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新课标理念下互生学习理论的提出、界定与建构 被引量:1
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作者 李方红 《辽宁教育》 2023年第18期38-43,共6页
构建高质量教育体系的时代要求,《义务教育课程方案和课程标准(2022年版)》的印发,“双减”政策的落地,都使学习生态悄然变化。由此,素养导向、内容结构化、学科实践学习等诉求理论与实践予以回应,互生学习理论应运而生。互生学习理论... 构建高质量教育体系的时代要求,《义务教育课程方案和课程标准(2022年版)》的印发,“双减”政策的落地,都使学习生态悄然变化。由此,素养导向、内容结构化、学科实践学习等诉求理论与实践予以回应,互生学习理论应运而生。互生学习理论是以培养学生核心素养为导向,以“互联生成、互惠生长”为核心理念的新型学习理论,其核心结构与实施要义为“方向明,育智育人互生;素材亲,文化生活互生;方式活,多元个性互生;过程实,学习实践互生;成长好,‘上枝‘’底根’互生”。 展开更多
关键词 互生学习 学习理论 教育 评价指标
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融合教育生态下的学习变革:互生学习刍论 被引量:1
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作者 李方红 《教学研究》 2022年第6期15-21,共7页
疫情后线上线下融合成为教学新趋势,教育史翻开新的一页,科技+教育是其显著特点。科技融入的教育呈现出新的特点,包括“教育生态扩容、教学方式变革、教育生长立体、评价及时智能”等。集中体现为融合与互生的生动图景,可谓名为“互生... 疫情后线上线下融合成为教学新趋势,教育史翻开新的一页,科技+教育是其显著特点。科技融入的教育呈现出新的特点,包括“教育生态扩容、教学方式变革、教育生长立体、评价及时智能”等。集中体现为融合与互生的生动图景,可谓名为“互生教育生态”。其切合真实生命成长辩证法,切合文化进化基因链,利于学生人力培养。人力培养的落脚点在于自学力的提升,以互生课程、互生环境、互生主体、互生学程为主要内容的互生学习实现了学习相关因素的融合重构,互相生成,助力学生学力提升与人生优化。于此,构建了包括“三大课型、四大场域、五大环节、多元教育主体、多维文化生发”的互生学习实践模型,真正走向学科育人,落实立德树人。 展开更多
关键词 教育 互生学习 线上线下融合
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互生学习理论的研究与实践
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作者 李方红 《新课程研究》 2022年第25期1-4,共4页
新时代教育变革、高质量教育体系建设、教学实践问题催生学习理论的发展。互生学习理论是以立德树人为导向,以培养学生生长人力为目标,以五大学习生态互生系统为育人结构,以各结构互联生成、互惠生长为机制,以高质量学习与成长为出发点... 新时代教育变革、高质量教育体系建设、教学实践问题催生学习理论的发展。互生学习理论是以立德树人为导向,以培养学生生长人力为目标,以五大学习生态互生系统为育人结构,以各结构互联生成、互惠生长为机制,以高质量学习与成长为出发点与归宿的生态型、根基型、自主型、泛在型、实践型的新型学习理论。 展开更多
关键词 互生学习 长人力 态系统
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Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies
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作者 Shiyan YU Jagdish KAUR 《Chinese Journal of Applied Linguistics》 2024年第3期498-513,526,共17页
Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on le... Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting. 展开更多
关键词 communication strategies English-medium instruction(EMI) rapport-building lecturer-student interaction supportive learning environment
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AN INVESTIGATION OF SCORER RELIABILITY OF SELF AND PEER ASSESSMENT OF EFL WRITING AMONG CHINESE COLLEGE STUDENTS 被引量:2
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作者 陈纪梁 王鲲 《Chinese Journal of Applied Linguistics》 2007年第1期3-11,126,共10页
In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as s... In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances. 展开更多
关键词 self assessment peer assessment learner autonomy
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Language, Discourse and Identity: A Case Study of a Chinese University Student Learning English Through the Internet 被引量:1
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作者 LI Xiaochun 《Chinese Journal of Applied Linguistics》 2013年第1期124-139,共16页
This paper reports a case study of an EFL student's English language learning through the Internet. It draws on a larger longitudinal study of six Chinese university students' critical web literacy practices, and fo... This paper reports a case study of an EFL student's English language learning through the Internet. It draws on a larger longitudinal study of six Chinese university students' critical web literacy practices, and focuses on one of the participants, Tao. Using interviews as the primary data source, the study explored how the student engaged in daily online literacy practices, and how he utilized digital media and open resources to learn English autonomously. The findings suggest that the Internet and digital media were his major tools for learning English. Tao's web literacy practices were connected to his identity construction and the development of critical thinking skills in the use of both English and Chinese. This paper raises questions about Chinese university students' autonomy in their digital literacy development and the learning of English in the digital age of globalization. 展开更多
关键词 critical literacy web literacy EFL autonomous learning Internet
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