-
基础教育
- 教材：
-
- 全部
- 中国地图出版社
- 人教版
- 人教版2012
- 人教版2013版
- 人教版PEP（3年级）
- 人教版义务
- 人教版新课标
- 人教版新起点（1年级）
- 人教版（Go for it）
- 人教版（三年级起点）
- 人教版（三年级起点）2012-2013
- 人教版（版本不明）
- 人教社2016年新编教材
- 冀教版
- 冀教版（三年级起点）
- 北京版
- 北师大版
- 北师大版(2016)
- 北师大版（1年级）
- 北师大版（3年级）
- 北师版2013
- 华东师大版
- 外研社版
- 外研社（三年级起点）
- 外研社（广西专用）
- 广州新版（三年级起点）
- 广州版
- 开心学英语
- 教育科学（3年级起点）
- 教育科学（广州版）
- 新华东师大版
- 新起点英语
- 朗文英语
- 河北版
- 湘少版（3年级起点）
- 牛津上海版
- 牛津上海版（深圳新版）
- 牛津英语
- 粤教版
- 苏教版
- 语文S版
- 语文版
- 首师大版
- 香港现代版
- 齐齐学英语
- 高等教育
- 职业教育
-
Introducing pocket PCs in schools 普通类
As more schools adopt the use of handheld computers in their classrooms, research that systematically tracks their introduction is essential in order to develop a model for successful implementation leading to improved classroom teaching. This research report seeks to explore the realities of introducing and integrating handheld computers into five Victorian schools in Australia where the initiative is owned and funded by the schools themselves. The research focused on how teachers’ attitudes and beliefs evolved over about 6–7 months of implementing the pocket PCs in their teaching. The findings indicated that the effect of pocket PCs on the attitudes of primary teachers were mixed while that on the secondary teachers was uncertainty. However, both primary and secondary teachers shared similar beliefs in the motivational aspect of the technology on student engagement and its capacity to cater for weaker students, particularly in English, but not for the more academic students. Issues such as leadership roles, the time-consuming nature of lesson preparation, the need to integrate higher-order thinking tasks with pocket PC usage and personal ownership for successful integration of the technology are discussed.
-
Learning the attachment theory 普通类
This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. Due to the flexibility of computer-aided drawing graphs, several concept mapping tools have been developed and their use has been studied over the last few years. CM-ED is a multilingual and multimedia software program designed for drawing concept maps. Until recently, CM-ED had been mainly used and evaluated in computer science university degree. This paper represents a qualitative step in the evaluation of CM-ED: from technical students to students of more theoretical fields. The main characteristics of the CM-ED editor and the carried out study are presented in this paper.
-
Storification in History education 普通类
A mobile and multimedia game designed for History education was analyzed in terms of how it is designed and how it was applied as a narrative learning environment. In History education, narrative can be argued to be very useful to overcome fragmentation of the knowledge of historical characters and events, by relating these with meaningful connections of temporality and sequence (storification). In the game studied, students explore the history of Amsterdam by walking in the city, experiencing characters, buildings, and events, while using UMTS/GPS phones for communication and exchange of information. The History game was played during one day by 216 students, spread over 10 secondary school classes, in groups of four or five students. All information exchanged during the games was collected, and the game play and introduction of the game was observed by team coaches and researchers. The design of the game as well as the actual gaming process was analyzed with respect to how it evoked three types of storification: receiving (spectator), constructing (director) and participating in (actor) the story. Results show that the game evoked a mixture of these three types of storification. Moreover, these types of storification processes differently affected students’ engagement. Participating in the story evoked high activity in the game but less awareness of the whole story, whereas constructing the story triggered awareness of the whole story. Compared to receiving the story, both these types positively affected the engagement of the students being active and motivated during the game.
-
Modelling of distance education forum 普通类
This article presents a study carried out in the area of distance learning electronic forums. Based on the relevant bibliographic review, electronic forums are increasingly becoming part of the learning process. The specific study was stimulated by previous works relevant to the modelling of the behaviour of IT students at Hellenic Open University (HOU) and addresses the issue of distance learning forum modelling using a formal language, aiming to fill the gap that exists in this area, which is demonstrated by the relevant bibliographic review. For this purpose: (a) a relevant note was submitted to HOU’s forums, (b) the main concepts of formal languages were specified, (c) a formal language was created which was specified using mathematical terms and represents the messages of HOU’s forum, (d) the correctness of such language was verified using specific examples of its function, (e) a language syntactic check algorithm was designed, (f) the parameters impacting on the effectiveness of a distance learning forum were determined, (g) concepts such as time, group size and volume of information were incorporated into the language and (h) efforts were made to identify the factors impacting on the effectiveness of a distance learning forum and the following concepts were incorporated: time, group size and volume of information, in the language.
-
The impact of ICT on work–life experiences 普通类
Email is now commonplace in the university environment, but little research has addressed the impact of this technology on the work–life experiences of Teaching Assistants (TAs). These workers are of interest as they are typically responsible for most day-to-day, routine interaction with undergraduates, for ensuring students understand lectures and other course materials, and for assessing student work. In the summer of 2006, we undertook a web-based survey of Teaching Assistants at a major Canadian university. We wanted to examine the impact of and experience with information and communication technologies (ICTs) – in this case, the ubiquitous email. We found that these academic workers made extensive use of email, and that their experiences and attitudes were mixed. While relatively few expressed a desire to completely eliminate email use in their practice, problems such as feeling ‘overburdened’ by student email were common. Respondents who had set in-person office hours were twice as likely to assert that email increased their workload, that they felt overburdened by student email, and that they preferred not to communicate with students over email. There were also unexpected differences among TAs in the arts/social sciences compared to those in the math/science disciplines. Our data calls into question the largely optimistic orientation common in research reporting at the nexus point of education and ICTs, and suggests that an approach that is both critical and constructive is warranted when thinking about technology and academic work–life.
-
The impact of media on collaborative 普通类
This study examines an alternative function of information sharing – social construction of meaning. Drawing on social construction, social interaction, and task closure theories, we explored the influence of both the media environment in which students are situated and the medium that group members choose to communicate with one another on the intricate relationships among breadth of information sharing, depth of information sharing, and performance of computer-supported collaborative learning (CSCL). A total of 126 students participated in the experiment – including 63 students (15 groups of four students and one group of three students) in the control and experimental groups respectively. Our findings show that most of the proposed hypotheses are supported. Intersubjective interpretation underlies groups information sharing and plays a key role in student learning performance. Evidence shows that when facing a relatively complex task in multimedia environments, students who choose to utilize a medium lower in social presence (i.e., electronic information sharing) are more likely to achieve task closure than a medium higher in social presence (i.e., verbal information sharing). This in turn leads to higher learning performance. The implications for both theory and pedagogy are also discussed.
-
The reality of virtual schools 普通类
Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery – most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.
-
3D visualization types 普通类
This research aims to determine whether the use of specific types of visualization (3D illustration, 3D animation, and interactive 3D animation) combined with narration and text, contributes to the learning process of 13- and 14- years-old students in science courses. The study was carried out with 212 8th grade students in Greece. This exploratory study utilizes three different versions of an interactive multimedia application called “Methods of separation of mixtures”, each one differing from the other two in a type of visuals. The results indicate that multimedia applications with interactive 3D animations as well as with 3D animations do in fact increase the interest of students and make the material more appealing to them. The findings also suggest that the most obvious and essential benefit of static visuals (3D illustrations) is that they leave the time control of learning to the students and decrease the cognitive load.
-
Using mobile learning 普通类
Mobile learning or m-learning, a relatively new concept, has attracted the interest of educators, researchers, and companies developing learning systems and instructional materials. This study investigated the use of integrating use of mobile technologies, data services, and multimedia messaging systems to increase students’ use of mobile technologies and to develop environmental awareness. Data was collected using “usefulness of mobile learning systems” questionnaire from a sample consisting of 20 male and 21 female undergraduates enrolled in computer education and instructional technologies classes at the Near East University in North Cyprus. Students voluntarily participated in a six-week program using mobile telephones to transmit photographs of local environmental blights and to exchange pictures and observations. Participants learned ways to maintain clean environments and increased their awareness of environmental concerns. Responses on questionnaire differed significantly based upon gender and grade.
-
Engaging college science students 普通类
Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology’s classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used a quasi-experimental design to examine whether a technology enhanced research methods classroom led to increased student engagement and academic achievement among college students. Two features generally characterized the technology enhanced classroom experience: specific feedback generated from recordings of small group discussions and podcasts of class recordings. Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement. These findings support previous efforts to use technology to enhance engagement and achievement among college students and they encourage future efforts.