This article aims to examine the effect of the use of didactic games in mathematics teaching on students’achievements and knowledge accumulation in the classroom.The study also assessed the students’perceptions of t...This article aims to examine the effect of the use of didactic games in mathematics teaching on students’achievements and knowledge accumulation in the classroom.The study also assessed the students’perceptions of these learning games.The study was carried out with the experimental pre-test-post-test control group design.The research team of this study is five.The class consists of 64 students.Two groups of fifth grade students were randomly assigned as experimental and control groups.According to the results,it is shown that didactic games increase students’academic achievements and are an effective tool for lecturing.展开更多
In the context of teacher competences’association with student performance,assessment of didactic competences is an important concern for educational professionals.The current study aims to develop and validate a too...In the context of teacher competences’association with student performance,assessment of didactic competences is an important concern for educational professionals.The current study aims to develop and validate a tool for assessing perceived competences in didactic activity for a group of Romanian teachers.The study examined 160 teachers from 15 schools in Bucharest,Romania,aged 20-60 years old.In the process of development and validation of the instrument(Assessment of perceived competences in didactic activity),the recommended steps were followed.Exploratory factorial analysis indicated the existence of three factors:effective communication of the teacher,development of students’critical thinking,and use of auxiliary resources.Reliability analysis showed high reliability coefficients,indicating good psychometric qualities of the scale.The correlations between the three factors were high,so the scale has acceptable convergent validity.Confirmatory factor analysis showed that the three factor model has indicators of good fit,also indicating good psychometric properties.The main practical implication is that the proposed instrument can be successfully used in identifying development needs of teachers resulting from the evaluation process.Based on the results derived from self-assessment of teaching competencies,customized professional development programs can be created for each teacher,aiming at developing skills and,implicitly,improving performance at the workplace.展开更多
To what extent do culture and tradition influence learning at school?What are the difficulties encountered by Moroccan learners?How to handle this gap between teaching culture and learning culture?Student attitudes ar...To what extent do culture and tradition influence learning at school?What are the difficulties encountered by Moroccan learners?How to handle this gap between teaching culture and learning culture?Student attitudes are linked to education and to the background they come from.Our aim is to understand the behaviors of Moroccan learners and teachers,to update them,in order to propose solutions,for to adapt teaching,pedagogy and learning to the cultural context of the learners.To do this,firstly using class observations,we will try to analyze the language behavior of Moroccan learners,as well as non-verbal and para-verbal language.All this,with a single target:to develop appropriate suggestions or approaches,within a contextualized teaching/learning.展开更多
Over the last century,the development of didactics(教学论)in China has been profoundly influenced by Kairov’s theory of pedagogics.The German Didaktik tradition,which can date back to Comenius and Herbart,remains lar...Over the last century,the development of didactics(教学论)in China has been profoundly influenced by Kairov’s theory of pedagogics.The German Didaktik tradition,which can date back to Comenius and Herbart,remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart.This article expounds three basic tenets of the German Didaktik tradition-(1)the concept of Bildung,(2)a theory of educational content,and(3)the idea of teaching as a learner-content encounter-and discusses the implications for developing Chinese didactics.It argues for a rethinking of the purposes,content,and practice of teaching with respect to the subjectification aim of education(i.e.,the becoming of unique individuals,with autonomy,critical thinking,and creativity).展开更多
吉莲·拉西指出了面向儿童写作和译介中成年人对童年范围拥有的决定权,而儿童文学又被视作面向儿童的具有说教作用的重要工具。根据改写理论,“意识形态”占据制约改写四个层面的最高地位,而在儿童文学的改写动因中“儿童观”占据...吉莲·拉西指出了面向儿童写作和译介中成年人对童年范围拥有的决定权,而儿童文学又被视作面向儿童的具有说教作用的重要工具。根据改写理论,“意识形态”占据制约改写四个层面的最高地位,而在儿童文学的改写动因中“儿童观”占据重要地位。本文将借助改写理论对1940年版The Adventures of Tom Sawyer中译本的改写展开分析,研究该时期复杂多变的儿童观对儿童文学造成了怎样的改写,以及其中各种儿童观的相互作用。展开更多
Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What i...Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What information about learning do related problems returned by the system provide us? We answer the first question according to the didactic engineering, whose mode of validation is internal and based on the confrontation between an a priori analysis and an a posteriori analysis that relies on data from experiments in schools. We consider the student as a subject whose adaptation processes are conditioned by the problem and the possible interactions with the computer environment, and also by his knowledge, usually implicit, of the institutional norms that condition his relationship with geometry. Choosing a set of good problems within the system is therefore an essential element of the learning model. Since the source of a problem depends on the student’s actions with the computer tool, it is necessary to wait and see what are the related to problems that are returned to him before being able to identify patterns and assess the learning. With the simultaneity of collecting and analysing interactions in each class, we answer the second question according to a grounded theory analysis. By approaching the problems posed by the system and the designs in play at learning blockages, our analysis links the characteristics of problems to the design components in order to theorize on the decisional, epistemological, representational, didactic and instrumental aspects of the subject-milieu system in interaction.展开更多
Purpose： This study assessed the effectiveness of three teaching methods for developing cultural competency based upon Leininger＇s theoretical framework with nursing students in China： case studies, traditional did...Purpose： This study assessed the effectiveness of three teaching methods for developing cultural competency based upon Leininger＇s theoretical framework with nursing students in China： case studies, traditional didactic learning, and self-directed learning. These methods were used in tran- scultural nursing teaching practices to identify the method that resulted in the greatest improve- ments in the nursing student＇s understanding and clinical application of transcultural nursing. Methods： The Transcultural Nursing Questionnaire（TNQ） was used for pre-and post-test comparisons of all participants in four areas of cultural knowledge and the Evaluation of Transcultural Nursing Competency（ETNC） was applied via role-play to evaluate the cultural competency of 120 of the 305 participants from three general hospitals in the PuDong New District, Shanghai, China. Individual transcultural nursing courses that focused on case study, traditional didactic or self-di- rected methods persisted for four months in three hospitals. Results： Statistical analyses of the cognitive scores of the participants in the transcultural nursing courses revealed a significant difference（P〈0.01） between scores collected before and after the teaching with the three methods. Comparisons of the three hospitals revealed that the scores for transcultural nursing cognition and simulating service assessment were significantly different（P〈0.01） for the case study nursing students. The scores of the students who were taught with the traditional didactic and self-directed methods were not significantly different across the three hospitals（P〉0.05）. Conclusion： The results revealed that the case study, traditional didactic and self-directed method effectively improved the transcultural nursing cognitive levels of the nursing students. The case study method appeared to be the most effective approach based upon the TNQ pre-and post-tests and the ETNC cultural competency scores.展开更多
文摘This article aims to examine the effect of the use of didactic games in mathematics teaching on students’achievements and knowledge accumulation in the classroom.The study also assessed the students’perceptions of these learning games.The study was carried out with the experimental pre-test-post-test control group design.The research team of this study is five.The class consists of 64 students.Two groups of fifth grade students were randomly assigned as experimental and control groups.According to the results,it is shown that didactic games increase students’academic achievements and are an effective tool for lecturing.
文摘In the context of teacher competences’association with student performance,assessment of didactic competences is an important concern for educational professionals.The current study aims to develop and validate a tool for assessing perceived competences in didactic activity for a group of Romanian teachers.The study examined 160 teachers from 15 schools in Bucharest,Romania,aged 20-60 years old.In the process of development and validation of the instrument(Assessment of perceived competences in didactic activity),the recommended steps were followed.Exploratory factorial analysis indicated the existence of three factors:effective communication of the teacher,development of students’critical thinking,and use of auxiliary resources.Reliability analysis showed high reliability coefficients,indicating good psychometric qualities of the scale.The correlations between the three factors were high,so the scale has acceptable convergent validity.Confirmatory factor analysis showed that the three factor model has indicators of good fit,also indicating good psychometric properties.The main practical implication is that the proposed instrument can be successfully used in identifying development needs of teachers resulting from the evaluation process.Based on the results derived from self-assessment of teaching competencies,customized professional development programs can be created for each teacher,aiming at developing skills and,implicitly,improving performance at the workplace.
文摘To what extent do culture and tradition influence learning at school?What are the difficulties encountered by Moroccan learners?How to handle this gap between teaching culture and learning culture?Student attitudes are linked to education and to the background they come from.Our aim is to understand the behaviors of Moroccan learners and teachers,to update them,in order to propose solutions,for to adapt teaching,pedagogy and learning to the cultural context of the learners.To do this,firstly using class observations,we will try to analyze the language behavior of Moroccan learners,as well as non-verbal and para-verbal language.All this,with a single target:to develop appropriate suggestions or approaches,within a contextualized teaching/learning.
文摘Over the last century,the development of didactics(教学论)in China has been profoundly influenced by Kairov’s theory of pedagogics.The German Didaktik tradition,which can date back to Comenius and Herbart,remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart.This article expounds three basic tenets of the German Didaktik tradition-(1)the concept of Bildung,(2)a theory of educational content,and(3)the idea of teaching as a learner-content encounter-and discusses the implications for developing Chinese didactics.It argues for a rethinking of the purposes,content,and practice of teaching with respect to the subjectification aim of education(i.e.,the becoming of unique individuals,with autonomy,critical thinking,and creativity).
文摘吉莲·拉西指出了面向儿童写作和译介中成年人对童年范围拥有的决定权,而儿童文学又被视作面向儿童的具有说教作用的重要工具。根据改写理论,“意识形态”占据制约改写四个层面的最高地位,而在儿童文学的改写动因中“儿童观”占据重要地位。本文将借助改写理论对1940年版The Adventures of Tom Sawyer中译本的改写展开分析,研究该时期复杂多变的儿童观对儿童文学造成了怎样的改写,以及其中各种儿童观的相互作用。
文摘Our paper presents a project that involves two research questions: does the choice of a related problem by the tutorial system allow the problem solving process which is blocked for the student to be restarted? What information about learning do related problems returned by the system provide us? We answer the first question according to the didactic engineering, whose mode of validation is internal and based on the confrontation between an a priori analysis and an a posteriori analysis that relies on data from experiments in schools. We consider the student as a subject whose adaptation processes are conditioned by the problem and the possible interactions with the computer environment, and also by his knowledge, usually implicit, of the institutional norms that condition his relationship with geometry. Choosing a set of good problems within the system is therefore an essential element of the learning model. Since the source of a problem depends on the student’s actions with the computer tool, it is necessary to wait and see what are the related to problems that are returned to him before being able to identify patterns and assess the learning. With the simultaneity of collecting and analysing interactions in each class, we answer the second question according to a grounded theory analysis. By approaching the problems posed by the system and the designs in play at learning blockages, our analysis links the characteristics of problems to the design components in order to theorize on the decisional, epistemological, representational, didactic and instrumental aspects of the subject-milieu system in interaction.
基金supported by the Science and Technology Development Committee of Pudong New District in Shanghai,China(PKJ2008-Y21)
文摘Purpose： This study assessed the effectiveness of three teaching methods for developing cultural competency based upon Leininger＇s theoretical framework with nursing students in China： case studies, traditional didactic learning, and self-directed learning. These methods were used in tran- scultural nursing teaching practices to identify the method that resulted in the greatest improve- ments in the nursing student＇s understanding and clinical application of transcultural nursing. Methods： The Transcultural Nursing Questionnaire（TNQ） was used for pre-and post-test comparisons of all participants in four areas of cultural knowledge and the Evaluation of Transcultural Nursing Competency（ETNC） was applied via role-play to evaluate the cultural competency of 120 of the 305 participants from three general hospitals in the PuDong New District, Shanghai, China. Individual transcultural nursing courses that focused on case study, traditional didactic or self-di- rected methods persisted for four months in three hospitals. Results： Statistical analyses of the cognitive scores of the participants in the transcultural nursing courses revealed a significant difference（P〈0.01） between scores collected before and after the teaching with the three methods. Comparisons of the three hospitals revealed that the scores for transcultural nursing cognition and simulating service assessment were significantly different（P〈0.01） for the case study nursing students. The scores of the students who were taught with the traditional didactic and self-directed methods were not significantly different across the three hospitals（P〉0.05）. Conclusion： The results revealed that the case study, traditional didactic and self-directed method effectively improved the transcultural nursing cognitive levels of the nursing students. The case study method appeared to be the most effective approach based upon the TNQ pre-and post-tests and the ETNC cultural competency scores.
