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991.
《The Journal of educational research》2012,105(2):75-92
Abstract Twelve middle school students' use of computer tools to manage and manipulate Internet-based hypermedia resources was investigated. Tools were proposed to support higher order thinking about hypermedia resources to help students find, frame, and resolve open-ended science problems. Tools alone were insufficient to help students manage hypermedia information for solving open-ended problems. Students more frequently applied lower order tool functions (e.g., information collection) than higher order tool functions (e.g., reasoning). Students typically resolved problems with original solutions, but tools were used infrequently to develop evidence-based arguments justifying new ideas. Computer tools alone may be insufficient to help students manage extensive hypermedia resources. Together with additional support structures, however, tool potential may be realized. 相似文献
992.
通过整理近年来国内外的相关文献,对当前成人教育与学习参与障碍的研究成果进行系统的总结与归纳。重点对成人教育与学习参与障碍的内涵、情境障碍、机构障碍、心理障碍与信息障碍进行梳理,最后从成人教育与学习参与障碍未来本土化理论体系的建构与多元化研究方法的采用方面进行展望。 相似文献
993.
Schools in England are currently being asked to pay greater attention to the issue of educational inclusion. This paper reports some of the findings of a collaborative action research Network that was set up to address the implications of this trend. The Network involves teams of university researchers in working with practitioners in order to encourage the development of inclusive practices. As a result of this work, it is argued that the development of such practices is not about adopting ‘recipes’ of the sort described in much of the existing literature. Rather, it involves social learning processes that occur within a given workplace. The paper attempts to provide deeper understandings of what these processes involve. To assist in this analysis use is made of the idea of ‘communities of practice’, as developed by Etienne Wenger, focusing specifically on the way he sees learning as a characteristic of practice. It is argued that the development of inclusive practices involves collaborative working arrangements; that they can be encouraged by engagement with various forms of evidence that interrupt ways of thinking; and that the space that is created through such interruptions can enable those involved to recognize overlooked or, indeed, new possibilities for moving practice forward. 相似文献
994.
Fan Yan 《International Journal of Science Education》2013,35(18):3066-3092
Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment. 相似文献
995.
《普罗米修斯》2012,30(4):439-455
Based on interviews, this article provides a case study of the experiences of academic staff at one Australian regional university in undertaking contract research projects sponsored by government departments and agencies. Academics from a surprisingly diverse range of disciplines are attracted to government‐sponsored research for a variety of reasons but particularly important is the financial support provided for research projects and postgraduate research students. Projects vary in scale, amounts of funding involved and purposes, with research activities covering a wide range of different activities including collection and analysis of data, provision of documentation on good practice, design of implementation strategies, evaluations, organisational reviews and policy recommendations. Overall, respondents are highly positive about their experiences, despite problems such as delays in payment of funds, inappropriately restricted timelines, frequent changes in senior agency personnel, unrealistic expectations, and restrictions in the use of data and publication of results. While many academics from different disciplines provide policy recommendations and carry out evaluative studies, few are well informed about the extent to which their work is actually utilised. 相似文献
996.
赖薇 《福建教育学院学报》2010,11(2):90-92
文章针对教师在课题研究过程中存在的普遍问题,提出了课题研究过程应贯穿于日常教育教学的始终,课题研究成果应回归于日常教育教学过程等观点及其策略,旨在使课题研究与教育教学相辅相承,同生共进,实现过程性的融合、动态化的推进,让课题研究和教育教学共同成为有效促进幼儿发展和教师专业成长的支点。 相似文献
997.
李蕙萱 《宁德师专学报(自然科学版)》2012,24(1):78-81
数学教学方式因受到传统教学模式的约束和传统教学思想的局限,在高职数学教学方面表现为教学方式片面化,教学资源单一化,教学行为仅限于课堂上的理论教学.尝试建立一种基WEB技术的立体化教学资源平台,利用该平台在教学过程中的应用推广,实现高职数学教学模式的变革,达到改进教学方法和提高教学效果的目的. 相似文献
998.
999.
Patrick Lattuca 《The Educational forum》2013,77(2):224-233
Many individuals enter administration not fully prepared for their roles. This is because many preparatory programs have persistent weaknesses in the linkage between theory and practice, are irrelevant and grossly inadequate for the current responsibilities of the principalship, and overlook teaching the social realities of administrative roles. Along with aligning administrative programs with standards of effective leadership, the social side of administration must be considered and addressed. 相似文献
1000.
教材《思想道德修养与法律基础》(2015年修订版)相比以往版本,在内容上再次发生大的变化,主要体现在章节结构、主要内容、思想观点、言语表述及逻辑主线等诸多方面。正是这些内容上的变化使得新版教材逻辑主线清晰,章节分配合理,内容贴近实际,具有较强的时代感和鲜活感。要想使新版教材发挥应有作用,日臻完善,还迫切需要教育者、编写者、大学生注意以下几点:首先,教育者要注意专题教学方法的运用;其次,教材编写者要注意个别词语的再斟酌;最后,当代大学生要注意教材"学习思考"和"阅读文献"部分。 相似文献