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Facebook versus email 普通类
Use of social networking sites has risen rapidly since 2005, and the major services, particularly Facebook, continue to attract new users at an astounding rate (Corbett, 2009). University-level students are among the most vigorous adopters of social networking sites, with the 2008 US-based Educause Center for Applied Research (ECAR) study reporting that 85% of students use them on a daily basis (Salaway, Caruso & Nelson, 2008) compared with only 14% of the general population (PEW, 2009). Email has a long history of use and is a core communication tool for the majority of computer users. According to recent data, 44% of American adults now send or read email on a typical day––up from 40% in 2006–07 and 33% in 2004–05 (PEW).
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Exploring the feasibility 普通类
Traditional questionnaires are completed through the use of paper and pencil. In general cognitive theories, cognition processes the reading context with mental images and verbal systems in both associative and referential ways (Sadoski, Paivio & Goetz, 1991). The mental imagery that we experience while reading is now known to have powerful effects on comprehension, memory and appreciation for text (Sadoski, 1998). However, there exists a wide distribution in the vividness of the mental images that different individuals generate (Cui, Jeter, Yang, Montague & Eagleman, 2007). In order to dispel the doubts about the validity of the paper-based questionnaire (PBQ) in this pilot study, we try to provide specifically visual images for each questionnaire item. In our previous study, Wu, Yeh and Chang (in press) reported that animation-based test may complement the limits of traditional paper-and-pencil test in several ways; based on previous studies, the following conclusionswere found: (1) animation can be seen as a depictive external presentation, and it enables the concreteness of abstract concepts; (2) animation, when used in place of reality, can be more effective in presenting realworld contextual problems; and (3) animation can motivate learners by its cosmetic appeal. Therefore, we applied multimedia technology to design an animation-based questionnaire (ABQ) in order to manifest the problem/context situation. This pilot study attempts to explore the feasibility of an online contextualised ABQ for educational survey (Figure 1).
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The Routledge education studies textbook 普通类
This book is a collection of six freestanding essays that aim to contribute to defining, explaining and exploring what “pedagogy” is. All the essays are revised and updated versions of papers written by the author during the decade 1997- 2007. They are framed by an introduction and a conclusion; these highlight the main points addressed, stressing that the term pedagogy does not refer only to the act of teaching (as many people wrongly believe). It also includes all elements that inform, sustain and justify teacher’s actions, that is, values, ideas, theories, beliefs, history and evidence, as well as their relationship with the local and global context. We can analyse the variety of aspects involved in many different ways and make teaching an educative process rather than a merely technical one.
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Electronic performance support Using digital 普通类
This book is a collection of six freestanding essays that aim to contribute to defining, explaining and exploring what “pedagogy” is. All the essays are revised and updated versions of papers written by the author during the decade 1997- 2007. They are framed by an introduction and a conclusion; these highlight the main points addressed, stressing that the term pedagogy does not refer only to the act of teaching (as many people wrongly believe). It also includes all elements that inform, sustain and justify teacher’s actions, that is, values, ideas, theories, beliefs, history and evidence, as well as their relationship with the local and global context. We can analyse the variety of aspects involved in many different ways and make teaching an educative process rather than a merely technical one.
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Teaching the new writing 普通类
The book is very dense and not easy reading, especially for novices in the field. It is suitable to stimulate reflection by people involved in education in a variety of roles: researchers, teachers, managers, teacher trainers, and policy makers.
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Editorial Learning objects in progress 普通类
For over a decade, the promises and challenges of learning objects have been attracting the attention of international research and development in technology enhanced learning. The notion of reusing and sharing resources for learning with digital media stimulated both technological advancements and pedagogical discussions. By means of modularisation and reusability, the quest for learning objects addresses the reduction of development and maintenance costs, the increase of quality, flexible learning and issues of accessibility for all. On the technical side, various aspects of information retrieval, architectures for distributed repositories, standardisation in e-learning and much more have been examined. On the pedagogical side, promises and challenges of learning objects fostered a highly inspired debate, ranging from educational ontologies, personalised learning and quality of media objects for learning to a worldwide movement of openly sharing resources for education. Especially the latter, better known under the label Open Educational Resources, leads to the insight that the notion of learning objects implies a transformation of educational institutions. Hence, focusing on learning objects fosters change not only on the course level, but encourages wide-ranging organisational reforms in the educational system.
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Implementing infrastructures 普通类
Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission’s eContentplus programme. This paper analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from European projects highlight problems in implementing infrastructures and mapping metadata types into common application profiles. The use of learning contents and its associated metadata in different scenarios is described and concluded with lessons learned and pitfalls to avoid.
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Ontology and taxonomy design and development 普通类
Recent developments and new directions in education have emphasised learners’ needs, profile and pedagogical aspects by focusing on learner-centered approaches in educational settings. e-Learning, on the other hand, guarantees learners the opportunity of learning in their own way, and leads to new considerations in course design. e-Learning is defined as the new form of learning, rather than the use of new technologies. It requires new considerations in educational aspects and delivery methods. Personalised technologies and new approaches such as the use of ontologies and Semantic Webs in e-learning are some of the next challenges for both education and society in the future. This paper provides an overview and rationale for personalised web-based learning and personalised technologies. Also, it presents ontologies by emphasising the various usages of this term in a variety of fields, the main ontology structures, methodologies and design principles, and its applications in education.
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The integration of reusable learning objects 普通类
The study described in this paper investigated the use of The Le@rning Federation’s learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviewswere collected in order to learn about students’ experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study’s major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.
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Learning by creating and exchanging object 普通类
Science Created byYou (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called ‘emerging learning objects’ (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on ‘missions’ that are guided by socio-scientific questions (for example ‘How can we design a CO2-friendly house?’). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and may provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available.