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21.
程丽 《贵州教育学院学报》2008,24(4):6-10
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。 相似文献
22.
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. 相似文献
23.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
Michelle T. ChamberlinEmail: |
24.
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
25.
26.
胡庆莲 《山西广播电视大学学报》2007,12(3):10-11
开放教育中工程学科实施远程教育难度大、通过率低、流失率高,我们从学习者、学习资源、学习环境和学习支持服务等方面分析了工程学科实施远程教育的难点,并初步探讨在导学群支持服务体系下,克服难点开展远程教学的措施。 相似文献
27.
时间管理:远程教育学习支持的新视角 总被引:6,自引:0,他引:6
在分析远程学习者时间管理问题的基础上,初探了时间管理支持对远程学习者的重要意义,并提出时间管理支持应包含的主要内容,即进行时间管理行为训练;信息技术能力培养;建立在线时间管理监控系统。 相似文献
28.
吴珊 《湖北成人教育学院学报》2007,13(4):83-84
本文简要介绍了基于问题式学习,阐述了基于问题式教学的理论基础及其模式,重点探讨了作者的教学实践及初步成效。 相似文献
29.
科学教育中的探究教学模式发展述评 总被引:3,自引:0,他引:3
当前,伴随着强调以“科学探究”为核心的科学教育改革,世界范围内形成并发展了一些有代表性的科学探究教学模式。“学习环”模式和随后对学习环模式的修订以及由此发展出的数学模式,基本体现了强调科学探究的教学思想的发展过程。近年来的一些研究者仍然在探索新的科学探究教学模式。国际科学教育中的探究教学模式及其发展对于我国的科学教育改革具有重要启示意义。 相似文献
30.
Susan Wallace 《Educational Action Research》2013,21(4):467-479
This paper explores ways in which student‐teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession as a community of practice. It argues that the translation of experience into fiction – in this case specifically in the form of fairy tales – can be usefully applied in order to enhance and encourage reflection on practice as part of an action research cycle. Drawing on the evidence gathered, the paper goes on to suggest that student teachers’ main preoccupation at this stage of their development is not so much with meeting ‘standards’ of professionalism as with questions of behaviours and practices that will lead to a sense of belonging and acceptance; and with the need to transform their status, in relation to the profession, from that of outsider to insider. 相似文献