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On the internet 普通类
Formative assessment is not new, yet after decades of assessing levels of knowledge in large-scale, end-ofterm summative tests (for grading), a formative process for assessing learning at source (during units of instruction) is becoming more widespread. The shift from evaluating for grading to making learning fair and accessible to a wide diversity of learners, in any mainstream classroom, is timely. This reform promises an exciting, creative and innovative time in education; a new phase: accessible learning! Applied during instruction, this mutually beneficial process of formative assessment becomes a two-way indicator, a non-threatening assessment / dialogue that allows for early instructional modification and improved student achievement. It can also lead to a learner’s confidence for developing lifelong positive learning strategies.
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Handbook of formative assessment 普通类
Anderson, Neil (2009) Equity and information communication technology in education Peter Lang (NewYork & Bern) ISBN 978-0-8204-5243-2 211 pp £21.20) http://www.peterlangusa.com/index.cfm?vID= 310051&vLang=E&vHR=1&vUR=2&vUUR=1
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Utilizing open source tools for online teaching 普通类
The potential of open source software is the subject of the fifth section, which explores the motivation to develop and proliferate open source applications, including games. Interestingly, it is the current lack of digital means of fostering knowledge of traditional cultures that provides the source of a case study involving Torres Strait Islander students who engage in play-based learning with a view to reducing the learner frustration often associated with traditional approaches.
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Equity and information communication technology 普通类
Neil Anderson has succeeded in raising awareness of equity issues surrounding the use of ICT (information technology as a subject of study, rather than IT, a tool) in education and more generally. The first part deals with gender biases towards or against ICT, perceived and real, and is an engaging read which all trainee secondary (high) school teachers specialising in teaching ICT should consider mandatory. Thatmany girls are not opting for further education and careers in the subject should be a cause for concern forworkforce planners and careers advisers alike.
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The design of an system in the area of Earth 普通类
The use of assessment to effectively evaluate learners’ scientific learning and find out how close learners are to the educational objectives has been considered as one of the most important research issues. Traditional assessment is accomplished through the use of paper and pencil. It generally is accepted that paper-and-pencil test might suffer from limitations including: (1) the difficulty to represent abstract concepts; for example, many scientific concepts involving micro- or large scales such as atom-molecule theory, plate tectonics and relative movements of Earth, Sun and Moon, etc, are abstract, incomprehensible to students, and therefore hard to be delineated in the test items; and (2) the involvedness to represent real-world contextual problems. Therefore, a new generation of technology-enhanced assessment, such as TIMSS (Trends in International Mathematics and Science Study) and PISA (The Programme for International Student Assessment), is proposed worldwide with the aim of improving the traditional school-based and large-scale testing. Highly illustrated materials like animations were used in these technology-enhanced assessments.
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A potential way of enquiry into human curiosity 普通类
A powerful search for ‘curiosity’ or its related topics at the online American Psychological Association PsycNET database will produce comparatively disappointing meagreness of resource. This reflects our scanty knowledge in this field though curiosity is widely recognised as one of the most important factors that contribute to motivation and effectiveness in education and scientific discovery. Lack of understanding in curiosity may be due partly to limitation of research methodology and technology. This paper suggests using Google Trends as a tool for the study of curiosity and its measurement. The observation based on this tool discusses external stimuli, accessible resource and surprisingness that are closely related to curiosity.
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Early adolescents' perceptions of educational 普通类
Introduction The use of robots in our daily life is becoming more and more popular. For example, robots can be used to serve the human beings, in teaching children language or in assisting the disabled. The learning of robotics maybe a trend and can give students an opportunity to design and create new applications (Resnick, Ocko & Papert, 1988). Many researchers have attempted to probe the factors that influence the manner in which students use and learn robotics (Liu, Kou, Lin, Cheng & Chen, 2008). However, few have explored students’ perceptions of educational robots and learning of robotics. This study can be considered as a pilot study that investigates early adolescents’ perceptions of educational robots and learning of robotics. The students’ perceptions of educational robots and learning of robotics shape their attitudes and behaviours towards the use of educational robots and learning of robotics. Therefore, this study conducted interviews to investigate early adolescents’ perceptions of educational robots and learning of robotics, to assign categories to the descriptions of their perceptions, and to develop a scale in order to collect more students’ perceptions of educational robots and learning of robotics.
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Gender differences in usage satisfaction 普通类
Studies reported that more than half of blog users are female (Henning, 2003); most of their content was journal-type posts. Female users update more frequently and use blogs more than male users. Herring and Paolillo (2006) indicated that males like to talk about cars, sports, computers and so on, and females like to talk about gossip. In terms of vocabulary use, the researchers discovered that female users usually usewords such as sorry, appreciate or thankful; male users usually use aggressive words and sometimes are rude (Eckert & McConnell-Ginet, 2003; Herring, 1993). From the literature review, we found that the conclusions regarding gender differences in blog use were quite different. Also, we found that few studies discussed self-efficacy about blogging. Thus, in this research, we try to discuss gender differences in terms of students’ usage, satisfaction, self-efficacy and performance.
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learning by giving receiving peer feedback 普通类
This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers’ projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students’ own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers’ projects may facilitate student learning.
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Learning through face-to-face online discussions 普通类
This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students’ conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated.