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1.
教师反思是自我认同与认知冲突的统一。相对于自我认同而言,教师反思时产生的认知冲突是提高教师专业素养、教师专业化的更为活跃、更为重要的思维因素。要促进教师反思时的认知冲突的生成,学校应促进教师间的互动、交流以使教师超越反思的个体性,应实施有所侧重的教学评价和加强师德建设;教师应加强理论学习以掌握原则性的教育知识,应围绕全面提高学生的素质来开展教育教学活动。 相似文献
2.
Fu-Hsing Tsai Charles Kinzer Kuo-Hsun Hung Cheng-Ling Alice Chen I-Ying Hsu 《Interactive Learning Environments》2013,21(2):116-128
While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning outcomes. We argue that to help students achieve improved learning performance, providing targeted content knowledge should be a specific focus in designing educational games; in addition, scaffolding strategies to promote the use of in-game contents should also be provided. Thus, the present study explores the effects and usage of providing three types of scaffolding aids in two versions of educational simulations with in-game contents. The results suggest that providing targeted content with scaffolding aid in educational simulation games helps students to achieve better learning performance. 相似文献
3.
陆咏梅 《浙江教育学院学报》2007,(1):91-95
建构写作智慧体系是写作教学的出发点和归宿。建构写作智慧体系,需要整合五个方面的内容:传递写作知识、提升认识智慧、传导认知策略、培养写作技能、传授写作策略。 相似文献
4.
多媒体教学中的知识建构 总被引：1，自引：0，他引：1
多媒体教学中的知识建构观,主要采纳了建构主义的主动加工信息理论,而主动加工信息的认知机制则是认知的反思或监控。在有效的多媒体教学中,学习者的认知的机制涉及五种基本的认知活动,对教材的直观、概括、具体化以及工作记忆和长时记忆。皮亚杰的建构思想、维果斯基的社会文化理论、布鲁纳的建构观念和激进建构主义等等,都为多媒体教学中知识建构的设计提供了理论依据。 相似文献
5.
《Studying Teacher Education》2013,9(3):296-307
ABSTRACTResearch on teacher emotion regulation is typically conducted by outsiders and focuses on how emotion is regulated. This self-study was conducted by a practicing teacher to explore the lived experience of teacher emotion regulation and the many influences that inspire the need for such regulation. Throughout a 14-week semester, daily “in-the-moment” recordings of emotion were collected as they arose, and analyzed weekly. With a critical friend, further analysis was conducted to explore the genesis of the emotion as well as the response and possible alternatives. We believe that understanding the experience of the emotion is possibly more important than how it is regulated. Through reflection, this teacher began to resolve deeper issues that had evoked negative emotions, which shifted her approach to difficult situations and reduced the amount of negative emotions experienced. We conclude that the research on emotion regulation should focus on understanding the underlying issue triggering the emotion than on controlling the emotions displayed. 相似文献
6.
在参考大量文献资料及教育游戏软件和网站的基础上,以认知心理学为依据,对教育游戏在小学生认知学习作用方面进行深入探讨.论证了教育游戏在小学生知觉学习、认知结构、学习动机和信息加工四方面起促进作用,并提出教育游戏应用于课程学习的建议. 相似文献
7.
幼儿游戏活动的质量在很大程度上反映着幼儿教师的职业技能水平,学前教育师范生,需要掌握好专业知识及专业技能,具备较强的职业活动操作技能,才能组织、引导好符合幼儿特点的游戏活动,促进幼儿全面发展,使幼儿游戏教学活动达到一个较高水平,因此开设学前教育专业的学校,应重视对学前教育师范生职业技能的培养,加大实践环节的操作,培养符合职业岗位标准的学前教育专业人才。 相似文献
8.
Sharon Bramwell-Lalor 《International Journal of Science Education》2013,35(5):839-864
This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1)?=?21.508; p?<?.001) and higher-order (F(1)?=?42.842, p?<?.001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items. 相似文献
9.
This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4–5 has positive and significant effects on reading skills and cognitive skills (including numeracy skills) of these children at least up to age 10 or 11. The effects on skills more closely related to reading and language are larger than those on skills such as numeracy skills. However, all findings in relation to reading and other cognitive skills are persistent and robust to a wide range of sensitivity analyses. Although reading to children is also correlated with children's non-cognitive skills, after accounting for the endogeneity of reading to children, no causal effect remains. 相似文献
10.
康纳利、科兰蒂宁以及舍恩之后,实践知识成为教师知识研究中的热点话题.实践知识研究的广泛性并不等于它已经解决了教师专业发展的路径问题.教师知识的特性需要重新审视,为此,我们要审慎对待教师反思,关注研究者与教师沟通的前提,并合理规划教师知识的研究方式. 相似文献
11.
谢满兰 《广东教育学院学报》2011,(4):86-92
写作教学从来都是外语教学的重点和难点。通过教师培训的反思数据分析可见,高中英语教师对写作教学改革在理念上新旧共存,情感上冷热不一;从教学设计的数据看,教师在专业知识和技能上良莠不齐。因此,有必要消除教师心理障碍,激发教师学习热情,开发多元化职后学习和教育模式来推动教师参与课改和教改。 相似文献
12.
The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed. 相似文献
13.
《Journal of Teaching in Social Work》2013,33(1-2):89-110
ABSTRACT Although frequently challenging, faculty advising continues to be a crucial component of social work education. Yet the current diversity of students, educational programs, and field placements present many ethical dilemmas to the faculty advisor. This paper explores the administrative, educational, and supportive roles of the faculty advisor, the inherent conflicts which develop and the effects of these conflicts on the ethical advising of social work students. Similar to the classroom teacher, the faculty advisor can positively model ethical social work practice to students. Case examples from faculty advisors are used to study ethical dilemmas which arise in promoting social work values of self-determination and confidentiality. Recommendations are made to promote ethical practice among faculty advisors. 相似文献
14.
《Journal of Further & Higher Education》2012,36(6):862-874
Transferable skills are essential in allowing graduates to make the transition between the world of learning and the world of work. Teaching these skills, however, is a challenge that institutions of higher learning are still grappling with. This article describes how the transferability of skills can be encouraged using e-portfolios. It is based on a review of a skills course taught to first-year undergraduate economics students. Google sites were used by students to develop platforms of reflection and evidence their skills development. The approach used included bolt-on and embedded methods. The sites developed by students are reviewed alongside post-module focus group discussions. We find that the embedded approach is more effective in enhancing transference. We also find that e-portfolios provide a relevant platform and context for the development of transferable skills. The assessment aspect of the portfolio also provides the incentive to transfer. 相似文献
15.
论程序性知识及其教学 总被引：1，自引：0，他引：1
在广义知识观下 ,知识可分为三大类 :陈述性知识、程序性知识和策略性知识。程序性知识包含技能在内 ,传统知识观下的知识与技能的矛盾因而得到解决。通过程序性知识的教学培养学生的技能具有十分重要的意义。 相似文献
16.
In this study, the effectiveness of learning environments, developed in line with the specifications of the four components instructional design model (4C/ID model) and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms, was assessed. The study had a one-by-one-by-two pretest–posttest quasi-experimental design. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The sample consisted of 129 students. The treatment groups consisted of one control group with a regular method of teaching and two experimental groups: a 4C/ID learning environment with ICT; and a 4C/ID learning environment without ICT. The content for the treatments was selected from the secondary technical education syllabus. Technical teachers were trained to implement the interventions. After the pilot study, the materials were validated by experts and revised. Teachers were retrained. The main study, consisting of six sessions, was conducted in regular classrooms in three schools. Results indicated that a 4C/ID learning environment promotes the development of technical expertise in secondary technical education better than teaching designed in line with a regular method of teaching. Moreover, results reveal no significant difference in learning gains for the 4C/ID learning environment between the group with ICT and the group without ICT. In the final section, the theoretical, research and practical implications of the results for the instructional design and technology community as well as for educational practice, are discussed. 相似文献
17.
M.O. Thirunarayanan Manuel Vilchez Liala Abreu Cyntianna Ledesma Sandra Lopez 《Educational Media International》2013,50(4):311-327
A survey was conducted in a public, research university located in a large and diverse metropolitan area in the southeastern part of the USA. The purpose of the survey was to determine both the positive and negative personal, educational, social, and work related consequences of playing video games. Nearly two‐thirds of the 203 participants in this study were of Hispanic heritage. A majority of the sample of participants was derived using a school intercept, as opposed to mall intercept, strategy. The remaining participants were obtained using snowball, and convenience sampling techniques. Statistically significant differences between males and females were found in the areas of communication, decision making in daily lives, leadership skills, collaborating, functioning in a team, and giving directions to others. These differences were favorable to males. 相似文献
18.
赵党玲 《湖南第一师范学报》2009,9(2):35-36,80
有效教学要求教师具备丰富的实践性知识。然而,我国教师实践性知识缺失,亟待提高。教学反思是教师实践性知识生成和发展的重要机制。教学反思从教师的教育信念、教师的职业道德感等方面促进教师实践性知识发展。因此,教师应努力培养自身教学反思能力,促进实践性知识的发展,改进教学实践。 相似文献
19.
An empirical investigation assessed the role of different factors of motivational, behavioral, and dispositional nature in the prediction of both perceived and actual skills concerning household waste recycling. A structured questionnaire (measuring attitudes, social norms, perceived control, need for cognitive closure, self-reported household recycling behavior and perceived recycling skills) and a simulation task (assessing actual recycling skills) were administered to 300 participants in Italy. Results indicate that, although positively related, perceived and actual skills are two distinct constructs differently related to motivational, behavioral, and dispositional factors. Implications for designing educational interventions to increase citizens' recycling skills are discussed. 相似文献
20.
Alain Lieury Sonia Lorant Bruno Trosseille Françoise Champault Ronan Vourc’h 《教育心理学》2016,36(9):1560-1595
Video games are a very common leisure activity among teenagers and the aim of this study is to analyse their relations with cognitive and school performances. This study is part of a broad survey, conducted on 27,000 French teenagers (14.5?years old) in middle school (9th grade). The survey contained both a questionnaire on leisure activities practised by teenagers and school/cognitive tests: Comprehension tests, Math, School Knowledge, and Reasoning. The activity frequency (‘never’ to ‘every day or almost’) is studied on five kinds of video games (i.e. action/fighting) vs. seven reading activities (i.e. crime/thriller/fantasy). Results show that there are no correlations or very slight ones between Video Games and cognitive/school tests. Reading activities have potentially important associations with cognition and especially school tests. To conclude, video games are primarily recreational activities and the cognitive stimulation they produce is very different from the one involved in specialised academic subjects 相似文献