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11.
学案式教学是以"学案"为导向来实施教学过程的一种教学模式。从知识生态学的角度来分析学案式教学是一个新的视角。知识生态学把知识分为数据资料、信息、知识和智能四种不同的知识形态,其核心是探讨知识如何向更有价值的形态转化及其所需的条件。学案式教学营造了从信息向知识、技能和态度转化的生态环境,并使其教学关注信息、知识如何经过集体和个体交融的学习活动,转化为学习者的能力、意愿、素质、心态以及集体高成效可持续的学习习惯。 相似文献
12.
Paul Pedersen 《Int J Intercult Relat》1981,5(1):51-69
This article reviews the literature on evaluating international conferences identifying significant factors which contribute to measured success. Extensive previous research over the last twenty years has identified criteria for evaluating success which continue to be ignored as international conferences repeat the same mistakes. More systematic research is needed. A framework of 25 evaluation measures is described for future research on the assessment of international conferences.Responses to three items of a questionnaire sent out by the East-West Culture Learning Institute as part of a project studying international conferences are also discussed, relating to evaluation measures, problems of evaluation and potential benefits of evaluation. Guidelines and suggestions are provided synthesizing the available research toward planning more successful international conferences in the future. In conclusion, six issues are identified for further clarification in future research on international conferences. 相似文献
13.
This study investigated the instructional preferences of full time adult credential students after they took a live course
called Principles of Adult Education at California State University, Long Beach, (CSULB) in the fall semester of 2002. These
full time adult credential students had been working on their adult teaching credentials to meet the competencies specified
by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles
out of the andragogical model, developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced
by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential
students enrolled in a live course to, determine their instructional preferences of helping adults learn. The results of the
study showed in most cases these adult learning professionals taught adult students andragogically: in some cases they taught
adult students pedagogically. 相似文献
14.
研究通过对我校心理学专业四个年级学生职业期望的调查,结果:(1)低年级学生相较于毕业生对所学专业满意度更高,对自身的求职前景也比较乐观.(2)从学生对求职前景的定位上看,心理专业学生期望毕业后直接就业人数占主流.(3)对薪水、就业地区、单位稳定性和环境优越性的期望较高. 相似文献
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Randy V. Bradley Chetan S. Sankar Howard R. Clayton Victor W. Mbarika P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168
Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes. 相似文献
17.
传统的课堂教学设计在学习者分析、学习目标、策略设计和教学评价等几方面存在着不足.难以体现“以学生为本”的现代课堂教学设计的基本理念。运用R·M·加涅的学习结果分类理论可以改善现有的课堂教学设计,可以使错综复杂的课堂教学有一定的规律可循。 相似文献
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赵一刚 《漯河职业技术学院学报》2008,7(5):149-150
体育活动与“身心”紧密相关,具体地表征着生理与心理的内在统一性。从体育活动与人的心智发展关系上来思考,则更能看清楚体育的教育价值。 相似文献
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