对分课堂教学模式在空间数据库建库课程中的实践

对分课堂是新兴的一种教学模式,把教学分为在时间上清晰分离的三个过程,即讲授、内化吸收和讨论,实现了师生的权责对分。作者在地理信息科学专业必修课程“空间数据库建库”的教学实践中应用了这种模式。结合任务驱动,促使学生从被动接受变主动思考,以教师讲授和师生讨论促进学生对知识的内化吸收,实现知识的迁移。     

Learning on Campus and Learning at a Distance: A Randomized Instructional Experiment

To address a major methodological problem in the body of evidence on distance learning in postsecondary education, we conducted a randomized, true-experiment paired with a quasi-experiment. Community college students randomly assigned to receive instruction at a distance via a two-way interactive telecourse demonstrated learning equivalent to that of students assigned to on-campus, face-to-face instruction. However, students choosing to take the course via telecourse at remote sites had significantly higher course learning than either randomly assigned group. Such evidence suggests that the body of evidence on distance learning could be seriously confounded by learner self-selection.     

An invasion in the classroom: influence of an ill-structured innovation on instructional and epistemological beliefs

In this article, the actual impact on students' instructional and epistemological beliefs of systematic attempts to implement a problembased, collaborative and technologicallyrich learning environment in regular, internationallyspread, secondary school classrooms is described. Although the literature suggests that learning environments do affect both categories of beliefs, empirical evidence is currently limited. To study the effects of learning environments, classroombased learning environments were redesigned in various respects. The change entailed the implementation of a problembased, collaborative and technologicallyrich environment to replace the more regular contentdriven, teachercentred and textbookbased environment. The implementation of the innovation was hypothesised to result in a change of both the instructional and epistemological beliefs of students. Moreover, these beliefs were expected to evolve in the direction of the assumptions underlying the innovative environment. A classical pretest and posttest study resulted in the confirmation of the first hypothesis. However, for the second hypothesis, the opposite was found: students' beliefs strengthened in a direction that contradicts the basic principles underlying the designed environment. The study highlights that a poor implementation of potentially powerful learning environments can result in unexpected and even undesirable side effects.     

Classroom Practices for Context of Mathematics Word Problems

How do teachers conceptualize and deal with context of mathematics word problems in their teaching? This question is discussed based on a study of 14 experienced teachers at the elementary, junior high and senior high school levels. Bruner’s notions of paradigmatic and narrative modes of knowing formed the basis of analysis of data from sources that include interviews and classroom observations. The findings highlight the teachers’ conceptions of problem context and teaching approaches for each of these modes of knowing. All of the teachers used the paradigmatic mode in their teaching but with different depth and most engaged in some form of the narrative mode to create a classroom environment that was motivational for students to learn word problems. The paper also highlights characteristics of these two modes as they relate directly to word problems and discusses implications for instruction, learning and teacher development.     

Introducing the Creative Learning Principles: Instructional Tasks Used to Promote Rhizomatic Learning Through Creativity

ABSTRACT

Proving a child has been adequately educated is manifest through assessments evaluating the recall of facts or the deciphering of codes. How this information is taught and learned is the issue. Webb's depth of knowledge (DOK) and Bloom's taxonomy are cognitive models that drive instruction in today's classrooms. According to these models, creativity is a higher-order learning process. Although creativity has gained a renewed prominence in theoretic academic arenas, on the battleground of the typical classroom, creativity takes a back seat to instructional strategies with the goal of successful standardization of knowledge. Creativity, however, is the cornerstone of arts instruction. Creative learning principles (CLPs) is a system of instructional tasks developed in the arts and used to facilitate the metacognitive act of learning through creativity to solve problems. This article discusses how the CLPs create rhizomatic learning by facilitating connections between art and other disciplines and how they are used in planning.     

多媒体和网络技术在我国教育领域的发展出路

教学媒体自上世纪进入教学领域以来,一直是影响教学活动的重要因素。但是我们发现,媒体的更新换代似乎进入了一个怪圈,每种教育媒体都是大张旗鼓的进来,销声匿迹的退出,而我们的教育领域没有得到很大的改善。再看我们今天的多媒体、网络技术,是否有一天也会悄悄的走出教育领域?本文通过对媒体发展的怪圈现象进行分析,试图找出其根本原因,并提出几点对策。     

Middle leadership in international schools: evidence from Malaysia

This paper examines middle leadership of the heads of English, maths and science departments in four international secondary schools in Malaysia. It focuses on their roles, responsibilities, role relationships, instructional engagement and leadership involvement within the theoretical framework of instructional, distributed and teacher leadership. The study is a qualitative multi-method case study, involving observation, documentary analysis, and semi-structured interviews with 12 heads of department, 36 teachers, and four principals. With respect to the middle leaders’ roles and responsibilities, the findings illustrate cross-school and in-school differential developments, with contextual factors contributing to uneasy role relationships. The results also show that, while broad-based leadership opportunities are limited for the middle leaders and teachers, the most powerful and common feature of all these international schools is the centrality of teaching and learning.     

从西部中学现状看师范院校教育技术学专业建设

通过西部中学的教育技术现状调查和即将成为中学教师的师范院校部分教育技术学专业应届毕业生的调查．对我国西部地区现阶段教育技术学专业的建设,提出一些设想,以促进教育技术学专业的建设与改革。     

数学教学资源网站的设计与实现

探讨了数学教学资源网站的设计模式，并对具体应用作了阐述。在利用网络资源和多媒体技术等多种教学形式改进教学的同时，为教师和学生的学习交流提供了方便，提高学生的学习兴趣和自学能力。