基于翻转课堂的双语教学法在程序设计课程的应用探讨

当前社会要求计算机专业毕业生具备较强动手能力和自学能力,掌握世界最新技术。双语教学能有效培养学生的外语运用水平,提高学生的科学研究能力。但由于学生英文能力所限,双语教学往往难以达到预设目标。翻转课堂的提出有利于解决这个问题。翻转课堂重新构建学习流程,能发挥学生的自主学习能力,激发学生兴趣,培养学生积极思考的学习习惯,提高学生动手能力和自学能力,更适合培养高素质的应用人才,适应当前社会对计算机人才的要求。讨论基于翻转课堂的双语教学方法在程序设计课程的应用方法,分析在双语教学课程中应用翻转课堂教学模式应注意的问题和具体实施方法。     

论研究性学习在使用精品课程建设中的效能

研究性学习是促进大学生学习能力发展的重要学习方式,建立"以学生为主体、以教师为主导"的基于探索和研究的教学模式,激发每个学生的特长和潜能,在精品课程的建设中要更好地推行研究性学习,必须有效整合各项资源,为大学生提供良好的学习环境。     

主题探究性学习网站建设的探索与实践

网络信息技术的不断发展和信息技术与学科的不断整合,逐渐为教育教学工作提供了信息化发展的空间,为学生自主学习、协作学习、探究学习提供了强有力的保障。特别是主题探究性学习网站的出现,无疑给学科教学注入了新的活力。本文结合初中语文学科主题网站建设的实际,认为探究性学习主题网站具有主题性、真实性、针对性的特征;网络环境下的探究性学习网站建设应该遵循科学性、主体性、实用性、整合性、创造性的原则;从资源建设框架的构思与设计、资源的收集、资源的设计、整理与网站形成三个方面对创作方法进行了阐述,并总结了实践中的深刻体会。     

探索网络环境下的教学模式

信息技术突飞猛进发展的今天,跨时空、大信息量、交互性和个性化是网络环境下教学模式的优势;丰富的信息资源和方便的获取方式是网络环境下教学模式的特征;能够适应网络环境下的教学模式、能参与网络教学的优秀教师是促进网络环境下的教学模式发展的关键。     

基于ASP.NET的学生作业管理系统设计与实现

对学校作业管理中存在的问题进行了分析,提出了一套基于当前流行的ASP.NET技术的学生作业管理系统的设计方案并加以实现。该系统简单、直接,很好地实现了学生作业的上传与查阅,具有学生、教师、课程、作业等管理功能。系统在学校环境下运行良好,对实际应用有着较好的指导意义。     

基于Web的智能化作业系统研究

本文设计了智能化作业系统的工作模型及其层次结构：采用学习者需求驱动模式,并采用四层模型层次结构来实现,数据层、网络服务层和用户类型表现层和个性化表现层;本系统的数据库设计应用了基于关系数据库的面向对象理论,方便了信息的获得,同时提高了系统的可扩展性。     

基于Web的智能化作业系统研究

本文设计了智能化作业系统的工作模型及其层次结构:采用学习者需求驱动模式,并采用四层模型层次结构来实现,数据层、网络服务层和用户类型表现层和个性化表现层;本系统的数据库设计应用了基于关系数据库的面向对象理论,方便了信息的获得,同时提高了系统的可扩展性。     

小学信息技术课堂游戏化教学的可行性分析

本文主要对课堂教学游戏化这一比较新颖的课题进行了阐述,尤其是其在当前教育条件下的可行性,希望可以为相关教学部门提供一点参考,提高中国的教育水平。     

Online collaborative learning activities: The perspectives of African American female students

This exploratory study examined the perspectives of African American female students toward online collaborative learning. The participants were nine African American female graduate students in an online multimedia instructional design course in the southeastern United States. A qualitative study was conducted, with data obtained from open-ended interviews, along with relevant posts on chat rooms and online bulletin boards in relation to an assessable collaborative online assignment. Data revealed that the perspectives of African American women toward online collaborative learning could be categorized into four themes, including (a) preference to work in a racially mixed group, (b) preference to be a leader in the group, (c) learning-oriented reasons (rather than social or peer oriented reasons) for online collaborative learning, and (d) timid attitude toward online discussions.     

Computer game design: Opportunities for successful learning

Developing children as successful learners is a key aim of A Curriculum for Excellence in Scotland. This paper presents qualitative results from an eight week exploratory field study in which a class of ten year olds made their own computer games. The analysis focuses on the development of aspects of successful learning as identified in the curriculum: enthusiasm and motivation for learning, determination to reach high standards of achievement, independent and group learning, and linking and applying learning in new situations. As teachers have an important role in facilitating and supporting learners as they use technology, the paper concludes with a discussion of implications for classroom practice.     

“Finding our time”: Predicting students' time management in online collaborative groupwork

The aim of this study is to propose and empirically examine multilevel models of students' time management in online collaborative groupwork. Student- and group-level predictors of groupwork time management were analyzed in a survey of 204 graduate students from 61 groups in the Southeast of U.S. Results from the multilevel analyses revealed that most of the variance in time management occurred at the student level, with peer-oriented reasons being the only significant predictor at the group level. Results further revealed that groupwork time management was positively related to feedback and students' efforts in arranging the study environment.     

让过程性评价贯穿信息技术教学

过程性评价在教学过程中更加关注学生个体在发展中的过程性结果,它能对学生在学习过程中的能力水平做出即时判断,具有诊断功能、导向功能以及激励功能,它属于个体内差异化评价,也就是把学生个体的过去与现在,或个体的相关侧面进行相互比较,从而得出相应的评价结果。它能激发学生的学习兴趣,从而提高学生的信息素养。     

Perspectives on personal learning environments held by vocational students

This article focuses on personal learning environments (PLEs). The idea with PLEs is to put students in a more central position in the learning process by allowing them to design their own learning environments and by emphasising the self-regulated nature of the learning. This study describes the structure, functions and challenges of PLEs made by 33 students from vocational and polytechnic level schools in Eastern Finland after the first year of using them. Document and artefact analysis revealed that students built their PLEs for: mirroring the conventional learning environment; as an environment for reflection; as an environment to showcase skills; and as an environment for collaboration and networking. Student reflections indicate that building and using a PLE is a challenging task which requires specific teacher and pedagogical support. Designing a PLE demands both ICT skills and an awareness of one’s own learning methods.     

The influence of learner-generated domain representations on learning combinatorics and probability theory

The aim of the current study was to examine the effects of providing support in the form of tools for constructing representations, and in particular the differential effects of the representational format of these tools (conceptual, arithmetical, or textual) in terms of perceived affordances and learning outcomes. The domain involved was combinatorics and probability theory. A between-subjects pre-test–post-test design was applied with secondary education students randomly distributed over four conditions. Participants completed the same tasks in a simulation-based learning environment. Participants in three experimental conditions were provided with a representational tool that could be used to construct a domain representation. The experimental manipulation concerned the format of the tool (conceptual, arithmetical, or textual). Participants in a control condition did not have access to a representational tool. Data from 127 students were analyzed. It was found that the construction of a domain representation significantly improved learning outcomes. The format in which students constructed a representation did not directly affect learning outcomes or the quality of the created domain representations. The arithmetical format, however, was the least stimulating for students to engage in externalizing their knowledge.     

Do zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during Covid-19 pandemic

Background

Online learning and teaching were globally popularized due to the impact of Covid-19. The pandemic has made both synchronous and asynchronous online learning inevitable in regions privileged with the technological affordance.

Aims

This study was designed to examine and compare the effectiveness of both learning modes through the Community of Inquiry framework.

Materials & Methods

Comparative analyses on a sample of N = 170 undergraduate students who took both synchronous and asynchronous online courses in Spring 2021.

Results

The paired-sample T-tests results indicated a significant difference in social presence, cognitive presence and self-evaluated performance.

Discussion & Conclusion

Teaching presence significantly influenced social presence and cognitive presence in both learning modes. However, under synchronous learning mode, social presence significantly impacted self-evaluation, grades and school identification. While social presence only influenced school identification under asynchronous learning mode. Theoretical and practical implications were also included.     

A study of building a resource-based learning environment with the inquiry learning approach: Knowledge of family trees

This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process.