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51.
We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge. 相似文献
52.
随着教育改革的深入推进和教学专业化的凸显,校长不能仅仅扮演行政管理者的角色,还应该成为一名积极的教学领导者。教学领导是校长领导力的核心和关键,它是一种专业领导力。这种专业领导力建立在专业权威和道德权威的基础上,以尊重教师的专业自主权为前提,并表现为多种角色。校长行使教学领导主要通过创建共同愿景、关注课堂、促进教师专业发展、构建中层领导团队等途径实现。校长教学领导力的获得和提升,不仅要通过相关训练来帮助校长提高教学领导的能力,也要减少校长过多的行政负担,但最重要的是校长自身的修炼和提升。 相似文献
53.
何冰 《江西教育学院学报》2011,32(6):32-34
教学设备配置先进及高效地利用,是初中物理课堂教学和教研活动顺利进行,提高学生的学习兴趣和学习积极性,提高整体教学水平和教学质量的基本保证。陈旧、性能老化、与新课程标准不同步的教学仪器,使物理实验无法开展,教学效果差。把先进的教学设备与其他教学资源整合利用,不仅能完成课程要求的演示实验、探究性实验,还能增加了一些与物理教学有关的课外小实验,使课堂教学丰富多彩、生动有趣,师生互动积极活跃,学生课后回味无穷,并可取得可喜的物理教学成果。 相似文献
54.
两种取向的教学论与有效教学研究 总被引:4,自引:0,他引:4
教学论可分为哲学取向与科学取向两个范畴,它们各有长处和短处。这两观种的取争向论的。教在学中论国的,随争着论新在课20改世实纪施9和0年对代课美改国成表效现的为反建思构,类主似义的教争学论观也与在科进学行取中向。教学将有效教学置于两种取向的教学理论中考察可发现,相对科学取向的教学观而言,属于哲学取向的建构主义教学观较少关心教学效率。教学的有效性研究本是科学取向教学论这根藤上结出的果。如今,在研究有效教学时,却期待不关心教学效率的建构主义教学观这棵树结出有效教学的果来。 相似文献
55.
“以学生为中心”的职业规划与就业指导课程教学设计——基于杜威民主教育思想的视角 总被引:1,自引:0,他引:1
基于美国教育学家和心理学家杜威的以儿童为中心的民主教育理念,可以对大学生职业规划与就业指导课程进行改革。以学生为中心的职业规划与就业指导课程教学设计强调学生的认知主体作用,包括问题的提出、问题的观察与推理和学习效果的评估三个环节。 相似文献
56.
教学临界阈研究是探究和揭示教学有效性内在本质及其规律的关键,是我们对有效教学问题从外条件研究到内问题探讨的转折点。这些内问题的探讨主要包括学习者的有效学习量究竟是多少才能引起学习临界点的出现,影响教学从量变到质变的关键因素是什么,教学临界阈的产生能否促使学习者知而达智、行而致能。超额学习、掌握学习、语言输入理论、结构方程模式等成果为教学临界阈的研究奠定了基础,人类工效学、知识生态学和博弈论更是为教学临界阈研究提供了多元视角。时间、空间、群体和影响程度等质变临界阈的存在意味着教学临界阈研究有着不同的研究思路,而具体内容学习变化的曲线则是判断教学临界阈的基本依据。通过变量干预而改变教学临界状态是研究有效教学的一个新的切入点。 相似文献
57.
Since scientific literacy has become a key goal in science education, many people have argued in favor of the incorporation of inquiry in science education. However, scattered in the literature are extrinsic and intrinsic teaching challenges linked to the design and implementation of inquiry-based practical work (IBPW) in secondary school science classrooms. The purpose of this systematic literature review was to characterize and clarify the intrinsic challenges. From an instructional design perspective, the characterization of the challenges yielded four primary categories. The categories consist of initiation-phase challenges (such as unfavorable views regarding science and practical work), planning-phase challenges (including difficulties involved in designing IBPW), implementation-phase challenges (e.g., persuading learners to reflect on their experiences and findings), and summative evaluation-phase challenges which include concerns linked to the grading of practical inquiry. In the different categories, the challenges are linked to gaps in various aspects of teacher competencies especially in the context of the TPACK framework. The aspects include content knowledge (CK) (such as science content and scientific inquiry); in addition to technological knowledge (TK) linked to standard technologies. Also included is pedagogic CK (including orientation toward science teaching). Moreover, some of the intrinsic challenges are linked to gaps in skills (including pervasive classroom management and practical skills); in addition to values (such as commitment). These results have theory-, practice-, and research-based implications. 相似文献
58.
刘淑英 《中国现代教育装备》2011,(21):49-50,55
高职教育的培养目标是使学生具有扎实的理论知识,熟练的专业技能,良好的职业道德和职业素质,实现这一培养目标,必须转变教学观念,突出能力目标,以学生为主体,以生产项目为载体,进行工作过程系统化课程开发与教学设计。 相似文献
59.
This study (N?=?326) was conducted to examine the associations among instructor humor, inappropriate conversations, and instructional dissent. First, results showed students are more likely to employ rhetorical dissent when they perceive their instructors as humorous in the classroom. Second, using expectancy violations theory as a guide, results also indicated that students’ perceptions of instructor-relevant humor moderated the relationships between enactment of inappropriate conversations and students’ expressive and vengeful dissent. These findings support the importance of employing relevant humor in course instruction, especially when instructors engage in inappropriate conversations in the college classroom. 相似文献
60.
George N. Shava 《Africa Education Review》2019,16(2):50-68
This article reports on a study of which the purpose was to understand the role of principals in changing underperforming schools towards sustainable improvement in one circuit area of North-West, South Africa. School principals play a crucial role in guiding schools towards sustainable improvement by shaping a vision of academic success for all learners. Managing teaching is one of the core modules in South Africa’s new national qualification for school principals, and that being the case, principals should play a central role in effecting the educational transformation of all learners. The quality of principals’ leadership is the key factor driving the transformational turnaround and improvement required in schools. They perform a highly complex and dynamic role in enhancing and sustaining school improvement. It was the goal of this qualitative study to explore cultural, structural, and agential challenges faced by principals in their effort to provide for change and improvement in their schools. Six schools were purposefully selected to participate in the study and semi-structured interviews were used to gather data from the principals. The study established that paying attention to cultural, structural and agential factors in schools increases their ability to sustain learner improvement. 相似文献