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Using computer supported collaborative 普通类
The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg’s model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students’ realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy.
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Collaborative activities enabled 普通类
This paper describes the findings of an exploratory cycle of a design-based research project and examines the learning effectiveness of collaborative activities that are supported by the GroupScribbles (GS) software technology in two Singapore primary science classrooms. The students had ten weeks of GS-based lessons in science, which were co-designed by teachers and researchers to teach the curriculum by tapping on collaborative work in small groups as well as in the whole class. The results show that the GS classes performed better than non-GS classes as measured by traditional assessments. With GS, students were found to have more opportunities to participate in class discussions, and were exposed to diversified ideas. Analysis of data collected in the classroom as well as data on students’ attitudes and perceptions indicate that GS facilitated students’ collaborative learning, and improved students’ epistemology and attitudes toward science learning.
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A preliminary exploration 普通类
This paper explores online instructors’ perceptions on teaching experiences occurring in their own countries. The interviewees are instructors who have taught online courses for more than two years. Eleven interview transcripts, obtained from online instructors from six countries (Australia, Canada, China, United Kingdom, United States and Taiwan) were analyzed by using open and axial coding. The analysis of data established categories of perceptions related to: teachers’ roles in the online environment, the methods for interacting with students, and teachers’ expectations for their future educational careers. Finally, three perspectives arose which adequately describe online instructors’ teaching experiences: interactive activities, evaluation criteria, and self-expectations. The study also reveals a link connecting those perspectives.
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The quasimoderating effect of perceived 普通类
Perceived affective quality is an attractive area of research in Information System. Specifically, understanding the intrinsic and extrinsic individual factors and interaction effects that influence Information and Communications Technology (ICT) acceptance and adoption – in higher education – continues to be a focal interest in learning research. In this regard, one type of affective reactions toward ICT (in our study, the WebCT), perceived affective quality, is an essential dimension in user technology acceptance. A structural equation modelling, specifically partial least square (PLS), is proposed to assess the relationships between the constructs together with the predictive power of the research model. The results demonstrate that the research model significantly predicts the intention to use the WebCT. The results provide strong support for the proposals that (a) perceived usefulness, ease of use and flow lead the learners towards developing high intention to use the WebCT; and (b) perceived affective quality exhibits a relevant interaction effect on the model. This study, therefore, represents a “crucial test” of non-utilitarian influences on use of Web-based applications. The model and results can thus be used to assess motivational design aspects during electronic learning process.
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Effectiveness of a Mobile Plant Learning 普通类
This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.
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Successful implementation factors 普通类
The main purpose of this paper is to identify factors and conditions that are important for successful Implementation of computers in Iranian schools during one decade from 1995 to 2005. The second focus of this paper is to examine how these factors relate to models of implementation in other countries such as developed countries. This paper is written based on the results of three studies which had been done in 1995, 2000 and 2005. Participants were samples of different groups involved in the implementation process during these years. The data collected consisted of questionnaires, semi-structured interviews, policy documents. The results indicate that some factors were reported very important during one decade such as the role of situational factors such as traditional societies in transition. The most important factors of traditional societies in transition were included: socio-economic, socio-cultural factors and political stability. Article Outline
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Design and pilot formative evaluation 普通类
This paper presents both the design and the pilot formative evaluation study of a computer-based problem-solving environment (named LECGO: Learning Environment for programming using C using Geometrical Objects) for the learning of computer programming using C by beginners. In its design, constructivist and social learning theories were taken into account. The general design has taken into consideration models of the learning process and subject matter as well as potential learner behaviour in dealing with fundamental tasks. The main emphasis has been placed on the role of: (a) multiple external representations in student learning, (b) motivation, through performing problem-solving activities taken from the familiar and meaningful context of drawing, using simple geometrical objects, (c) the active participation of students in their own learning by using hands-on experience, (d) appropriate feedback on the actions taken by students, to aid their self-correction, and (e) holistic, activity-based, multi-media, multi-representational and multi-layered content for the learning of basic concepts of programming using C. LECGO was pilot evaluated in the field through a qualitative and comparative study where nine 12th grade (18-year-old) students participated. In fact, students faced three similar yet not identical sets of four tasks across three learning environments, namely; paper and pencil (p–p), Turbo C and LECGO. The data emerging from this field evaluation study indicates that students gain better results within LECGO than in both the p–p environment and the typical programming environment of Turbo C, while performing similar activities.
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From SCORM to Common Cartridge 普通类
Shareable Content Object Reference Model (SCORM) was proposed as a standard for sharable learning object packaging, delivering and sequencing. Several years later, Common Cartridge (CC) is proposed as an enhancement of SCORM offering more flexibility and addressing needs not originally envisioned, namely assessment and web 2.0 standards, content authorization, collaborative forums, outcomes reporting, accessibility. Educational policy makers, specialists responsible for learning systems deployment, educational content authors and teachers committed to the learning object paradigm must opt for or coexist with two different, partially overlapping proposals for content packaging. While SCORM was conceived for self-paced computer based learning, Common Cartridge attempts at providing support for all forms of teaching and learning with a stress on interactive and collaborative environments. Variety of content, distributed content, discussion forums, assessment, student’s tracking, interaction with external tools and authorization to access resources are listed as its main enhancements. This article reviews and compares SCORM and Common Cartridge from an educational perspective, seeking to provide some ground and guidelines on how to stand before these proposals. A simple process for authoring a Common Cartridge is described, as well as testing and conversion from SCORM. Suggestions are made to education practitioners on learning objects standards adoption in the most common scenarios.
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Student teachers’ thinking processes 普通类
Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and
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Revisiting and reframing use 普通类
This paper investigates the use of ICT by teachers in selected secondary schools. It considers both the extent and type of use and the factors that may influence such use through the statistical analysis of data from a 30-section survey containing 185 items. First, exploratory maximum-likelihood factor analysis was used to identify five distinct categories, or types of use. Second, path analyses assisted in determining ten antecedent factors which significantly impacted on use from a total of 16 factors considered. These factors were confirmed using scale analyses. Finally, a multivariate analysis of variance (MANOVA) was used to determine whether demographic/context variables were related both to use and to those factors directly influencing usage. Findings suggest a variety of types of professional development, as well as a range of infrastructural options, are needed to meet not only the varying needs of individual teachers, but also the varying ways in which ICT can be used. The implication is that the key outcomes for any professional development must be to increase teacher confidence in their ability to facilitate student learning with computers, along with the provision of stronger pedagogical motivation for teachers to integrate ICT.