浅谈高等职业院校英语教学任务

布鲁纳是美国著名教育家、心理学家、教育改革家,他的认知结构主义学习理论在世界教育领域产生很大的影响。试图以布鲁纳基本理论来探讨目前我国职业院校英语教育任务方面所存在的问题。     

在课堂教学中发展学生能力

新课改要求教师把课堂还给学生,让学生在教师指导下通过自主学习、合作探究的方式构建高效课堂。那么在课堂教学中如何发展学生能力呢?从发展学生创新思维、合作学习、语言表达能力等方面来阐述。     

基于虚拟影视实验室的探究学习设计与实践

阐述笔者开发的虚拟影视实验室的基本结构和功能,论述基于网上虚拟实验室的探究性学习的设计要领,介绍电视照明课程中开展的教学探索与实践.     

返乡农民有效再就业培训问题研究

在返乡农民再就业培训的理论根据的基础上,从多维理解培训的背景、分析培训学员的学习特征、投入和实施主体、培训融资渠道、培训层次与内容、培训方式等方面提出见解。     

基于学习档案的英语自主听力策略培养的实证研究

通过对本校62名英语教育专业学生进行为其半年基于学习档案的英语听力策略研究,对后测结果和问卷调查进行统计分析,实验组在听力策略使用的种类和频率均高于对照组,且有效地促进了听力技能的提高,特别是新闻听力和篇章听写两项能力的发展。     

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes

The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes.     

Antecedent factors influencing ethics-related social and socio-scientific learning enjoyment

This study investigates how affective dispositions influencing students’ moral judgments can both shape their response to individual enjoyment from learning ethics (IE-LE) and predict their individual enjoyment from learning socio-scientific issues (IE-LSSI). Tenth-grade participants from southern Taiwan (n?=?770) responded to survey items that support four subscales: science classroom, news media, IE-LE and IE-LSSI. Structural equation modelling analyses of these subscales found them to be empirically separable, structurally reliable and valid for investigating how students’ affective and self-related cognitive responses can predict their self-evaluated state of IE-LE and IE-LSSI. Viewed from the impact contribution of science classroom and news media, learning enjoyment plays a pivotal role in igniting and sustaining students’ personal attention when discussing IE-LE and IE-LSSI in the classroom. The implication of this study is that by encouraging students to think ethically about issues of science and allowing them to investigate SSI-related issues from a variety of news media sources within the classroom context, teachers can provide opportunity for students to explore science issues that may be well connected to their personal enjoyment of ethics and sense of freedom to learn within a science-related classroom environment.     

The integration of information in a digital,multi-modal learning environment

The aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying processes differ between a purely text-based and a multi-modal digital learning environment. Participants (N = 97) learned about the development of tornados. Picture presentation (yes vs. no) and presentation of inconsistent information between pages (yes vs. no) was varied between-subjects. Results showed that inconsistent information led to more intense gaze behavior. This indicates that learners re-activated information presented on previous pages to integrate it with the actual information, enabling them to detect the inconsistencies. Furthermore, the data pattern for text-related gaze behavior was not influenced by picture presentation, indicating that cognitive processes in purely text based or multi-modal learning environments are much the same. Comprehension outcomes did not differ between groups. The implications of these results are discussed.     

Students’ effort allocation to their perceived strengths and weaknesses: The moderating effect of instructional strategy

To become competent professionals, students should work on both their strengths and weaknesses. Considering students' limited amount of time and energy to work on multiple subjects, it is important to know what determines their allocation of effort to their perceived relative strengths or weaknesses. In a series of five studies, we examined the moderating effect of instructional strategy (i.e., self-directed versus test-directed) on the within-person relation between perceived relative strength (i.e., strengths versus weaknesses) and allocated effort across multiple subjects. We used different methodologies (scenario, field, and experimental studies), research designs (within-person and mixed factorial), populations (secondary school, college, and university students), and measures of effort (intentions, self-reported, and behavioral). The results consistently indicate that students in a self-directed instructional strategy condition tend to allocate more effort to their relative strengths, whereas students in a test-directed instructional strategy condition tend to allocate more effort to their relative weaknesses.     

《生物药物仪器分析》学习领域课程课业设计的探索

学习领域课程以典型工作任务为载体,其学习内容的组织形式是课业。课业是学习情境的＂物质化＂表现,课业设计在教师作用、学生地位等方面与传统实践教学有明显区别,《生物药物仪器分析》课程对此进行了实践探索。