数学教学中非智力因素的培养

笔者在教学中发现,所谓的差生,绝大多数智力并不差,可见决定差生的因素往往是非智力因素。所谓非智力因素,是指学生学习积极性方面的因素,例如动机、兴趣、情感、性格、意志、习惯等。因此在教学中,在启迪学生的思维,开发学生的智力,培养能力的同时,还必须把非智力因素的培养融于教学之中,把培养学生非智力因素作为学科教学的目标之一。     

信息技术教学中学生非智力因素优化措施

在学生学习信息技术的过程中,智力因素和非智力因素相互作用、相互协调、互相促进,共同发挥着作用。优良的非智力因素在他们成长的过程中发挥着积极的作用,采取切实可行的措施优化学生的非智力因素,能促使学生更快地发展、成才。     

高职学生顶岗实习期间非智力因素培养的探索

影响学生学习的因素是多元的,概括起来可分智力因素(又称智商IQ)和非智力因素(又称情商EQ)两个方面,二者相互作用于学习活动中。非智力因素的培养对学生的全面协调发展具有积极的意义。高职院校在独有的顶岗实习课程里引入非智力因素培养有利于学生的发现学生子在非智力因素方面的不足和缺陷。利用顶岗实习这个平台有效的培养学生的非智力因素方面的能力。     

高中思想政治课教学中对学生非智力因素培养的几点体会

新课程标准把人的全面发展放在首位,强调学生学习要从以获取知识为首要目标转到首先关注人的情感、态度、价值观和一般能力的培养。深入研究政治课教学中有关的非智力因素问题,充分利用新课程改革的契机,通过课堂教学促进学生的非智力因素的发展。笔者从思想政治课教学的领域就学生的学习动机、学习兴趣、师生情感、学习意志等非智力因素的培养...     

多媒体网络环境下学生非智力因素的开发

学习是一个相对漫长且复杂的过程,影响学生学习成长的因素是多元的,概括起来可分为智力因素(智商)和非智力因素(情商),两者对学生在学习上获取成功都是不可或缺的。非智力因素是相对智力因素来说的,一般认为智力     

化学知识的延伸与过渡

如果学生在化学学习过程中存在的困难和问题没有能及时化解,就会给今后化学的教与学带来持久的负面影响,把化学知识延伸到生活中去,并在小学、初中、高中三个阶段合理安排,就可以解决。影响学生学习化学的因素：①学科难度大、内容多;②学习环境;③学生非智力因素（学习动机、学习兴趣、学习态度和情感等因素）。     

计算机教学中非智力因素的培养

本文从教学方面阐述了如何在计算机教学过程中培养学生的非智力因素。     

影响信息技术学习效果的学习态度及对策分析

学习态度一般指学生对学习及其学习情境所表现出的一种比较稳定的心理倾向,由认识、情感和行为意向三种心理成分构成。学习态度是影响学生学习的非认知因素之一,找到对学习有利的态度,能充分调动学生的智力和非智力因素,提高课堂效率。     

注重培养学生的非智力因素

非智力因素在教育中的作用越来越受到广大教师的重视。培养学生的非智力因素我认为主要可以从以下几个方面进行。一、树立崇高的理想理想是一个人的奋斗目标,是对未来的追求。是每个人一生的精神支柱。理想不是生来就有的,它是人们在社会实践中,在各种客观因素的作用下逐步确立起来的。青少年学生最富有理想，一旦崇高理想在他们心中扎下了根,就会信心百倍,坚韧不拔,为实现自己的理想而发奋学习。     

论计算机教学中大学生非智力因素的培养

非智力因素是保证一个人成功地进行种种活动的心理条件。在高校计算机教学过程中,教师应该注重培养大学生非智力因素,让非智力因素和智力因素相互促进。这样不仅可以提高教学效果,还能够提高大学生的综合能力。     

The effects of augmented reality on students' academic achievement and motivation in a biology course

This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation.     

初中生机器人兴趣小组活动中团队协作精神培养探究

随着我国新课程改革的深入性开展,机器人兴趣小组活动在初中教学中的推广也已成为必不可立的内容之一。而在初中生机器人兴趣小组活动的实践过程当中,团队协作精神的培养,对整个机器人小组活动的顺利开展均起着尤为重要的作用。基于以上因素考虑,本文就通过对初中生机器人兴趣小组活动的概述,具体分析在初中生机器人兴趣小组活动中团队协作精神的培养措施,以供相关的教职人员参考所用。     

Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy

Scholars have suggested that flipped learning can be enhanced by designing effective in-class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step-by-step hints when conducting problem-posing activities. Therefore, this study proposed a multilevel concept mapping-based problem-posing strategy to assist students in completing the problem-posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy-five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map-guided problem-posing strategy for flipped learning (CMPP-FL), students in Group B used the problem-posing strategy-based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP-FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency.     

Learning multiplication through computer-assisted learning activities

This study develops and implements a computer-assisted learning (CAL) program with both multiplicative facts practices and the instruction of meaning behind these facts. The effectiveness of CAL on the development of multiplication abilities is also explored. Eight CAL activities are developed to teach multiplication to second grade elementary school students. The CAL program is comprised of three stages of instruction that addressed in succession the basic concept of multiplication, the meaning and properties of multiplication and multiplication-related computation skills. Evaluation of the effects of the learning activities reveals that CAL activities are effective in improving comprehension of the concept of multiplication and the meaning and properties of multiplication for students who have lower prior knowledge of multiplication, but it does not significantly improve the development of multiplication-related computation skills. Nevertheless, CAL activities facilitate overall learning of multiplication.     

信息技术环境下的主题活动式情感教育初探

教学实践中忽略学生的情感体验是教育的重大缺陷,信息技术教学由于教学环境的特殊以及考核评价的困难,更是使情感教育陷入困境。主题活动式情感教育是一种有效的教学尝试,它能让学生通过活动,通过自己的亲历和体验,激发情感,从而让情感教育得以落实。     

Interventions for increasing male and female undergraduate interest in information technology

There is a continuing worldwide need for developing a larger and more diverse workforce in the broad field of information technology (IT). We report on two activities conducted by the project within selected classes of a postsecondary finite mathematics course: 1) a student-written blog about practical applications of computing, and 2) after-class seminar sessions with professionals about the importance of computing in the work world. It was found that the hundreds of students who actively participated in these activities were significantly more likely to enroll in a computing course or declare a computing-related major than were non-participating students, despite the fact that the two groups of students displayed identical attitudes toward computing at the start of the term. The study demonstrates that relevant blogs and sessions with professionals can be effective tools for recruiting students, including women, who otherwise would not have chosen to complete more course work in computing.     

提高高校大学生就业能力的对策探讨

影响大学生就业难的因素有很多,努力提高大学生的就业能力是解决大学生就业难的有效途径。该文主要从高校和大学生两方面分析,对于高校而言,提高大学生就业能力的有效途径是以就业为导向,深化教学改革,加快推进人才培养模式改革,探索人才培养新模式,而对于大学生自身而言,应加强就业能力的自我培养,努力提高就业竞争力。     

Developing classroom‐focused research in technology education

Abstract

During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light of what needs to be done. Past research has tended to focus on curriculum issues and the defining of the subject. If technology education is to advance as a curriculum area of worth and as a focus of research, then much more of our research effort must be on student and teacher learning in technology. This paper argues that classroom‐based research must become the focus of research over the next 10 years. While there is published research on what students do when involved in technological activities, we still lack significant research on students’ learning in technology and on ways in which this learning can be enhanced. Teacher and student conceptualization of technology is a complex issue and requires an understanding of the many factors that influence it. Classroom culture and student expectations appear to influence strongly the way in which students carry out their technological activities. Student learning in technology can be enhanced by effective formative interactions occurring between teacher and student and between student and student. Part of technology assessment should provide evidence of progression in learning, about which we currently know very little. This paper describes some fruitful areas of classroom‐based research that could inform technology curriculum development.     

Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses

The radical restructure of hybrid and online learning course delivery methods at university-level held in Second Life has been widely and positively acknowledged from a large academic literature body. However, it is still absent the clarification of students’ socio-cognitive factors that predict their choice to attend at least in one of these course delivery methods. The main purpose of this study is to examine the relation between several personal factors and students’ choice to participate in these contemporary methods. A targeted sample of 325 voluntary students (170 who participated in hybrid sessions and 155 who participated in online sessions) completed a survey to assess socio-cognitive factors (self-efficacy, metacognitive self-regulation and task value), achievement-related emotions (pride, anger, relief and shame) in academic settings (before and after finishing various learning activities) and satisfaction levels of each method with also final grades from their examination processes to be included. Logistic regression confirmed higher levels of students’ self-efficacy and satisfaction in learning outcomes for those who took part in (fully) online rather than those who enrolled in hybrid courses. The study results revealed that students would prefer to take further courses in the online course delivery method. Conclusive remarks may provide meaningful information to the educational community in order to understand better how the socio-cognitive constructs of motivation are related to the students’ participation in future-driven educational activities held in Second Life by using the online or hybrid course delivery methods.