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Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study 总被引:1,自引:0,他引:1
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. 相似文献
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群体智能指群体在完成一系列不同任务时表现出的综合能力,是面向未来复杂情境中跨学科、综合型任务解决过程必不可少的关键要素。教育现代化进程中的群体智能教育是面向未来培养公民信息素养、合作能力、问题解决能力的重要载体和实现目标。文章基于当前研究领域中对群体智能基本概念的辨析和探索,从国际视野出发,剖析基于不同的技术手段对群体智能教育的探索和实践,提出教育信息化时代中国教育领域中进一步强化群体智能教育、推动"五育并举"、促进培养复合型人才的可行路径。 相似文献
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Bob Cowen Norman Evans Hugh Glanville Bruce Williams Rupert Wilkinson 《Higher Education》1993,26(4):471-479
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Giles LV Warburton DE Esch BT Fedoruk MN Rupert JL Taunton JE 《Journal of sports sciences》2012,30(3):261-267
The purpose of this study was to determine the effects of short-term normoxic and hypoxic exercise on plasma endothelin-1 and nitric oxide levels, and the relationship of arterial compliance and pulmonary artery pressure to endothelin-1. Seven endurance-trained males completed two incremental and two steady-state exercise tests performed at ventilatory threshold in normoxia and hypoxia (fraction of inspired oxygen = 0.14). Plasma endothelin-1was measured throughout steady-state tests. Arterial compliance using applanation tonometry, plasma nitric oxide and pulmonary artery pressure using Doppler echocardiography were measured before and after exercise. Small arterial compliance and pulmonary artery pressure significantly increased following exercise. There were no main effects of condition or time for plasma endothelin-1and nitric oxide levels. There were no significant relationships between plasma endothelin-1 and arterial compliance or pulmonary artery pressure. In conclusion, mechanisms other than the endothelial system may play a role in the exercise-induced changes in small artery compliance in this study population. Moderate hypoxia and a 30-minute steady-state exercise have limited effects on plasma endothelin-1 in endurance-trained males. 相似文献
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Rupert Wegerif Karen Littleton Ann Jones 《International Journal of Educational Research》2003,39(8):851
This paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues. 相似文献
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From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development 总被引:2,自引:0,他引:2
This study explores the theory that individual reasoning ability, as measured using standard reasoning tests, has part of its origin in dialogue with others. In the study, 64 eight- and nine-year-old children were taught the use of ‘exploratory talk’, a type of talk in which joint reasoning is made explicit. The relationship between the talk of the children and the solving of Raven's test problems was studied using discourse analysis of groups working together. The findings of the study support four claims: that use of exploratory talk can improve group reasoning, that exploratory talk can be taught, that the teaching of exploratory talk can successfully transfer between educational contexts and that individual results on a standard non-verbal reasoning test significantly improved as a result of the intervention teaching exploratory talk. Our results offer support for the hypothesis that experience of social reasoning can improve scores on measures of individual reasoning. The stronger hypothesis that general cognitive development is a product of induction into social reasoning remains in doubt. 相似文献