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基于高校思想政治理论课整体性的“协作教学”机制建构研究 被引量:4
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作者 杨现勇 《现代教育科学(高教研究)》 2014年第1期19-23,共5页
本文以马克思主义关于事物普遍联系的观点、现代系统论思想和协同学理论为理论基础,以思想政治理论课的整体性和对思想政治理论课教学现状的反思为现实依据,构建了开展协作教学的教学管理协调机制、教学内容协商机制和教学过程协作机制... 本文以马克思主义关于事物普遍联系的观点、现代系统论思想和协同学理论为理论基础,以思想政治理论课的整体性和对思想政治理论课教学现状的反思为现实依据,构建了开展协作教学的教学管理协调机制、教学内容协商机制和教学过程协作机制,对深化教学改革、增强思想政治理论课的实效性具有重要的现实意义。 展开更多
关键词 高校 思想政治理论课 整体性 “协作教学” 协作机制
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基于移动终端的“协作式”初中作文教学实践探究 被引量:3
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作者 程云 《中小学数字化教学》 2018年第1期50-52,共3页
传统中学作文教学评价体系往往重视写作结果的终结式评价。笔者以一节作文教学指导课为例,进行了基于移动终端的"协作式"作文教学指导的实践探究,做到了"写读结合、交流驱动、互动生成",实现了学生个性化和协作式... 传统中学作文教学评价体系往往重视写作结果的终结式评价。笔者以一节作文教学指导课为例,进行了基于移动终端的"协作式"作文教学指导的实践探究,做到了"写读结合、交流驱动、互动生成",实现了学生个性化和协作式写作。 展开更多
关键词 移动终端 “协作式”作文教学指导 个性化写作
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“协作与竞争学习”教学模式在《健康教育学》中的应用及优化方向:基于eFAST的定性研究
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作者 秦浴华 龚雯洁 +2 位作者 柏艳萍 曾榛 贺诗雨 《中华医学教育探索杂志》 2024年第5期651-655,共5页
目的:探讨“协作与竞争学习”教学模式在《健康教育学》中的应用及其潜在优化方向。方法:挑选参与《健康教育学》课程实践任务的本科医学生开展基于网络的共识快速达成法(e fast anonymous consensus-forming tool,eFAST),就研究目的开... 目的:探讨“协作与竞争学习”教学模式在《健康教育学》中的应用及其潜在优化方向。方法:挑选参与《健康教育学》课程实践任务的本科医学生开展基于网络的共识快速达成法(e fast anonymous consensus-forming tool,eFAST),就研究目的开展讨论并达成共识,基于关键词分类法分析会议记录以确定主题。结果:9名医学生参与eFAST,结果显示,学生认为在将“协作与竞争学习”教学模式应用于《健康教育学》课程实践任务环节时,最重要的5个内容是及时沟通、对问题进行评判、汇报内容更丰富、组内合理分配任务及成员共同选择任务主题。同时,他们指出配对的课程评分方法在以下方面需进行优化,包括教师参与评分、组内评分基于组间评分进行、所有同学参与组间评分以及利用移动软件进行评分和汇总。结论:“协作与竞争学习”教学模式可用于《健康教育学》的教学,但在课程任务设计、执行和汇报以及配套评分方法等内容设计上仍需进一步优化。 展开更多
关键词 《健康教育学》 “协作与竞争学习”教学模式 课程评分方法 共识方法
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On Application and Practice of Theory of Constructivism in English Teaching
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作者 Xiaoyun ZHOU 《International Journal of Technology Management》 2015年第6期27-29,共3页
With the reform of college English teaching, many new teaching methods have been applied to college English teaching. This article is based on constructivist theory to explore its application in college English teachi... With the reform of college English teaching, many new teaching methods have been applied to college English teaching. This article is based on constructivist theory to explore its application in college English teaching. Constructivism emphasizes student-centered, collaborative learning, self-learning and real learning environment. It emphasizes active leamers meaning construction. 展开更多
关键词 THEORY English Teaching APPLICATION PRACTICE
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Promoting Collaborative Learning in Dynamics Remedial Course
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作者 Jacek Uziak Moses Tunde Oliran Marian Gizjowski 《Journal of Mechanics Engineering and Automation》 2011年第5期365-376,共12页
The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The... The paper reports on collaborative learning approach to a remedial class in Dynamics. It uses the Kolb model and 4MAT learning system to introduce a learning cycle based on collaborative problem solving exercises. The teaching approach based on learning cycle is described giving examples of different teaching elements applied in particular quadrants of the learning cycle. The attitude of students and their different approaches to, learning are presented and discussed in detail. The results presented cover different aspects of the course delivery and students' perception. The results include students' statistics with respect to their registration and previous history related to the course, their motivatiion, assessment and satisfaction with the approach applied. This initial introduction of cooperative activities into the remedial Dynamics class can be assessed as a positive step in increasing student understanding and performance in the course. The students' positive reception of the non-traditional teaching method and their overall improved performance seem to confirm the advantages of collaborative leaming. In terms of the final grades, the results of the experiment were not as good as expected. However, the application of 4MAT learning system which exposed students to a variety of diverse learning styles improved the quality of education. The positive aspect of the experiment was the attitude of students and their acceptance of the new mode of course delivery. In conclusion collaborative learning could be extended beyond remedial groups to normal student classes. 展开更多
关键词 Collaborative learning remedial course problem solving.
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The Construction of Learning Object: Tools for the Teaching
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作者 Me. Clarice Ghisi 《Sino-US English Teaching》 2016年第8期627-643,共17页
The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementa... The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementary school, based on Discourse Analysis, Theory Cybernetic-systemic, the Multiple Intelligences and Collaborative Learning. All of them are informed by Foucault, Pecheux, Bakhtin, Gardner, Levy, and others. The theoretical contribution is justified to the extent that the student is above all a being inserted into a user company tool created by it over time, to act on the world. Theoretical principles underlying the construction of learning objects as tools for teaching are related to teaching and learning. The developed learning object establishes the link between the fields of pedagogy and usability, the step by step construction of each of them and their purposes, characteristics, and all detailed in the development of research. The construction of the learning object follows the steps of a methodological construction for the development of a computerized product, followed by a systematic planning and the design and construction. 展开更多
关键词 learning theories learning object CONSTRUCTION
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Innovation and Education: Construction of Interactivity Indicators to Collaborative and Immersive Learning
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作者 Estefano Vizconde Veraszto Gilmar Barreto +1 位作者 Sergio Ferreira do Amaral Jose Tarcisio Franco de Camargo 《Journal of Mechanics Engineering and Automation》 2014年第12期1001-1007,共7页
Technological innovation, driven towards the educational context, has favored the concept of interactive technological environments that may significantly contribute towards the teaching-learning processes. In that se... Technological innovation, driven towards the educational context, has favored the concept of interactive technological environments that may significantly contribute towards the teaching-learning processes. In that sense, mapping interactivity indicators that consider technical and operational aspects, supported by the available technical literature and based on the perspective of undergraduate engineers and teachers, becomes a fundamental activity in order to build interactive environments that may in fact adequately contribute for the professional education of our students, mainly the ones in engineering courses. Specifically, this paper shows preliminary studies within this perspective, showing how technological innovation may be understood and applied in the educational context. The study also shows the first interactivity indicator for a collaborative learning perspective, obtained from data collected through a qualitative content analysis methodology. 展开更多
关键词 ENGINEERING statistical indicators INNOVATION immersive environments.
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Use of Blackboard Collaborate at Qassim University: Evaluating Teachers' Perceptions
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作者 Nisreen Juma'a Hamed Al-Mashaqba 《Sino-US English Teaching》 2017年第2期76-85,共10页
Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtu... Learning has come a long way from the conventional blackboard that marked the earlier decades to the new age Blackboard Collaborate which enables learners to work and learn in a collaborative online environment. Virtual classrooms, especially with learners sharing in academic workload on portals such as Google Docs, have arrived as a natural development of the ICT (In Circuit Tester) wave. In addition to offering ample scope for peer interaction, Blackboard Collaborate gives learners the electronic environment they are most familiar with and keeps them updated with the latest educational tools. However, for it to succeed, the perception of the teachers is a factor that needs close scrutiny before this tool can be incorporated into the system. The aim of this paper is to investigate the perceptions of teachers at Qassim University, KSA (Kingdom of Saudi Arabia) towards the inclusion of Blackboard Collaborate into the teaching-learning environment, and its efficacy as a learning tool in the university's EFL (English as a Foreign Language) situation. 展开更多
关键词 Blackboard Collaborate collaborative learning E-LEARNING blended learning online learning teachers'perception
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Development of a Sourcebook Using Neuro-Linguistic Programming Technique in Teaching English as a Second Language
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作者 Rohaida Maunting-Derogongan Gilbert Tamayao 《Sino-US English Teaching》 2015年第12期932-939,共8页
This paper is an analysis of a sourcebook using Neuro-Linguistic Programming technique. The main objective is to determine the effectiveness of the sourcebook in teaching English as a second language. Specifically, it... This paper is an analysis of a sourcebook using Neuro-Linguistic Programming technique. The main objective is to determine the effectiveness of the sourcebook in teaching English as a second language. Specifically, it aimed to know the visual materials, aural presentations, and semi-abstract thoughts that would encourage the learners to actively participate in classroom discussions; the methods to be adapted; and the steps involved in the preparation of the sourcebook. It was found that most student-respondents strongly react to pictures, to feelings and sensations, and to ideas. The sourcebook must be prepared in the form of a content-based instructional material. It must include drills that would give ample approaches to develop among the learners good sense of collaborative learning, integrative global language proficiency, and contextual communicative competence in meaningful situations. Moreover, the sourcebook must use both print and non-print teaching aids as supporting materials. 展开更多
关键词 English language English teaching English sourcebook NLP technique
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协作式模式在工艺流程题中的实践探索
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作者 卜晓仟 《数理化学习(高中版)》 2020年第5期60-62,共3页
化学是一门与生产、生活紧密相连的学科,江苏化学高考试卷中非常重视与化工生产实际相关的"工艺流程题"的考察,但对于学生来说,工艺流程题大多是陌生的情景,难度较大,很多学生不敢下手,不知如何下手,即使认真做了得分率也会... 化学是一门与生产、生活紧密相连的学科,江苏化学高考试卷中非常重视与化工生产实际相关的"工艺流程题"的考察,但对于学生来说,工艺流程题大多是陌生的情景,难度较大,很多学生不敢下手,不知如何下手,即使认真做了得分率也会出现极低的状况.在高三化学教学一轮复习期间采用协作式教学模式对工艺流程题进行复习,从不同角度对协作式模式进行了界定,阐述了教师课前协作准备、学生课堂小组讨论、师生课后合作交流的操作流程,并以2018年江苏省高考化学试卷第19题作为案例,进行协作式教学模式的教学实践探索.在教学实践中,这一教学模式针对不同题型总结出不同的解题模式,突破了工艺流程这个教学难点,很好地调动了学生化学学习的积极性,取得了良好的教学效果. 展开更多
关键词 “协作式”教学模式 工艺流程题 化学复习
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Cultural Flows and Pedagogical Dilemmas: Teaching with Collaborative Learning in the Chinese HE EFL ContextCultural Flows and Pedagogical Dilemmas: Teaching with Collaborative Learning in the Chinese HE EFL Context
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作者 林琳 《Chinese Journal of Applied Linguistics》 2017年第1期21-41,120,共22页
This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education (HE) EFL classrooms with its focus on students' experience. It seeks to reveal the dilemmas encountered by c... This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education (HE) EFL classrooms with its focus on students' experience. It seeks to reveal the dilemmas encountered by considering the cultural aspect of teaching and learning within the Chinese context. Drawing on data sources from 60 students' written reflections, 2 groups of post-hoc interviews and the researcher's field notes, the study reveals that: 1) the use of collaborative learning conflicts with students' formed learning behaviors and grammar- oriented exams; 2) guanxi as an indigenous Chinese sociocultural construct prevails in the language classrooms as a communicative tie among students, which facilitates students' interaction and peer collaboration; 3) power differentials, by contrast, engender less interaction and create distance among peers. Notwithstanding these incompatibilities, the study claims that collaborative learning is consonant with the Chinese culture that emphasizes collective orientation and socially appropriate behaviors during interaction. It is concerned with the right way of learning among peers. Finally, the study suggests ways for teacher educators to cope with these dilemmas. 展开更多
关键词 Chinese culture collaborative learning DILEMMAS qualitative inquiry
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