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Leading learning 普通类
I am, however, somewhat disconcerted to find only minimal consideration of the issue of leading learning with technology.While professing to be “acutely aware” (p 83) of the importance of technology in the learning process and offering two international case studies on the integration of technology in schools—one successful and one a failure—the authors provide no in-depth analysis of how distributed leadership might address the acute need to optimise the affordances of technology for the improvement of student-centred learning. I feel that in the digital world of the 21st century such consideration could have further enhanced the book’s already very considerable value to its target audience of academics and others working in the field of educational leadership.
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Second language teaching and learning 普通类
Second language teaching and learning in the net generation
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Editor’s introduction 20100404 普通类
I am delighted that we are able to publish this collection of papers, put together by Liu Meifeng who is BJET’s corresponding editor for China. The eight papers and the four colloquia in the special issue provide a comprehensive view of educational technology in a country where the numbers of learners and institutions almost defy comprehension.
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Editorial 20104004 普通类
Even though educational technology exists as a field of study and practice which is well developed and accepted across theworld, it differs from country to country. In China, all of the possible modes of educational technology are unique compared with those in other countries. But there are also many problems in the development of each mode. Both its uniqueness and its problems clearly illustrate part of the nature of educational technology, or some of the developing locus, which we believe will inspire the field of educational technology elsewhere in the world._1072 539..540
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Educational technology in China 普通类
This paper elaborates the two different academic views of the identity of educational technology in China at the current time—advanced-technologyoriented cognition, known as Electrifying Education, and problem-solvingoriented cognition, known as Educational Technology. It addresses five main modes of educational technology in China: as a programme, as a research direction, as a discipline area, as an institution and as an enterprise. The authors provide a brief description of the field of educational technology in China.
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The mechanism for organising and propelling 普通类
Having started early in the 1920s as a spontaneously launched educational activity by civil organisations under the influence of American audio-visual theory and practice, Chinese educational technology was later put under governmental management. This paper is composed of five parts covering mainly the historical development of educational technology in China. Part 1 is a brief history of educational technology in China. Part 2 presents the major tasks of management in educational technology. Part 3 talks about the organisation of educational technology management within universities and schools. Part 4 discusses civil organisations of educational technology in China. And part 5 is a conclusion about the managerial features of Chinese educational technology.
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Programmes of educational technology in China 普通类
There is a history of programmes in educational technology in colleges and universities in China going back about 70 years. This paper briefly reviews the developmental history of the educational technology programme in China, elaborates the status-quo of the programme and looks ahead into the future trends of educational technology development in China. Finally, it expresses the authors’ wishes to promote international exchange and cooperation in educational technology.
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report in Chinese basic education 普通类
Facilitating educational modernisation through information and communication technology (ICT) application in education is an important strategic measure taken by the Chinese government on the requirement of educational reform and development. After briefly introducing the status quo of Chinese basic education, this paper elaborates the significant measures for promoting ICT application in basic education adopted by Chinese government. From seven aspects of basic education (ICT infrastructure, ICT resources construction, the status quo of ICT education in schools, educational technology standards for teachers in schools, policies and regulations, criterion building about ICT application in instruction, and ICT in Chinese rural areas) the authors comprehensively introduce the latest progress of ICT in Chinese basic education.
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An overview in Chinese higher education 普通类
Centring on the application of information and communication technology (ICT) in Chinese higher education, this paper discusses the development of e-campus in Chinese universities from three different aspects: campus network infrastructure and various management information systems; three modes of e-learning and its application in higher education institutions; and educational digital resources sharing. Finally, problems encountered during the application of ICT in Chinese higher education and possible solutions are also presented.
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Research on distance education development 普通类
Distance education is among the significant fields for the application of educational technology. Distance education in China has gone through three phases, namely: correspondence-based education, radio and TV-based education and online education. This paper was based on educational technology application, and the historical, dialectic and developmental perspectives. It analyses the social and technical background, the history of development, pilot practice of e-learning (task, policy, administration, funding, scale, structure, resource construction, teaching modes and services, etc.) and the current impact of scientific research on distance education in China. Finally, it discusses the achievements, issues and trends of distance education through literature analysis, comparative study, deduction and induction.