. S. Office of Education as research coordinator for the Educational Media (Title VII) Program, returns to Purdue July 1 as TV Program Research Consultant. Dr. Honig is currently with the Lincoln Laboratories, Massachusetts Institute of Technology. The writers thank Frederick Vratney, Post-Doctoral Fellow in Chemistry; D. F. Kasten, graduate student in Psychology; the staff of the Purdue TV Production Unit; and the several graduate students who served as performance evaluators. All made contributions to the study on which this report is based. It goes without saying that the student subjects were essential and their cooperation appreciated.     

A study of the effects of an organization change from streamed to mixed-ability classes upon science classroom instruction

The aim of this study was to quantify possible changes in the classroom learning experiences of high- and low-ability pupils, which might accompany an organizational change from streamed to mixed-ability classes for learning science in secondary schools. Deteriorations in the quality of the classroom interactions of both high- and low-ability pupils were found, these deteriorations being particularly significant for high-ability pupils. It was suggested that these changes in classroom processes might provide the key to understanding the superior academic achievement of pupils in homogenous groups, which has been reported by other research workers. It was concluded that the nine teachers studied did not respond to this organizational change by individualizing classroom activities. Instead, they tended to teach to the middle of the ability range, with both ends of the ability spectrum being adversely affected, in terms of classroom behaviors. For high-ability pupils, the observed learning experiences became more structured and teacher-directed in mixed-ability classes, with decreased opportunities' for these pupils to practice a range of higher-order intellectual skills. For slow-ability pupils, an overall decrease in the frequencies of classroom behaviors was recorded. However, these changes in classroom processes were small compared with those experienced by high-ability pupils.     

A theory-driven approach to assessing the cognitive effects of PBL

Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning.     

A comparative study on the use of humor in the design of instruction

This study examined the effects of three integrated and contiguous instructional designs using incongruity humor on the recognition and recall of information measured by immediate learning and retention tests. First graders in three classes (N=58) were randomly assigned to one of three humor design treatment groups and a control group. On two successive days prior to receiving a humor treatment, each group received a taped reading of a familiar story, which succeeded in the intended manipulation of subjects to low levels of arousal and interest across all groups. The three humor designs included a humor experience which was immediately followed by a serious presentation of new information (contiguous-immediate design), the same humor experience with a one week postponed presentation of the new information (contiguous-postponed design), and a presentation of the new information with humor interspersed within (integrated design). Results indicated that the two contiguous humor treatment groups had higher immediate memory and retention scores than the control group, particularly with regard to recall of the new information. The integrated humor treatment failed to have its intended humor reaction. Limitations of previous research, which generally does not support the instructional value of humor, are discussed in terms of basic theory and research in humor, motivation, and learning.     

大学英语网络教学模式实施策略缺失探析

随着计算机网络技术的发展,网络教育作为一种具有交互性、开放性、虚拟性和个性化等特点的教育方式受到人们的欢迎。但是目前网络英语教学存存在一些误区,笔者结合大学英语的教学实践,对大学英语网络教学模式在全国高校实施中存在的问题作一些探讨。     

大学英语听力策略培训实践研究

本章在听力策略培训相关研究的基础上,对听力策略培训的模式、教学方法、效果尤其是培训的内容等方面进行了探讨,并对融合式听力策略培训实验进行反思,得出关于听力策略培训、大学英语课程设置方面的启示.     

Mother tongue instruction in Lubuagan: A case study from the Philippines

In the modern era, the prevailing model of public education has been that of “one size fits all”, with private schooling being a small but notable exception. Language (of instruction) was generally viewed as a minor variable readily overcome by standard classroom instruction. As researchers have sharpened their focus on the reasons for educational failure, language has begun to emerge as a significant variable in producing gains in educational efficiency. This paper reports the intermediate result of a controlled study in a very rural area of a developing country designed to examine the effect of language of instruction on educational outcomes. In the experimental schools, children are taught to read first in the local language (via the local language) and are taught other key subjects via the local language as well. English is taught as a subject. Teachers in the control or standard schools continue the standard national practice of teaching all subjects in either English or Filipino, neither of which is spoken by children when they begin school. Year-end standardised testing was done in all subjects throughout grades one to three as a means of comparing the two programme methodologies.     

Teacher effects upon the outcomes of science instruction

The effect of an individual teacher upon his student, whether positive or negative, is always open to debate and discussion. This research lends additional support to the arguments.     

多模态教学理论在大学英语词汇教学中的应用

随着教育改革和科学进步的逐渐结合,众多高校的英语词汇教学充分的有效地利用多媒体网络工具结合多摸态教学理论,把多模态教学理论用于大学英语词汇教学中去,多模态词汇教学法能够充分调动大学生的直观主动性参与词汇教学活动,提高学生自主学习词汇的主观兴趣同时也了对词汇的记忆,提高了学生对词汇运用的准确性。     

A mixed-method study of EFL teachers’ Internet use in language instruction

Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in integrating the Internet into their instruction. A concurrent mixed-method approach is employed in this study. Both quantitative and qualitative results show that teacher training is crucial for Internet-integration instruction by the teachers of English as a foreign language (EFL) in Northern Taiwanese higher education institutions. Continuous professional development focused on technology application in language instruction is imperative.     

关于大学跨学科教育的思考

跨学科教育是高等院校重要的学科教育形式,是当代教育改革的方向,体现出鲜明的新兴性、教育个性和先进性,对高等教育发展有重要意义。做好跨学科教育的设计和建设跨学科教育的保障机制,是搞好跨学科教育的基本条件。     

情境-探究课堂教学模式及其应用--以生物教学为例

构建情境-探究课堂教学模式,以生物教学为例,说明模式的教学程序和教学策略.