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Time space and structure in an e-learning 普通类
This study focuses on a project, EMPATHY Net-Works, which developed a learning community as a means of encouraging women to progress into employment and management positions in the logistics and supply chain industries (LaSCI). Learning activities were organised in the form of a taught module containing face-to-face and online elements and e-mentoring with successful professional women in the LaSCI. In this particular research, we have used structuration theory, a social theory that concentrates on the relationships between human agency (micro-level) and social structures (macrolevel). We used structuration as an analytical tool to help us understand what happened within the project e-learning and e-mentoring processes. Our analysis suggests that there were two factors that influenced the way project participants carried out their learning activities: the first one being the issue of absence and presence in online environments, and the second one the issue of time frame changes for online users.
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A case study constructivist instructional 普通类
This case study explores how a constructivist-based instructional design helped adult learners learn in an online learning environment. Two classes of adult learners pursuing professional development and registered in a webbased course were studied. The data consisted of course documents, submitted artefacts, surveys, interviews, in-class observations, and online observations. The study found that the majority of the learnerswere engaged in two facets of learning. On the one hand, the instructional activities requiring collaboration and interaction helped the learners support one another’s learning, from which most claimed to have benefited. On the other hand, the constructivistbased course assisted many learners to develop a sense of becoming more responsible, self-directed learners. Overall, the social constructivist style of instructional strategy seems promising to facilitate adult learning, which not only helps change learners’ perceptions of the online learning, but also assists them to learn in a more collaborative, authentic and responsible way. The study, however, also disclosed that in order to maintain high-quality learning, appropriate assessment plans and adequate facilitation must be particularly reinforced. A facilitation model is thus suggested.
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Afterthoughts 普通类
As Dr Arora observes, the Hole-in-the-Wall approach has shown that the absence of a teacher can sometimes encourage children to explore more‘bravely’ than they would in their presence. In our trials we have been exploring the limits of self-motivated and self-managed learning by the children. So yes, if we had involved teachers in the usage of these kiosks, they would have dictated the nature and pace of the learning, defeating the whole purpose of the project. However, as she again observes, institutional indifference may result in abdication of responsibility and lack of sustainability. We need a solution to this.
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Hope-in-the-Wall A digital promise for learning 普通类
Hole-in-the-Wall as a concept has attracted worldwide attention. It involves providing unconditional access to computer-equipped kiosks in playgrounds and out-of-school settings, children taking ownership of their learning and learning driven by the children’s natural curiosity. It is posited that this approach, which is being used in India, Cambodia and several countries in Africa, can pave the way for a new education paradigm and be the key to providing literacy and basic education and bridging the digital divide in remote and disadvantaged regions. This paper seeks to establish why two such open access, self-directed and collaborative learning systems failed to take root in the Central Himalaya communities of Almora and Hawalbagh.The purpose of this study is not to deny the achievements and potential of such an approach in other settings, but to examine the tenets and sustainability of such initiatives. It is argued that there is a need to distinguish between Hole-in-the-Wall as an idea and as an institution and to reflect on the key suppositions on how unsupervised access, informal, public, self-guided and collaborative work can help in children’s learning.
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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.
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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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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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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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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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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