职校生技能满意度与学习动机关系研究

采用技能满意度量表与学习动机量表对职校生进行问卷调查,主要是为了探讨职校生技能满意度与学习动机的特点及两者之间的关系。研究表明,职校男女生在技能满意度及各维度得分上存在某些差别,但差异性不显著;各年级学生在学校满意度上存在显著性差异,学习动机方面不存在显著的性别与年级差异。技能满意度各维度与学习动机两个维度之间存在显著正相关。     

大脑的学习机制及其对教育的启示

认知神经科学通过将脑成像技术和认知心理学的实验范式结合起来,探索人类的行为的深层机制.大脑作为学习的主要器官,是认识神经科学的主要研究对象.认知神经科学关注学习所激活的脑区、神经回路以及激活的时程,从神经活动的层面上阐述学习的机制.大脑学习机制的阐明可以帮助教育工作者改进教学方法,为教育学奠定科学的基础.认知神经科学还...     

英语专业基础英语教学的文学视角

英语专业基础英语教学的重点与难点是培养语篇理解能力,然而传统教学方式忽略了文学文本的丰富性和多义性,使得学生的认知理解局限于语言结构性知识,其认知理解的深度和广度受到限制。基础英语课程的文学视角介入可以为学生打开文本理解的空间,并能丰富学生的认知维度。     

语法教学内隐认知与外显学习的权衡

内隐认知与外显学习在外语学习中的地位孰轻孰重,长久以来都是语言教育工作者探讨的重点之一。此研究阐释了学习过程中显性与隐性学习在机制上的差异及相互关系,分析了近年来国内外有关内隐与外显学习的研究动态,并结合我国语法教学实践的特点,提出内隐认知与外显学习交互作用下的语法互动式任务教学法。     

技术改造课程,技术改善学习——全国高校教育技术协作工作委员会第七届年会暨学术交流会（CETA7）综述

信息技术的高速发展为高校教师提供了新的教学方式,学生的学习方式也因此而改变,在课程和学习被改变的同时,教育在无形中就发生了变化。全国高等学校教育技术协作工作委员会第七届年会暨学术交流会（CETA7）于10月13日至14日在辽宁大连举行,大会以＂技术改造课程、技术改善学习＂为主题,围绕视频公开课建设、资源共享课建设、教师教学能力提升、教育新技术、教师专业发展、网络教学平台的深度应用等主题展开,与会者进行了较为深入地交流与探索。     

Integration of technical vocabulary into peer observation of teaching for Taiwanese elementary school English teachers’ professional learning

This study explored the integration of technical vocabulary into pre-observation conferences and its influence on English teachers’ professional learning and discussion in their post-observation conferences. The conceptual framework based on Harvey [2011. “A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-observation Conferences on Language Teacher Learning.” Unpublished doctoral diss., University of South Florida] and Goe, Biggers, and Croft [2012. Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning. Denver, CO: National Comprehensive Center for Teacher Quality] was used to analyse the questionnaire, audio recordings, and documents collected in seven peer observations of teaching in Taiwan. This study has two major findings. First, English teachers regarded the technical vocabulary as stimuli for their professional learning; however, the range of technical vocabulary used during the post-observation conferences was limited. Second, three major factors affected their use of technical vocabulary. A new model was proposed in order to effectively integrate technical vocabulary into peer observations of teaching for elementary school English teachers’ professional learning.     

I explain,therefore I learn: Improving students’ assessment literacy and deep learning by teaching

Partnership in higher education emphasises an active role for students in both teaching and learning. This pedagogical culture is likely to make students assessment literate and engage them in deep learning. In this study, Iranian students experiencing learning-by-teaching (LbT) in private language institutes were interviewed to compare their perceptions toward assessment and learning with their counterparts without this experience. Findings show that LbT fosters students’ assessment literacy and deep learning. Results also reveal that by teaching other students, quasi-teachers promote a broader understanding of assessment and grade practices in comparison to other students. Unlike their counterparts, quasi-teachers de-emphasised grades and showed a greater focus on learning. Moreover, explaining the materials to other students provided them with a deeper cognitive process resulting in deeper learning. These results underscore the perceived importance of partnership in higher education.     

基于CDIO理念的“ASP．NET”课程改革实践

通过借鉴国际先进的CDIO工程教育理念,和对传统“ASP.NET”课程教学存在问题的分析,尝试将CDIO理念应用于“ASP.NET”课程教学,以项目为载体,从教学组织、教学方法和考核模式三方面提出具体的改革措施,经过实践取得较为理想的效果。     

Effects of different sequences of examples and problems on motivation and learning

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.     

工学结合背景下高职专业人才培养与职业标准的对接——以岭南职业技术学院为例

高等职业技术教育根本特性在于职业性与技术性。专业人才培养要立足于职业性与技术性,需要提高教育教学质量,实现专业人才培养与行业、企业标准对接。在分析工学结合背景下高职专业人才培养的现状基础上,提出专业人才培养与职业标准对接的内涵,指出专业人才培养与职业标准对接的必要性。构建与职业标准对接的专业人才培养不只是与教学环节的单一对接,而是需要进行深度产教融合、课程体系的构建、课程内容整合与刷新等一系列贯穿于人才培养全过程的一个系统性工程。