建构主义影响下的大学计算机基础教学设计探讨

从建构主义教学理论出发,论述建构主义对于大学计算机基础教学改革的启示;利用建构主义教学观的理论,指导大学计算机基础课程的教学改革和课程设计。     

建构主义影响下的大学计算机基础教学设计探讨

从建构主义教学理论出发,论述建构主义对于大学计算机基础教学改革的启示;利用建构主义教学观的理论,指导大学计算机基础课程的教学改革和课程设计。     

基于建构主义和翻转课堂的信息安全专业课程教学

针对信息安全专业课程教学需求,探讨建构主义学习理论、翻转课堂和对分课堂等以学生为主体的教学理论和模式,提出"讲授—实践—讨论"三段式课堂教学设计。     

建构主义理论在计算机基础教学中的应用

本文主要介绍了在计算机教学中,如何运用建构主义教学观进行教学,从而推进学员创新精神和素质教育的培养.     

建构主义理论对中学数学教学的启示

随着国外教育心理学的一些理论的引入和发展,建构主义学习理论越来越被大家所了解和熟悉。而如何把这一理论很好地应用到教学实践中去,是一个值得探讨的话题。一、建构主义的教学观建构主义提倡在教师指导下以学习者为中心,既强调学习者的认知主体作     

基于建构主义的国贸专业经济学课程群“四段式”教学模式研究

本文以国际经济与贸易本科人才培养体系中的经济学课程教学为例,提出以课程群建设为抓手开展教学改革,从建构主义出发,通过综合的、一体化和系统的培养方式、构建基于建构主义的经济学"四段式"教学模式,使之成为课堂教学模式系统的一个组成部分,实现经济学课程知识的调整和体系的贯通,提高学生应用经济学理论分析实际经济问题的能力。     

建构主义思想在CG类课程作业管理系统中的应用

本文结合建构主义教学观,对CG类课程的作业管理系统进行研究,通过作业管理和优秀作业欣赏两个模块阐述建构主义思想在CG类课程的作业管理系统中的应用。电子档案袋功能的实现落实了学习评价中的定性评价,实现了作品的展示和交流功能。     

网络环境下电子作品同伴互评模式研究

依据建构主义评价观、多元智能评价观和发展性评价理论,提出网络环境下电子作品同伴互评模式的基本过程,即发布任务书、设计与制作作品、上传展示作品、同伴互评、教师评价和分析评价等,阐述实施电子作品同伴互评的具体策略。     

网络教学协作学习模式的设计与实现

随着网络教学应用越来越广泛,将协作学习模式应用于网络教学的模式将成为一种主要的网络教学学习模式,并大大提高现有网络教学的效率和质量。本文以建构主义为基础,借鉴复杂理论的观念,对协作学习如何应用于网络教学进行分析,并且设计实际的教学模型。     

建构主义与多媒体大学英语教学模式

随着多媒体技术在大学英语教学中的应用以及建构主义应用的广泛,建构主义与多媒体教学的结合必然成为大学英语教学发展的趋势。建构主义学习理论是一种以学生为主体的学习理论,这一特性要求建构主义指导下的多媒体大学英语教学模式以学生为主体,发挥学生的主观能动性。并积极利用多媒体技术建构教学情境,增强课堂教学的交互性,让学生自主形成意义建构。     

环境设计专业《园林植物景观设计》课程情境教学研究

景观设计核心基础课《园林植物景观设计》的教学日趋受到关注,适合环境设计专业特点的具体教学模式尚未成熟。文章在分析了环境设计专业该课程的问题与特点后。引入建构主义教学理论情景教学方式,激发学生对园林植物景观设计知识的主动探索和发现。从而达到高效组织教学的目标。     

计算机英语中情景教学的研究

主要从计算机专业英语课堂教学角度探讨,试图运用建构主义中的情景模拟教学模式服务于计算机专业英语的教学,该方法把抽象、被动的理论传授转换成生动、直观的主动参与,提高学生掌握听说能力和多方面能力,帮助其更好地从课本向实际场景过渡。     

Modeling the determinants of Internet use

The purpose of the study is to build a model that predicts the level of Internet use by teachers of English as a foreign language in the northern Taiwanese higher education institutions. It examines interactional relationships among variables associated with barriers and issues of technology application as a means of analyzing the extent and the nature of Internet-integration instruction. A multivariate hypothesized model was tested using structural equation modeling to analyze statistically the variables examined in the study. The resulting model is found to have a good statistical fit. Teacher training, classroom pedagogy, and perceived capability have direct effect on Internet use, whereas institutional support, constructivist thinking, beliefs, and attitudes affect Internet use indirectly. These seven variables account for approximately 58.6% of the variance of Internet use. Teacher training appears to be the most dominant determinant of Internet use. More opportunities for professional development focused on technology applications in language instruction are crucial.     

What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed.     

建构主义教学法在JAVA程序设计课程中的改革与应用

大学计算机相关专业中,学生在理解和掌握知识的同时更关注自己的学分总数和学分积点,学习兴趣和能力培养成为获取毕业证书和学位证书的一个副产品。导致学生难以产生浓厚的程序设计兴趣,对专业课程的掌握不够扎实。因此改变学生的学习心态和认识尤为重要．基于建构主义的教学方法在专业课程中的应用则会起到促进的效果,让学生在主动学习,享受学习的过程中掌握计算杌课程的核心技术,让证书成为一个必然的副产品。     

A constructivist mobile learning environment supported by a wireless handheld network

Abstract There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.     

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction

The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely Egypt and Italy, to close a gap in the literature with an aim to introduce KM processes in teacher educational programmes. These processes are seen as necessary for teachers’ professional skills. Such processes are claimed to enable teachers and therefore schools to evolve in a networked information-driven global society, especially as the complexity of subject knowledge is increasing. It is also a learning experience where teachers learn how to provide their students with educational settings where technology is enabled.     

Developing a Web assisted knowledge construction system based on the approach of constructivist knowledge analysis of tasks

The purpose of this study is to develop a Web assisted knowledge construction (WAKC) system as an individual knowledge construction tool for Internet users. The system is based on the theory of constructivist knowledge analysis of tasks (CKAT). The CKAT integrates constructivist reflection cycle and knowledge analysis of tasks. The conceptual model of CKAT includes four different stages: knowledge objective, knowledge gathering, knowledge analysis, and task knowledge structure. In order to match these four stages, this research designs an assisted knowledge construction system that includes four systematic sub-functions: the keyword function, the URL resource function, the analysis function, and the construction function. After understanding users' perceptions toward the WAKC system, users have highly positive behavioral intention to use the system as a Web-based assisted knowledge construction tool.     

基于教学平台的学习活动设计

教学平台是在已有教务管理系统基础上直接构建"一体化数字化教学支撑环境",能够为教师提供支持建构主义教学设计理念的学习活动。本文结合教学平台的教学功能,在活动理论和以学习活动为中心的教学设计理论指导下,探讨了基于教学平台的学习活动设计的模式与流程。     

Contrails of Learning: Using New Technologies for Vertical Knowledge-building

Higher education is still dominated by objectivist models of learning involving experts who convey information to novices. Educational research has shown that this model is less effective than more active, constructivist approaches that help learners to build new knowledge on existing knowledge. Although to a lesser extent, the objectivist model is perpetuated in graduate education, a context where students are, ironically, assumed to be working alongside their mentors and becoming part of the culture of research in their fields. Using a recent report issued by the Woodrow Wilson National Fellowship Foundation, The Responsive Ph.D.: Innovations in Doctoral Education (2005), we argue that emerging technologies can help to create constructivist learning environments that challenge students to participate more actively in their own education. As illustration, we consider a graduate seminar on educational technologies that uses a wiki not only to engage students in knowledge-building but to link subsequent sections of the course into an ongoing, purposeful activity that functions both within and beyond the classroom. We explore some of the challenges we faced in getting students to take control of the wiki and overcome their existing assumptions about power and authority in graduate education.