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31.
赖文燕 《河北广播电视大学学报》2005,10(4):97-100
未来社会竞争的焦点在于学习能力的竞争。世界各国都非常重视学生自主学习能力的培养。培养学生自主学习能力应该从转变观念、改革教学计划、转变教师的角色、创建新型学习环境、建立自主学习评价和信息反馈制度等方面进行,以适应素质教育需要。 相似文献
32.
运用现代网络技术重塑高校师生关系 总被引:1,自引:0,他引:1
人类进入信息社会之后,传统的高校师生关系已不能适应时代的要求,甚至被异化、扭曲.运用现代网络技术重塑高校师生,具有普遍的现实意义. 相似文献
33.
Gwo-Jen Hwang Chiu-Lin Lai Jyh-Chong Liang Hui-Chun Chu Chin-Chung Tsai 《Educational technology research and development : ETR & D》2018,66(1):75-93
In this study, a one-year program was conducted to investigate the relationships between students’ perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity, adaptive content, collaboration, communication, problem-solving, critical thinking and creativity, was developed. A total of 658 students from 38 high schools in Taiwan filled in the questionnaire after experiencing issue-based mobile learning activities. From the exploratory and confirmatory factor analyses, it was found that the questionnaire had high reliability and validity. The structural equation model further revealed that the provision of adaptive content in the mobile learning had positive impacts on the students’ tendency to interact with peers (i.e., collaboration and communication), which further affected their tendency to engage in higher-order thinking (i.e., problem-solving, critical thinking, and creativity). The findings of this study provide a good reference for researchers and school teachers who intend to promote mobile learning in school settings. 相似文献
34.
Kwok-Wing Lai 《Distance Education》2017,38(3):321-335
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. 相似文献
35.
陈来 《泉州师范学院学报》2011,29(3):1-9
通过对狭义朱子学与阳明学的发生、发展及其基本内涵的阐释,揭示朱子学与阳明学的现代意义。朱子学说最重要的部分是“格物致知”的理论,其明显的特色是极力为人求取事物的知识的活动确立一个地位。“心即理”、“致良知”是阳明学说的主要哲学命题,“知行合一”则是其思想的一个重要特色。朱子学强调读书学习的性格,为现代“学习型社会”与“终身教育”提供了很好的指导;对于大学的“通识教育”,朱子的思想是孔子之外最重要的思想资源;朱子学提倡“主敬”所代表的自我约束、严肃认真、勤勉专一的工作态度,对于保持东亚社会积极的工作伦理,仍能提供重要的资源。阳明学强调实践,体现于王阳明一贯提倡的“知行合一”,“住事上磨练”,这样的哲学精神合于19世纪以来实践哲学的发展,与近代哲学是相通的;王阳明关于“万物一体”的观念,对于人类的和平发展,以及生态和环保也可提供一种伦理的支持,具有普世价值。 相似文献
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38.
Hester Prynne,a Rebel Against Puritanism 总被引:1,自引:0,他引:1
Lai Chushan 《韩山师范学院学报》1996,(2)
《红字》是十九世纪美国小说家那撒尼尔·霍桑的代表作。书中女主人公海斯特·白兰不顾清教主义的束缚,与牧师丁梅斯代尔相爱,被视为“通奸”。本文从海斯特·白兰的心理和行动分析她作为一个清教主义叛逆者的形象。 相似文献
39.
随着GIS的发展和广泛应用,越来越多的单位选择了ESRI AreGIS的技术路线,开始采用AreSDE作为其数据管理平台.这些单位在更换数据管理平台时需要把现有数据迁移或转换到AreSDE中,同时应用系统需要进行部分的修改或在新平台下重新开发,然而很多设计部门仍然使用AutoCAD设计,他们在报建审批时提供的设计图形仍然是DWG/DXF格式的电子数据,为此需要解决AutoCAD和ArcSDE的数据动态交换问题. 相似文献
40.
Kwok-Wing Lai Keryn Pratt 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):461-475
A study was conducted in 2002 to evaluate the use of information and communication technology (ICT) in 21 secondary schools in one region of New Zealand. As part of the study, the role of the ICT coordinator was investigated. All the ICT coordinators were surveyed and 14 of them were interviewed in‐depth. It is found that they were all well‐equipped to take up a significant leadership role in their schools and some of them have already demonstrated visible leadership. This paper also identifies some obstacles that have reduced their effective leadership in ICT use in their schools. 相似文献