The Application of Constructivism Theory to the Student-determined College English Learning

According to the further exploration into constructivism theory, the author illustrates the application of this theory to China＇s college English teaching, especially in the new perspective of student-determined learning.

An Experimental Study of Flipped Classroom English Teaching Based on Autonomous Learning Theory

In order to improve students' English autonomous learning abilities, the study applied the flipped classroom teaching model based on autonomous learning theory. According to the experimental data analysis and the survey, it is found that flipped classroom teaching plays a more positive role in cultivating students' autonomous learning ability, improving their comprehensive English proficiency, and building their confidence and interest in college English learning.

A Preliminary Study on Connectivism—Constructivism Learning Theory Based on Developmental Cognitive Neuroscience and Spiking Neural Network

Based on a new theoretical perspective, this paper attempts to unify the seemingly incompatible learning theories of Connectivism and Constructivism into a scientific theoretical framework. The Connectivism-Constructivism learning theory is not a simple superposition of the two theories. Instead, it absorbs the essence of the learning theory of Constructivism, Connectivism and Neo-Constructivism, and takes the two empirical scientific experimental results of developmental cognitive neuroscience and spiking neural network as the factual basis, and develops two theories from the perspective of development. Integration, to achieve the resolution of contradictions, complement each other, and then rebuild. This paper discusses Connectivism-Constructivism learning theory. The theory holds that the essence of knowledge is the connection between the subject and the environment. There are two forms: physical form and logical form. The only logical form can be realized and utilized by people. Learning can be divided into two stages: connection and construction. Connection is the premise, construction is the core, and the network action generated in the connection stage as a raw material is pruned, and processed by various systems in the construction stage to become psychological representation. When the psychological representation is used, the relevant network shaping is finished, and the meaningful network is formed, which completes the change of knowledge from physical form to logical form and from logical form to physical form. Therefore, learning is the process of constructing meaningful network. We should not only promote the students’ connection stage, but also help the students’ construction stage. The innovation and breakthrough contribution of this paper is that it is the first time to look at the topic of learning theory from a new research perspective. In order to explore a more convincing learning theoretical framework, this article takes the lead in seeking theoretical support and factual basis from developmental cognitive neuroscience and Spiking neural network. As a result, Connectivism learning theory and Constructivism learning theory are successfully integrated into a rather complete and effective theoretical framework to reconstruct Connectivism-Constructivism learning theory.

Path Exploration of Autonomous Learning in College Students＇ Ideological and Political Theory Course

Ideological and political theory teaching course is the public compulsory course of college students, which is the effective measures of conducting socialism core value system education for college students and realizing the ideological political and moral quality cultivation and improvement of chinese characteristic socialism successors, the ideological and political theory course learning of college students has obvious features in chinese university education, reflecting the party central committee＇ s great attention to college students＇ ideological and political education, and we should strengthen college students＇ ideological and political theory education, explore autonomous learning path of university exploration college students and promote the combination of theory and practice of college students, realizing autonomous learning, autonomous education and autonomous improvement, in order to effectively improve the effect of ideological and political theory education.

Research on College Studentst'Autonomous EFL Learning Affer Course Exemption

By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.

A Study of Oral English Teaching and Learning in Vocational Collegesfrom the Perspective of Constructivism

With the increasing development of China’economy and society,the communication between China and other countries is on the rise,which contribute to the increasing demands of foreign languages especially English.As a result,oral English plays an important role in English learning and it is necessary for learners to improve their oral English.While the traditional teaching models cannot meet the teaching demand now,Constructivist learning theory(CLT),a very important branch of the cognitive theory has arisen a considerable amount of interest as a new teaching method.In the paper,the author try to apply constructivist learning theory to vocational college oral English teaching in order to explore some oral English teaching models from a constructivist perspective and hopes that this paper can provide some help to apply the CLT to vocational oral English teaching.

建构主义学习理论在案例式商务汉语教学中的应用

案例式商务汉语教学的心理学基础是建构主义学习理论。结合商务汉语教学实际,阐述建构理念和实施步骤。前者包括围绕话题进行观点交锋,创设情境进行语言训练,组织开展合作学习,加强网络平台互动协商;后者包括课前热身以唤醒知识,案例学习以提取知识,语言技能练习以运用语言知识,案例讨论以建构新知识,巩固与扩充以强化新知识。在此基础上,还通过建构主义实验组和行为主义对照组的教学实践,证明了建构主义学习理论在案例式商务汉语教学中的应用效果。

认知负荷视角下高校思政教学模式创新

高校思政教学在高等教育阶段担负着对学生进行德育的任务。随着信息化的来临,互联网逐渐冲击教学,大学生对传统思政教育的兴趣在逐渐减退,其内部和外部的认知负荷也在慢慢增加。针对当前高校中存在的“刻板”模式与缺陷,在剖析大学生认知负荷特征的基础上,构建基于认知负荷的思政翻转课堂教学模式,有利于使学生能更顺畅地完成高效学习历程,获得更好的学习结果,并促进综合素质的全面提高。

建构主义视角下创新实验提升中外合作班医学生课程适应能力剖析

建构主义(Constructivism)认为学习是学习者主动建构自己知识的过程。中外合作办学已成为重庆医科大学医学本科教育改革的重要组成部分。重庆医科大学设立了多层级的创新实验项目,为临床医学中外合作办学专业(以下简称“国际班”)学生提供课外科研探索实践的机会,助力学生综合素养的提升。本研究基于建构主义学习理论,阐述国际班学生参与创新课题,逐渐建立医学知识学习的各种场景,最终使学生对所学知识产生意义建构,以更好地适应国际班课程的设置及投入专业课程的学习。

混合教学模式探索与实践——以《油层物理》为例

《油层物理》课程是石油工程专业的核心基础课程,其课程教学质量直接决定石油工程专业人才培养质量。针对《油层物理》课程特点及传统教学模式下存在的问题,探讨了实施“线上+线下”混合式教学的必要性和可行性。以建构主义学习理论和首要教学原理为指导,以促进学生深度学习和培养高阶思维能力为目的,将信息技术与《油层物理》课程教学深度融合,构建了符合课程特点的“以教师为主导、以学生为中心”的混合教学模式。教学改革实践表明,混合式教学模式的应用可有效提高《油层物理》课程教学效能,培养学生的工程应用能力和创新思维能力。

基于建构主义学习理论的物理化学课程思政探究

建构主义学习理论是建构主义与教育领域融合发展的一个重要理论成果,对于教学方法的革新有着重要的意义。本文尝试将建构主义学习理论运用于指导物理化学的课程思政建设,并以“简单的低共熔二元相图”这一知识点为例,介绍了一种在教学全过程中渗透融入课程思政的具体做法,以期在物理化学课程教学中推进“立德树人”目标的落实,为后续研究提供一个参考。

基于“池馆”平台的混合式教学在民办高校大学英语课程中的应用

近年来,混合式教学得到了越来越多的重视。本研究以“池馆”学习平台为分析对象,结合混合式教学的内涵与“池馆”的主要功能,在认知主义学习理论、建构主义学习理论和可供性理论的指导下,构建基于“池馆”的本校大学英语课程混合式教学模式,旨在利用“池馆”为学生创设一个自主学习的环境,促进学生知识与能力的全面发展。

基于建构主义学习理论的高职思政课教学改革探究

思政课是落实立德树人根本任务的关键课程,也是高职院校培养技能型人才的基础课程。在建构主义理论的指导下推进高职思政课改革创新,提升学生获得感是重要价值标尺。要夯定关切点、兴趣点、需求点的价值锚点,改变“说教感”,提升“新鲜感”,实现“接地气”。从高职院校实践层面,要以教师教学团队建设、实践教学体系建设、教学资源建设“三维建设”为基础,以主题理解、资源整合、手段运用、主线串联“四段递进”为抓手,达到思政课“入脑、入心、入行”的教学效果。

中医各家学说教学中以学生为中心的小组合作学习研究

中医各家学说是教育部高等学校中医学类专业教学指导委员会高等学校中医类专业核心课程之一,既是一门大学本科中医专业后期理论提高课,又是一门必修的临床基础课,在中医基础课程和临床课程知识综合准备应用于临床的能力培养中必不可少。文章基于传统课堂模式的不足和教学改革现状,提出以学生为中心的自主学习课程模式,并以分组学习为特色。教师按成绩水平分组,每组内包含好、中、差三等的学生,小组内接到任务后进行分组讨论学习,任务完成后让组内知识相对薄弱的学生汇报小组成果,所得成绩为组内所有成员的成绩,使得优等生更愿意帮助差等生学习,从而推动各层次学生中医经典著作的自主学习和中医临床思维能力的培养。

E-learning过程中的教师介入

以中介作用理论为依据,以费厄斯坦所划分的教师中介作用的十二项特征为指导,探讨在现代信息技术辅助下大学英语教师如何从学习兴趣、学习动机、学习策略、自我控制等方面介入学生的英语学习,从而使学生成为真正的自主学习者。

虚拟仿真实验中存在的问题分析与对策研究——从“以学生为中心”为主切入点

目前,针对“以学生为中心”的教学改革完全是由教师推动的,以“引导学生自己发现和创造知识”为目标的教学改革过程如果听不到学生的声音,见不到学生的想法,这势必在教学改革过程中产生教师视角所看不到的盲点和不足。将“以学生为中心”为切入点,探讨对学生的参与程度和探究能力有着更高要求的虚拟仿真实验教学形式在教育改革过程中存在的问题。从建构主义学习理论出发批判了能虚不实的虚拟仿真实验教学改革趋向,从培养学生实验能力的角度论述重视虚实结合的理由和重要性。

一种改进的任务驱动教学法用于通信设备类课程

为提高学员自主学习能力、批判性思维能力、复杂问题解决能力,基于建构主义和深度学习理论,提出在通信设备类课程教学中运用“任务设计→情境创设→任务分析→自主学习→协作批判学习→知识构建→任务完成→任务讲评→效果反思→全程评价”的改进任务驱动教学法.教学实践表明,学员总评成绩优秀率提高了8.3%,情报畅通率提升了25%,信息联通时间减少了50%;该任务驱动教学法是有效的.

基于自主学习理论的医学生专业兴趣与学习行为相关性研究

目的研究医学生专业兴趣与学习行为之间的关系,为提高医学生人才培养质量提供参考依据。方法于2021年11—12月采用随机分层抽样方法,采用2021年度河北省高等学校大学生发展调查问卷,调查某医学院校2022届毕业生专业兴趣、学习行为等情况,运用SPSS 21.0统计学软件对数据进行二元Logistics回归分析,研究学习行为对专业兴趣的影响关系。结果“将课堂所学应用于课外实际问题”和“认真完成老师布置的作业”对学生专业兴趣产生显著的正向影响关系,“上课不认真听讲”对学生专业兴趣产生显著的负向影响关系。结论可通过加强对医学生理论与实际结合的教育、培养医学生主观能动性、提升医学生的课程认知度等方式提升医学生专业兴趣。

基于建构主义理论的混合式教学设计与实践

以建构主义理论为基础,深入分析混合式教学的内涵,构建了分析、设计与开发、组织实施、评价与反思四阶段混合式教学模式,实践表明混合式教学调动了学生学习的积极主动性,提高了学习效率与学习体验,培养了综合能力。