Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique,Chile, Portugal,and Spain

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.     

关于高职教育教学的几点思考

高职院校在我国蓬勃发展,但高职教育仍处于探索中,尚不够成熟,本文将就作为教学中心的学生感到茫然与被动、教材的弊端、基础课程的窘迫境遇等问题展开思考。     

20世纪中国竞技体育启示录——悉尼奥运会有感

回顾50年来我国竞技体育发展的历程和中国奥运兵团在悉尼奥运会上的出色表现,就优势项目的兴衰、中华体育精神、马家军现象、海外兵团、中国足球职业化等问题所引发的思考进行论述.     

A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work

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.     

电视娱乐节目低俗化现象研究

本文通过剖析某些电视节目低俗化的外在表现,探讨了电视娱乐节目低俗化产生的内在原因,认为过度草根化、盲目追求收视率、社会价值观的迷失、主持风格的低俗化倾向与媒体监管缺位是导致电视娱乐节目道德意识的逐渐缺乏、文化意味日渐淡薄的四个深层次因素,并提出了引导其电视节目健康发展的相应策略。     

面向社区教育的数字化课程资源的通用教学设计

以多媒体和网络技术为核心的信息技术的飞速发展及其在社区教育领域的广泛应用,为通用教学设计在社区教育中的应用提供了技术支持。在运用通用教学设计方法对社区数字化课程资源进行设计的过程中,应以认知科学的新近研究成果中关于脑学习的三大区域——识别网络、策略网络和情感网络为依据。在理解三大学习网络上学习的特殊需求、认知能力的差异性、数字媒体的互动方式的基础上,对社区数字化课程资源的对象、目标、内容、策略、评价等进行通用教学设计,并在学习内容、支持工具、学习情境等方面整合多媒体技术,为社区学员提供多样化的选择,促进社区每个成员的发展。     

Reference and Media-Instruction by Any Means Necessary

Summary

Reference services involve using technologies to teach users how to locate and use needed resources. The use of various media for the presentation of library instruction has gone on since the 1930s. A chronology of the use of film, slides, audio tape, videotape, television, and computer-assisted instruction is presented here with brief commentary on the positive and negative aspects of the use of each type of technology and some combinations of technologies for instruction.     

标导向的网络课程教学设计

网络课程缺乏教学设计或者教学设计质量不高一直是困扰网络课程质量的重要原因。该文分析了当前网络课程教学设计研究的现状后指出:网络课程教学设计模式研究的匮乏是造成网络课程教学设计质量不高的重要原因。在目标导向网络课程开发思想的指导下,作者提出了目标导向的网络课程教学设计模式,并对该模式中学习环境的设计进行了详细讨论。     

以建构主义为指导的教学设计原则分析

以建构主义理论为指导的教学设计原则与传统的教学设计相比具有更大的生命力。建构主义教学设计强调要发挥学习者在学习过程中的主体性和建构性 ,重视“情境”、“协作”在学习中的重要作用。以建构主义指导教学设计 ,有利于创造性人才的培养 ,在今天具有重要的现实意义     

《英语国家概况》课程学习环境的设计与实验

本文通过实验的方法，探讨如何利用现代教育技术设计理想的课程学习环境，提出理想的课程学习环境包括热身学习环境、网络学习环境、多媒体课堂学习环境、监控和评估环境。