高等数学中极限概念教学的思考

学生学习极限概念困难的表现主要为：对极限概念存在理解上的问题，在极限概念使用中出现种种不足甚至错误；产生学习困难的原因主要有：极限概念本身的问题和学生的思维特点问题；极限概念教学的主要对策有：在极限教学中融入极限发展的历史，作好铺垫导入；加强语言逻辑结构层次的分析与引导；根据类比迁移原理，适当调整教材中有关极限内容的结构顺序。     

大学生就业难背景下电视求职类节目火爆背后的思考

在大学生就业难的背景下,电视求职类节目以其新颖独特的形式成为当下在校大学生们最喜爱的节目之一,新颖的求职过程以及招聘达人们精彩的点评,无论对于求职者还是正准备踏入职场的大学生树立健康积极的就业观,引导正确价值观,具有一定的指导意义,因此,立足大学生就业难的背景,探讨当前电视职场真人秀火爆背后的原因对帮助大学生们解决＂就...     

The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher’s Professional Development: Another Digital Divide?

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide.     

试论诺尔斯的成人教育思想

诺尔斯认为,可以从社会和心理视角理解成人的含义,成人教育学是帮助成人学习的科学和艺术。成人教育异于普通教育,因为成人在自我概念、经验的作用、学习准备性、学习倾向性、学习动机等方面具有独特性。成人教师在教学中主要发挥诊断、动机、组织、资源和评价等职责。     

实施"一村一名大学生计划"试点的思考

电大通过实施“一村一名大学生计划”点开展农村现代远程教育,首先要转变观念,充分认识“试点”在电大可持续发展中的作用;其次,实现现代远程教育与农村的零距离,要办好学习点、解决农村学生“学得起”的问题,专业设置要满足农村人口多样化的学习需求.     

远程成人学习者的学习障碍及其对策

远程学习打破了时间、空间、容量的限制,使成人学习更加有弹性和人性化,更能有效分享学习经验和知识。但成人学习者在进行远程学习时也会遇到一定的障碍因素,如认知偏差、自主学习能力低、工学矛盾突出、学习效能不高、交流欠缺,等等。应采取相应的应对策略,消除远程成人学习者的学习障碍。     

运用有效方法 提高练琴效率

20世纪以后的钢琴演奏理论和钢琴教学,日益重视练琴的方式方法,练琴的方法与效率是直接影响演奏质量的问题,文章从把握音乐形象、了解分析作品、慢速练习、分手练习、重点难点练习等几个方面来说明,只有运用合理有效的方法,才能提高练琴效率的有效性。     

以学习者为中心：远程开放教育之实践——上海电视大学的经验与探索

以学习者为中心的理念蕴含了丰富的人性化和个性化内涵,触及了远程开放教育的深层理念,这一理念的渗透将积极引导远程开放教育实践健康持续地发展。上海电视大学在积极参与"中央广播电视大学人才培养模式改革和开放教育试点"项目的过程中,立足区域社会经济发展,努力实现办学思想的转变,提炼出"两个一切"的办学宗旨,并以此为指导,积极提升学校核心竞争力。本文对"两个一切"的产生、内涵、试点项目实践的推进及总结性评估后的整改实践与思考进行了阐述。     

试析成人学习者自我价值感的特点

以246名成人学习者为被试,采用黄希庭等编制的青少年自我价值感量表,研究结果如下：成人学习者自我价值感总体水平显著高于青少年;男性的社会取向一般自我价值感和个人取向特殊心理自我价值感显著高于女性;专业性质在个人一般自我价值感和个人取向特殊道德自我价值感上差异显著;父母文化程度在社会取向一般自我价值感、特殊人际自我价值感、特殊心理自我价值感和个人取向特殊人际自我价值感上差异非常显著。     

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.