基于泛在学习的信息素养教育研究

基于泛在学习的信息素养教育是在泛在学习环境下进行的信息素养教育。本文运用SWOT分析法,全面分析了基于泛在学习的信息素养教育泛在化、以人为本的优势;创建泛在化教育模式要求较高的劣势;学习者信息需求多元化、泛在网络的发展等为其提供的机遇以及需要面临的学习者认知能力减退和构建泛在学习环境的标准匮乏的威胁。     

学习技术与高效能学习的关系研究

当今世界，科学技术突飞猛进，知识经济已初现端倪，而知识经济的时代是学会学习的时代。人类的知识正以惊人的速度在递增，如何多快好省地掌握必备的知识，是学习型社会的人们在思考的问题。因此，本文通过探讨学习技术的性质，阐述高效能学习的条件及目标，研究学习技术与高效能学习的关系，以提高中小学生学习心理品质。     

学伴用随原则在大学英语口语教学中的应用

语境对二语习得者非常重要,文章讨论学伴用随原则在大学英语口语中的应用,探讨如何利用语境、互动和协同来促进大学英语口语教学,提高学生动口能力。     

"转识成智":创新人才的培养何以可能?(下)——教育变人力资源大国为人力资本强国

变人力资源大国为人力资本强国,亟待教育创新,即要变"以知识为导向的教育"为"创造为导向的教育";"学习的革命"关键要培养敢于和善于质疑的"学问"意识和"开发右脑"以促进思维的创新。现代大学要坚持"知识、能力、人格"的协调发展的素质教育和推进"教授治学"与"学生为本"的现代大学理念与制度创新;要能真正实现"转识成智"、化性为德,培养和造就更多的创新人才的目的,还有待于回归"学而时习之不亦悦乎"的教育哲学。     

郑珍诗与山谷诗学的关系

郑珍为诗,濡染于其师程恩泽,而与同代诗家祁寓藻、何绍基、曾国藩俱有宗宋倾向。但论者每谓郑诗师法韩、孟,并取元、白。其实郑诗取于韩盂,要在学问与脱俗两端,接引元白而去其俚俗,亦于二者为然。郑珍在创作上并溯韩、孟、元、白,却十分切合黄庭坚诗学强调学问和力避凡俗的基本主张,正是在这一根本的方面,郑珍诗显示了与山谷诗学的深层联系。     

Teachers in schools transitioning from one year level to another: what impact does this have on teachers’ professional identity?

This article reports on the results of a study which explored teachers transitioning from one year level to another in primary schools in New Zealand, and in particular the impact of this transition on teachers’ professional identity. While this transition could be considered to be a commonplace occurrence in schools, the lack of literature indicates that it is currently under-researched. Findings from the study indicate that teachers can strengthen their professional identity as they experience positive outcomes in terms of their practice, pedagogy and relationships when they transition from one year level to another. However, attention is drawn to contextual factors which, if not fully understood and addressed, can lead to teachers having negative outcomes from transition. Finally, the important role that school leaders play to help alleviate these negative outcomes and ensure that teachers can successfully transition is also highlighted.     

从新课标看自主学习

学习必须主动、独立、创新,培养实际能力。自主学习是指具有自觉的意识和反应的学习方式。自主阅读是自主学习的关键。总结能力是自主学习非常重要的一个方面。自主学习是指教学条件下的学生的高品质的学习。     

Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis

The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.