任务驱动法在EXCEL电子表格教学中的实施

在传统的教学课程中,《EXCEL电子表格》往往归到《计算机应用基础》这门课程中的某章学习,由于教学时间短,内容少,要求低,学生对知识的掌握通常只是停留在简单地制作表格、输入、输出数据和简单计算的层面。这种以“知识为本”的教学目标不再适应当今社会对人才的需求。教师应因地制宜地改变传统教学方法,以“能力立意”、“就业导向”为教学目标,重点培养学生解决实际问题的能力和动手能力。     

研究性学习在计算机专业课程教学中的应用

在计算机网络技术迅速发展的今天，沿用传统的集中讲授法进行计算机专业课程的教学模式已逐渐暴露出它的不少弊端，本文结合作者数年来对计算机专业课程教学的体会，拟与行家同仁共同来探讨研究性学习在计算机专业课程教学中的实际应用．     

EXCEL在教学统计中的应用

本文介绍电子表格软件Excel在教学统计中的具体应用.电子表格是一种应用程序,其外观是一张庞大的二维表格,通过在表格中输入数据,而由程序自动完成诸如计算、统计分析、制表及绘图等功能.     

"基于问题学习"在EXCEL教学中的实践

针对职校学生综合基础差,但好奇心强,求知欲旺的特点,在教学中培养学生问题意识,引导学生基于问题学习.实践证明,这种学习方式是一种思维积极参与的发现式学习.与传统的讲述式教学相比,基于问题学习较注重规则归纳和解决问题能力的培养,是目的明确、主题突出与信息量大的师生对话式教学模式,利于促进学生解决问题的能力的发展.     

研究性学习在中职计算机教学中的实践研究

本文阐述了研究性学习的涵义,并结合笔者的教学实例,详细论述了在计算机教学中开展研究性学习的教学实践过程、取得的成效和应注意的问题。     

浅谈思想政治课教学中的研究性学习

研究性学习就是让学生自己成为知识的发现者和创造者,因此在思想政治课教学中教师要立足教材,注重学生主体作用的发挥;课堂设计新颖,探究形式多样;创设教学情境,让学生亲身经历提出问题、解决问题、应用反思的过程,以此培养学生研究问题的能力。     

计算机教学中的研究性学习

研究性学习是课程改革中出现的一种新理念,已经成为人们越来越广泛关注的焦点话题.从研究性学习理论的特点及模式出发,结合计算机学科的自身特点,探讨在计算机教学中开展研究性学习的教学过程设计具有现实的意义.     

浅谈研究性学习在计算机教学中的渗透

计算机作为目前全球最普及的工具之一,其教学与研究性学习并列成为当今人们最关注的两个话题,如何将研究性学习渗透到计算机教学中,是本文关注的问题所在,本文旨在发现研究性学习与计算机教学的内在联系,从而更好的促进研究性学习在计算机教学中的渗透。     

研究性学习在遥感教学中的应用

高校课程改革和课程建设，要求改革传统的教学内容、教学方法、教学手段和教学方式，培养具有创新能力和研究能力的高素质人才，以适应当前和未来社会发展的需要。在遥感教学中采用研究性学习的方法，对提高学生的自学能力、独立思考能力、研究能力和创新能力是十分有效的。同时，研究性学习对教师、教育教学条件和社会也提出了更高的要求。     

研究性学习在体育教学中的应用

通过文献资料和教学实践，对体育教学实施研究性学习进行了研究．认知发现理论、人本主义理论和建构主义理论是研究性学习的理论基础．体育教学实施研究性学习的步骤有：准备选题阶段、课题设计阶段、课题实施阶段、课题总结阶段、成果演示阶段．体育教学实施研究性学习的过程中，教师需要更新教育理念，建立健全合理的评价机制，注意研究性学习在体育教学中的适用范围，体育研究性学习重在培养学生研究性学习方式．     

研究性学习下的学生观

随着社会的发展、教育观念的转变以及课程的改革,“接受性学习“一统天下的局面被彻底打破了,旨在培养学生创新精神和实践能力的研究性学习,也成了教育改革的热点、亮点和难点.这种新型的学习方式,要求我们树立新型的学生观.     

Software scaffolds to promote regulation during scientific inquiry learning

This research addresses issues in the design of online scaffolds for regulation within inquiry learning environments. The learning environment in this study included a physics simulation, data analysis tools, and a model editor for students to create runnable models. A regulative support tool called the Process Coordinator (PC) was designed to assist students in planning, monitoring, and evaluating their investigative efforts within this environment. In an empirical evaluation, 20 dyads received a “full” version of the PC with regulative assistance; dyads in the control group (n = 15) worked with an “empty” PC which contained minimal structures for regulative support. Results showed that both the frequency and duration of regulative tool use differed in favor of the PC+ dyads, who also wrote better lab reports. PC− dyads viewed the content helpfiles more often and produced better domain models. Implications of these differential effects are discussed and suggestions for future research are advanced.     

Comparing two types of model progression in an inquiry learning environment with modelling facilities

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced.     

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.     

“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists.     

Using heuristic worked examples to promote inquiry-based learning

Inquiry learning can be facilitated by having students investigate the domain through a computer simulation and express their acquired understanding in a runnable computer model. This study investigated whether heuristic worked examples can further enhance students' inquiry behaviour, the quality of the models they create, and their domain knowledge. High-school students were offered a simulation of an electrical circuit and a modelling tool. Students in the experimental condition (n = 46) could consult heuristic worked examples that explained what activities were needed and how they should be performed. Students in the control condition (n = 36) did not receive this support. Cross-condition comparisons confirmed that heuristic worked examples improved students' inquiry behaviour and enhanced the quality of their models. However, few students created a model that reflected full understanding of the electrical circuit, and the expected between-group difference in posttest scores failed to appear. Based on these findings, improvements to the design of heuristic worked examples are proposed.     

如何认识探究学习与研究性学习的关系

开设研究性学习课程是我国本次课程改革的一个重要措施。然而 ,这一课程又同时被理解为一种学习方式 ,从而使人们对研究性学习与探究学习的关系产生了种种模糊认识。一些人认为 ,这两种学习方式是完全一样的 ,只是名称不同 ;而另一些人认为 ,研究性学习是比探究学习更加“高级”的学习方式 ,它应该包含探究学习。本文提出 ,应该将研究性学习看成是探究学习的特殊形式 ,主要用于面向跨学科的现实问题的研究性学习课程中 ;除了在研究性学习课程中促进学生探究学习以外 ,还应该在学科教学中采用灵活多样的方式促进学生开展探究学习     

研究性学习中的自主性、合作性及探究性

研究性学习的核心目标之一是转变学生的学习方式,而自主性、合作性与探究性是学习方式的三个基本维度.从多个角度对学生在研究性学习中构建良好的学习方式给予探讨,有利于培养和提高创新能力、实践能力,发展学生的个性品质.