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Learning spaces learning environments 普通类
Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts withwhichwe are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a ‘place’. This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to ‘displace’ learning itself. The paper argues further that we have failed to recognise the primacy of ‘physical situatedness’ to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place—in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit.
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The role of the computer in pupils’ interaction 普通类
This paper discusses the results of a study of the role of the computer in scaffolding pupils’ interaction and its effects on the disabled (D) pupils’ participation and inclusion in the context of socio-cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non-disabled (ND) pupils working together on computer-based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self-confidence, peer-acceptance, affection, positive and negative socioemotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants’ interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.
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Implications for training and learning 普通类
Computers and associated technology have become central to modern life. In a society where the population is rapidly ageing, the acceptance and utilisation of developing technologies by an older population is becoming increasingly important. This review highlights similarities and differences between the attitudes and acceptance of technology by older and younger people, leading to the conclusion that similar factors influence both age groups—hence, older people could well be taught to use technology in a similar manner to younger people.While all learners, irrespective of age, should receive sufficient time for training in a positive and supportive environment, this review suggests that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner.
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between technology use and student outcomes 普通类
The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technology use—how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the association between technology use and student outcomes.When only the quantity of technology use was examined, no significant association was observed. However, when the quality of technology was examined by investigating the specific types of technology uses, a significant association was identified between technology use and all student outcomes. Furthermore, different types of technology use showed different influences on specific student outcomes. General technology uses were positively associated with student technology proficiency, while subject-specific technology uses were negatively associated with student technology proficiency. Social-communication technology uses were significantly positively associated with developmental outcomes such as self-esteem and positive attitude towards school. Entertainment/exploration technology use showed significant positive association with student learning habits. None of these technology uses had significant influence on student academic outcome. Specific suggestions for integrating technology into schools and future research were provided.
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Which do students prefer to evaluate their essays 普通类
The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) (MY Access) and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.
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A simple low-cost stereographic video capture 普通类
It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and sophistication of existing three-dimensional video production and viewing technologies have limited the use of stereoscopic video imaging to highly funded fields, such as sports and medical research or military applications. The advent of desktop video editing software, along with personal video players (such as the Apple iPod and iPhone) with small screens utilising efficient video codecs, means that high-quality video podcasts can now be effectively created and delivered via the Internet. Combining these new video technologies with a conventional analogue stereo viewing and capture system makes the production of stereoscopic video potentially much more accessible to educators as a practical teaching tool. This paper seeks to alert educational designers to an exploratory study into a potentially useful methodology for the capture, production, dissemination and viewing of stereoscopic video images using existing, low-cost technologies. Aside from the production of a simple viewer, the process is straightforward and requires only basic and readily available equipment. Applications in education as well as vocational and sports training are self-evident.
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Instructional design and technology grounded 普通类
Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored.
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The impact of content area focus 普通类
This paper describes an assessment of a web-based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role-play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students’ area of study.
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The dynamics of an online knowledge building 普通类
This paper reports a 5-year design experiment on cumulative knowledge building as part of an international project. Through a longitudinal study and analysis of cumulative research data, we sought to answer the question, ‘what happened and why in knowledge building?’ Research data constitute messages which participants have written into a shared knowledge building database. A multi-method approach combing quantitative and qualitative data was adopted which integrated analysis of message generation, content analysis, network analysis, structure of message threads, discourse analysis and interviews. Conclusions are based on analysis of almost 2000 messages. Qualitative content analysis reveals 14 main categories of data. When the content of the messages are analysed, quantitatively cumulative trends emerge. When the frequencies of messages are plotted against time, peaks and troughs of message writing are revealed. The explanations for these patterns and variations are sought through interviews. Social network analysis shows that the network is centralised. The research literature suggests that decentralised networks are ideal, but in this particular case, the expert centralisation was beneficial for knowledge building in the collaborative and associated professional networks. The reasons for this are discussed.
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whether traditional or including an component 普通类
This study examined how students’ achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effortwhile learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students’ motivation for learning in diverse educational settings.