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research in educational technology in China 普通类
Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners’ higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration._1088
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Capability building in educational technology 普通类
This paper gives a brief introduction to the project called Education Technology Capacity Building Plan for All Primary and SecondaryTeachers nowbeing implemented in China. Because information and communication technology skills training cannot match the demand of teachers’ professional development, the Chinese Ministry of Education established the education technology standard for teachers and launched the project. This paper introduced the features of standard training and testing, and discusses the output and influence of the project.
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Chinese Schools Modern Distance Education Project 普通类
Wang Zhuzhu is a professor and deputy director-general in National Center for Education Technology of China. Li Xin is an assistant to the director of Journal of China Educational Technology. Address for correspondence: Wang Zhuzhu, National Center for Education Technology, No. 160 Fuxingmennei Street, Beijing, 100031, P. R. China. Email: wzhuzhu@163.com_1073 612..
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Educational technology National Quality Course 普通类
According to statistics from the Ministry of Education of the People’s Republic of China (MOEC), the number of freshmen enrolling in universities and colleges more than trebled between 1998 and 2002, and in 2003 reached 3.8 million. This resulted in an enrolment rate of 17%, and a total enrolment of 19 million students. Although thiswas a great achievement for the Chinese higher education system, the lack of adequate funding led to a lag in the development of infrastructure, and the development and hiring of new teachers. In this situation of unprecedented expansion of the higher education system, serious questionswere asked concerning the quality of teaching that students would receive (Tang, 2004)._1074 614..617 As one measure to address this issue of quality, the MOEC in 2003 initiated the National Quality Course plan. The National Quality Courses were defined as courses characterised by the ‘five first-rate’: the first-rate teacher teams, learning contents, instructional methods, teaching materials and teaching management (Ministry of Education of P.R. China, 2003).
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A study of the teaching model Great Wall Chinese 普通类
With the increase of the demand in studying Chinese across the whole world, the traditional Chinese teaching model has been overshadowed by digital Chinese teaching resources which, amalgamated with multimedia network technology are attracting much more attention. The traditional Chinese teaching model is now changing. However, because of a shortage of large scale digital resources, many models for teaching Chinese as a foreign language based onmultimedia resources are difficult to transfer or even disseminate._1075
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Logo mathematics experiments in schools 普通类
Objectives:To combine the theoretical structures in modern education concepts with the constructivism of LOGO (as advocated by Papert, 1980) and the traditional educational ideas of mathematics in China focused on ‘double-base’ teaching, using the existing computer equipment inwestern schools, so as to stimulate students’ interest in learning and cultivating their spirit of innovation and abilities of application of mathematics to solve practical problems.
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Exploring the learning mechanism 普通类
In recent years, a number of models concerning question-answering (QA) systems have been put forward. But many of them stress technology and neglect the research of QA itself. In this paper, we analyse the essence of QA and discuss the relationship between technology and QA. On that basis, we propose that when designing web-based QA systems, more attention should be paid to the learning mechanism involved in the QA process than to technology. Some new ideas on the design of QA systems are also put forward in order to promote the rapid development of web-based QA systems.
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A digital approach 普通类
This paper reports a series of experiments with text-to-speech (TTS) voices. These experiments have been conducted to develop audio materials for listening comprehension as an alternative technology to traditionally used audio equipment like the compact cassette. The new generation of TTS voices based on unit selection synthesis provides impressive naturalness and intelligibility. In the experiments, TTS-generated audio files have been put to use in the classroom procedure and listening tests. So far, these endeavours have yielded positive results. The paper also evaluates the synthesised speech involved in the experiments and discusses problems that arise in the application.
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A window to view the progress of Chinese education 普通类
In China, after many years, the current status and challenges of e-learning development in higher education have been gradually understood. The educational technology centre (ECT) serves as the key unit to promote e-learning initiatives, but the performance of some centres still trails their foreign counterparts. Under such conditions, the project ‘Construction Model of the ETC in Chinese Universities and Colleges’ was conducted. An investigation of the e-learning performance of 70 ETCs was provided and the main problems were identified through quantitative analysis. Then, with the guidance of international standards, the ‘functional-level’ model coupled with some common strategies for its application was created as an innovative blueprint to help the ETCs towards excellence.
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Limits to self-organising systems of learning 普通类
What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10–14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of a mediator without knowledge of this subject. We then compared these learning outcomes with those of similarly-aged children at a nearby average-below average performing state government school who were not fluent in English but were taught this subject and another group of children at a high-performing private school in New Delhi who were fluent in English and had been taught this subject by qualified teachers.We found that the village children who only had access to computers and Internet-based resources in the Hole-in-the-Wall learning stations achieved test scores comparable with those at the local state school and, with the support of the mediator, equal to their peers in the privileged private urban school. Further experiments were conducted with unsupervised groups of 8–12 year-olds in several English schools using the Internet to study for GCSE questions they normally would be examined on at the age of 16.We conclude that, in spite of some limitations, there are opportunities for self-organised and mediated learning by children in settings where they would otherwise be denied opportunities for good, or indeed any, schooling.We also show that this approach can be enhanced by the use of local or online mediators.