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Multimedia learning and individual differences 普通类
Research in multimedia learning lacks an emphasis on individual difference variables, such as working memory capacity (WMC). The effects of WMC and the segmentation of multimedia instruction were examined by assessing the recall and application of low (n = 66) and high (n = 67) working memory capacity students randomly assigned to either a segmented instruction (SI) or non-segmented instruction (NSI) version of amultimedia tutorial on historical inquiry. WMC was found to have a significant, positive effect on participants’ recall and application scores; however, the use of segmentation mediated the effects of WMC to allow learners with lowerWMC to recall and apply equal to those with higher WMC.
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Optimising the use of note-taking as an external 普通类
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative nonlinear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management.
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Does concept-mapping strategy work for everyone 普通类
The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners’ self-regulated learning (SRL) skills and different levels of generativitywas also tested. One hundred twenty-four undergraduate students, randomly assigned to three different concept-mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner-generated map group significantly outperformed the participants in the expert-generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels.
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From concepts of motivation to its application in 普通类
This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model—the ARCS model—is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning
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3D multi-user virtual environments 普通类
3D multi-user virtual environments
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LLL3D’s contribution to teaching and learning 普通类
LLL3D’s contribution to teaching and learning with 3-D MUVEs in higher education
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MUVEnation A European peer-to-peer learning 普通类
MUVEnation A European peer-to-peer learning programme for teacher training in the use of MUVEs in education
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Lessons from learning in virtual environments 普通类
Lessons from learning in virtual environments
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Using Second Life in human resource development 普通类
Using Second Life in human resource development
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My dragonfly flies upside down! Usin 普通类
My dragonfly flies upside down! Using Second Life in multimedia design to teach students programming (pages 539–542)