“停课不停学”与在线教学发展的审思

疫情影响了学校正常教育教学,"停课不停学"要求学校和教师借助信息技术开展在线教学支持学生学习。疫情中的在线教学不能按照之前既定的、统一的教育教学计划进行,应结合疫情开展应时的在线教学。在线教学规范化必须综合考虑技术、理论、政策与教师等多方面因素。     

国内外英语自主学习环境比较——探索我国大学英语自主学习模式

本文从自主学习的缘起分析自主学习在国外赖以存在的环境,通过比较国内外自主学习环境,提出在中国国情下,大学英语既要重视学习方法的引导和培养,也要重视语言知识的传授和积累。既要尊重个性的自由,也要重视个性的引导。我国高校应进一步强化课堂教学的职能,采取课内指导和课外实践相结合的自主学习模式,分阶段、分层次培养自主学习能力。     

论面向理解的学习与教学设计——设计研究视角下的中国本土实证探析

对人类理解的探究,在人类思想的发展史上从未中断过。而随着心理学以及教育学的深入发展,该主题于20世纪中后期逐渐成为一个引人关注的研究课题。从20世纪90年代开始,表征观与实作观成为了分析学习活动中理解内涵的两种对峙思想。从学习科学的视野出发,将这两种思想整合起来,以实证方法探究学习活动中更加细微的理解特征以及相应的教学设计策略,成为了本研究的主要方向。     

从教学过程设计转向信息技术支持的学习环境设计

由于中美两国历史文化背景的差异,在学科演化和发展上也呈现不同的道路,引进的教学设计在中国遭到了已有的"教学论"的质疑。对教学设计的概念重新进行梳理后,重新解读了中国的"教学设计"的内涵,以期能抛砖引玉,促进教学设计在中国的健康发展。     

Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications

This study analyzes gains in cognitive components of learning competence with respect to cohorts based on ability tracking in a Czech longitudinal study. Propensity score matching is used to form parallelized samples of academic and non-academic track students and to eliminate the effect of selective school intake. We applied regression models on the total scores to test for the overall track effect. Furthermore, we analyze scores and gains on the subscores and check for differential item functioning in Grade 6 and in change to Grade 9. While after 3 years, no significant difference between the two tracks was apparent in the total learning competence score, we did, however, find significant differences in some subscores and in the functioning of some items. We argue that item-level analysis is important for deeper understanding of the tracking implications and may provide the basis for more precise evidence-based decisions regarding the tracking policy.     

Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.     

《大学》主旨新解

学者解释《大学》,向来采用朱熹之说,认为《大学》是一篇教育学论文。实际上,《大学》通篇讲的是君王治国之道,此论可从四方面得以证实:其一,唐儒陆德明、孔颖达已发现《大学》主旨在于为政、治国;其二,从训诂学层面审视,朱熹之论不合《大学》文义;其三,《大学》所征引的文献均凸显君王治国之道这一主旨;其四,《大学》的内在逻辑—先后阐发了治国之前提与治国之方法。     

高中学优生与学困生学习适应性的比较研究

中学生不同的学习适应行为反映了不同的学习目标定向。采用《瑞文标准推理测验》和《学习适应性测验》,对高一、高二年级学优生与学困生进行测查比较,结果表明：1,在总体上,学优生学习适应性显著高于学困生;2．高中生学习适应性的性别差异不显著,高一年级学优生学习适应性显著高于高二年级,学困生学习适应性的年级差异不显著;3．学优生倾向于掌握目标的定向,学困生倾向于业绩表现的目标定向。     

Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View

The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.