-
基础教育
- 教材：
-
- 全部
- 中国地图出版社
- 人教版
- 人教版2012
- 人教版2013版
- 人教版PEP（3年级）
- 人教版义务
- 人教版新课标
- 人教版新起点（1年级）
- 人教版（Go for it）
- 人教版（三年级起点）
- 人教版（三年级起点）2012-2013
- 人教版（版本不明）
- 人教社2016年新编教材
- 冀教版
- 冀教版（三年级起点）
- 北京版
- 北师大版
- 北师大版(2016)
- 北师大版（1年级）
- 北师大版（3年级）
- 北师版2013
- 华东师大版
- 外研社版
- 外研社（三年级起点）
- 外研社（广西专用）
- 广州新版（三年级起点）
- 广州版
- 开心学英语
- 教育科学（3年级起点）
- 教育科学（广州版）
- 新华东师大版
- 新起点英语
- 朗文英语
- 河北版
- 湘少版（3年级起点）
- 牛津上海版
- 牛津上海版（深圳新版）
- 牛津英语
- 粤教版
- 苏教版
- 语文S版
- 语文版
- 首师大版
- 香港现代版
- 齐齐学英语
- 高等教育
- 职业教育
-
The curriculum studies reader 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
-
How to achieve your QTS 普通类
Anew book on the subject of interactivewhiteboards (iwbs) is to be welcomed, not least because as yet there have been few, if any, balanced book-length studies of the pedagogical consequences of using them in the classroom. While research literature on the subject is growing in academic journals, iwbs still arouse strong emotions both for and against their widespread introduction, particularly in primary and secondary school education in the UK, where they were introduced without the necessary emphasis on sustained professional development.
-
The interactive whiteboard revolution 普通类
By the time you read this, I shall be quietly celebrating the fortieth anniversary of starting my first of three full-time posts in teacher education and training. As I write in 2009, I also celebrate the second anniversary of starting my fourth part-time post in teacher education and training. These three new books are of particular interest, therefore, to someone with dozens of students going through the process of qualifying as a teacher and then moving towards the highest possible quality in the profession.
-
Video reflections in initial teacher education 普通类
Reflective practice has become a central component of teacher education. Tabachnick and Zeicher (in Pollard, 2000, p. 13) suggest that ‘the reflective practitioner has emerged as the new Zeitgeist’ and that there is not a single teacher educator who would say that he or she is not concerned about preparing teacherswho are reflective. Student teachers at the University of Ulster are required to write brief reflections on each lesson they teach, and since 1999, they have also required to post weekly reflective reports in an online discussion area.
-
Many to one Using the mobile phone 普通类
The perennial problem of communicating with large classes of over 100 students can be resolved using students’ mobile phones and a piece of software written to take advantage of the ubiquity of the mobile phone.1 This paper describes the first steps towards one possible resolution. Several methods exist which allow students to communicate with lecturers in large groups (See Aronson, 1987; Davis, 1993; Guthrie & Carlin, 2004; Hall, Collier, Thomas & Hilgers, 2005; Judson, 2002), but none, to my knowledge, combine ease of use, speed of transmission and student feedback in as cost-effective a manner as the one described below.
-
Using WordPerfect to detect plagiarism 普通类
It is commonly assumed that the perfection of digital copies, as opposed to the ‘noise’ in analogue copies, represents an enhancement of information transmission. Actually, however, that analogue ‘noise’was ‘signal’ to those receiving the analogue copies. From the recipients’ perspective, the fullness of the signal they once received from analogue copies abated with the noiseless digital alternative. Specifically, what is gone is the noise identifying what, where and how much has been copied.
-
Implementing a case-based environment in 普通类
This study explores how students’ learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with repeated measures revealed that the four learning styles (active–reflective, sensing–intuitive, visual–verbal, sequential–global) did not influence students’ learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students’ performance graph and further analysis with a liberal approach implied that the active– reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implementation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may not be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students’ transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.
-
Primary pupils’ use of information 普通类
Based on survey data from 612 pupils in five English primary schools, this paper investigates children’s engagement with information and communication technologies (ICTs) inside and outside the school context. Analysis of the data shows pupils’ engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. Whilst the majority of children felt that ICT use led to gains in learning, the paper discusses how there was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which ‘educational’ use was largely framed and often situated. The paper concludes by suggesting possible changes to ICT provision in primary schools, most notably relaxing school restrictions regarding Internet access and developing meaningful dialogues with pupils about future forms of educational ICT use.
-
The further development of CSIEC project driven by 普通类
In this paper,we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human– computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project, survey the related works and illustrate the system structure with flow diagram. Then we describe its pedagogical functions, especially free chatting and chatting on a given topic.We summarise the free Internet usage within 6 months and introduce its integration into English classrooms, as well as the formal evaluation results of the integration. The evaluation findings show that the chatting function has been improved and fully used by the users, and the application of the CSIEC system in English instruction can motivate the learners to use English and enhance their learning process. Lastly,we discuss the application-driven approach of system development and draw some conclusions for future improvement.
-
Practising mental rotation using Desktop 普通类
An experimental study involving 30 undergraduates (mean age = 20.5 years) in mental rotation (MR) training was conducted in an interactive Desktop Mental Rotation Trainer (iDeMRT). Stratified random sampling assigned students into one experimental group and one control group. The former trained in iDeMRT and the latter trained in conventional condition. A multifactorial pretest posttest design procedure was used and data were analysed using twoway analysis of covariance. Overall, there was substantial improvement in MR accuracy. Main effects of training and gender were observed, indicating that iDeMRT group and boys outperformed the control group and girls respectively. In addition, an interaction between training method and gender was present, indicating that boys were more accurate when trained in iDeMRT and performed moderately in conventional method. Female participants achieved equivalent improvement gain in MR accuracy regardless of the training conditions used. For the speed measure of MR, no appreciable improvement was observed after training.