浅析电大开放教育教学信息交互的相关问题

本文初步界定了开放教育教学信息交互的概念和涵义,总结了现行信息交互方式中的障碍性因素,分别从信息主体和客体的角度来总结。并分析了障碍性因素形成的原因,提出了相应的解决对策。     

一个教学论难题：“凯洛夫问题”

无论是理论上还是实践上,凯洛夫教学论的贡献都是巨大的,是第一位的,是任何人都无法抹杀的。与此同时,凯洛夫教学论也存在着其自身无法克服的问题,即“凯洛夫问题”。对于凯洛夫教学论,必须谨慎地秉持“一种积极的怀疑论”,而不能对它进行简单地否定、甚至“颠覆”。“凯洛夫问题”的实质是理想与现实、理论与实践的关系问题,而归根结底是事实与价值的关系问题。     

基于物理核心素养的“速度变化的快慢——加速度”教学设计

以"加速度"一节为例进行教学设计,教学过程包含概念引入、概念形成、概念应用、概念反馈四个阶段。从Dislab传感器实验入手,运用了类比、推理、综合分析、归纳总结等多种科学探究方法,旨在让学生深刻的理解并牢固掌握加速度这一重要概念,培养其物理学科核心素养,为学生的终生发展奠定基础。     

关于《汇编语言程序设计》课程的教学设计

本文从教学设计的定义出发 ,以建构主义学习理论为指导 ,阐述在建构主义学习环境下汇编语言课程的教学设计。     

教育学面临的困境与思考

在现实中存在着对教育学的种种歪曲和误解 :作为一门独立的学科 ,它不受重视 ,甚至不被承认 ;它没有一个名正言顺的位置 ,没有自己的科学化逻辑与依据 ;它的现实性存在依据更多的不在于其丰富、深刻的理论 ,而在于指令、方法与技术。因此 ,反思教育学的状况、拯救教育学的命运 ,是今日教育学探究中迫切需要解决的根本性问题。     

浅析沉浸理论在教学中的应用

沉浸理论提出之后,得到广泛的应用.旨在解释沉浸理论在教学中的应用,并就影响学生获得沉浸体验的因素以及相应解决策略进行探讨.     

Which events can cause iteration in instructional design? An empirical study of the design process

Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions, taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information, new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and new ideas of the designers). in final form: 4 August 2005     

香港公开大学教材的特色

本介绍了香港公开大学的教材建设，其中包括教材开发的组织形式，教材内容的设计编写及教材质量的把关等方面的内容，并对教材建设各个环节的科学性进行了探讨。     

Improving kindergarten teachers’ differentiation practices to better anticipate student differences

This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support.     

School Management Teams’ Instructional Leadership Role in Closing the Achievement Gap in Impoverished Schools

Abstract

Although the South African government has made numerous strides in addressing equity and social justice in education, significant inequalities still exist in learner performance, especially in many impoverished schools. One of the reasons cited for poor learner achievement is the ineffective leadership role of school management teams (SMTs). This article reports on a study that explored the instructional leadership role of SMTs of public schools with the view to closing the achievement gap in poor performing schools. To gain better insights into the SMTs’ realities and experiences of their work as curriculum leaders, qualitative research located within the interpretivist paradigm was undertaken. The findings revealed that SMTs of impoverished schools exhibit consistently low to moderate instructional leadership competencies which ultimately affect student learning. In order to close the achievement gap in poor performing schools, SMTs should play a more pronounced instructional leadership role by leading and managing core curriculum matters and educational resources effectively and efficiently.