大数据时代学习平台的数据统计分析功能研究--以Canvas和Sakai系统为例

随着大数据时代的到来,数据挖掘分析已经渐渐应用到了各行各业。大数据分析能够获得隐藏在庞大数据中的关系,趋势信息等等。通过数据挖掘的方式对互联网信息进行深层次解读将会得到更重要的信息而为之后的工作服务。目前教育者们已经重视到数据分析在教育中的应用,尤其在教学平台中如何设计数据分析功能已经是当今教学平台发展的一个重要环节。本文通过对Sakai和Canvas两个世界知名的学习管理系统的数据统计分析功能的比较分析,从平台数据分类方式,展示方式,数据内容,以及特点四个方面的研究,期望能使网络教育者对于平台数据统计分析功能的开发有所启示,促进学习分析在学习平台的应用,为学习平台实现自适应教学做铺垫。     

网络课程中的动机激励设计

网络课程能够全方位多维度充分展示课程内容,可以不受课堂的空间与时间的限制。目前网络课程也有自己的不足之处。本文从网络课程的特点,以及这些特点对学习者动机的影响谈起,给出了一些相应的解决对策。     

论有意义学习理论对语言输入的启示

本文简述了有意义学习理论和可理解性输入理论，并分析了两者的关系，提出了有意义学习理论对外语教学中语言输入的启示：不能忽视母语的作用；正确处理机械学习与有意义学习的关系；重视对有“文化”意义的输入。     

Climate change by the numbers: Leveraging mathematical skills for science learning online

The purpose of this preregistered study was to test an online intervention that presents participants with novel numbers about climate change after they estimate those numbers. An experimental study design was used to investigate the impact of the intervention on undergraduate students’ climate change understanding and perceptions that human caused climate change is plausible. Findings revealed that posttest climate change knowledge and plausibility perceptions were higher among those randomly assigned to use the intervention compared with those assigned to a control condition, and that supplementing this experience with numeracy instruction was linked with the use of more explicit estimation strategies and greater learning gains for people with adaptive epistemic dispositions. Findings from this study replicate and extend prior research, support the idea that novel data can support knowledge revision, identify estimation strategies used in this context, and offer an open-source online intervention for sharing surprising data with students and teachers.     

论激发学生英语学习兴趣的策略

英语学习不仅仅取决于学生本身,它还受到教育体制、老师、社会环境这些外因的影响.要想真正的提高教学质量,必须在外语教学中将教育体制、老师、学生三方面的改造统一起来,并营造良好的学习氛围,从而激发学生学习英语的兴趣.     

A critique of John Hattie’s theory of Visible Learning

In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity.     

高校教师也须提倡"和而不同"的风范

高校教师要提倡“和而不同”的风范,讲求教育中多元的和谐、异质的协调与对立的消解,从而持之有度,以提升自身的品德,以利于因材施教、自身身心的发展、社会的和谐。     

谈如何提高高职英语专业听力教学效果

针对目前高职英语专业听力课程存在教学方法落后、师资力量相对薄弱等问题,本文提出了更新教学模式、激发学生学习兴趣、注重社会文化背景知识输入和积累等改进建议。     

思想政治课教学中贯穿体验式学习之我见

体验式学习与传统学习模式最大的不同在于：它要求以学生为中心，通过学生切身体验加深对知识的理解，从而使学生真正成为学习的主人，并使学生真正建立起一种良好的道德规范及行为规范。     

多媒体资源库建设与网络教学应用探索

该文论述了多媒体资源库的系统组成和建设方案 ,并讲述了多媒体素材库的使用平台建设 ,提出了利用多媒体资源库进行网络教学的几种具体教学方式