基于认知主义学习理论的在线学习最佳实践研究

受新冠肺炎疫情影响,今年线上学习异军突起,发挥了前所未有的作用。线上学习在让学习变得更加便捷的同时,也重塑了教与学的传统行为模型。农业银行在疫情期间探索了以"直播+训练营"方式开展线上培训的新模式。认知负荷理论基于人类认知架构,为在线学习提供了一种综合的教学设计理论。本文从认知主义学习理论出发,结合在线学习实践,对最佳在线学习路径进行探讨和研究。     

认知语言学在大学英语词汇教学中的运用

认知语言学中的原型范畴理论、概念隐喻理论、象似性理论以及概念整合理论的核心内容对大学英语词汇教学有启示作用,但在大学英语词汇教学实践中出现了将学生的注意力引向了认知语言学专业理论学习的误区。应用认知语言学理论进行大学英语词汇教学的正确方式是利用认知规律,通过认知过程的真实再现使学生习得词汇。     

认知——发现论在财务管理教学中的应用

本文通过介绍布鲁纳的认知-发现学习理论、财务管理的教学现状及形成原因,并进一步分析了如何将认知-发现学习理论应用于财务管理教学实践中,为提高财务管理教学效果提供了借鉴。     

建构主义教学设计原则浅析

建构主义学习理论强调以学生为中心,认为学生是认知的主体,是知识意义的主动建构者；教师对学生的意义建构起帮助和促进作用,并不要求教师直接向学生传授和灌输知识.在建构主义学习环境下,教师和学生的地位、作用和传统教学相比已发生很大的变化.本文就近年来教育技术领域研究者在进行了大量的研究与探索的基础上,初步探讨与建构主义学习理论以及建构主义学习环境相适应的教学设计理论与方法体系.     

建构主义教学思想探讨

随着建构主义理论的发展,建构主义较好地说明人类学习过程的认知规律,因此以建构主义为指导的教育思想逐渐受到重视,本文论述了建构主义所蕴涵的教学思想反映在知识观、学习观、学生观、师生角色的定位及其作用、学习环境和教学原则等6个方面。     

传统国学在高校独立学院《基础会计》课程教学中的应用研究

在高校独立学院教学中,以学生经典国学知识为类似认知基础,作为学习专业基础课程的认识结构联结,搭建已知认知与新领域知识相融合的桥梁,根据实际教学需要穿插适当运用,解决学习新专业基础课领域新知识面临的认知障碍,对于独立学院学生新知识的更好理解掌握或许会更容易、更深刻,也保持的更长久,不失为一种高校多元化教学的有益尝试。本文基于联结、认知学习理论视角,对传统国学在高校独立学院《基础会计》课程教学中的应用进行了探讨。     

小议原型范畴理论在英语词汇教学中的应用

本文简要介绍原型范畴理论的形成及发展,同时归纳原型范畴的特点,重点探讨了认知语言学原型范畴理论对英语词汇教学的指导作用,并介绍了认知语言学所关注的基本范畴词汇,一词多义,隐喻衣等理论的应用.且着重探索这些理论在英语词汇教学中的应用.     

小议原型范畴理论在英语词汇教学中的应用

本文简要介绍原型范畴理论的形成及发展，同时归纳原型范畴的特点，重点探讨了认知语言学原型范畴理论对英语词汇教学的指导作用．并介绍了认知语言学所关注的基奉范畴词汇，一词多义，隐喻衣等理论的应用。且着重探索这些理论在英语词汇教学中的应用。     

建构主义理论指导下的大学英语听力教学

建构主义学习理论强调学生是认知的主体,是知识的主动构建者,教师只对学生意义构建起到帮助和促进作用。在建构主义理论指导下,大学英语听力教学应以学生为中心,帮助学生主动建构,充分调动他们的积极性和主动性,设计真实和实用的教学环境,有效利用“情境”,建立适当的评估体系,进行多方评估,达到听力教学的最终目标。     

论抛锚式教学在大学英语阅读教学中的应用

抛锚式教学模式是深受目前西方盛行的建构主义学习理论影响的一种重要的教学模式。现在我校的大学英语教材的编非常适合这种教学方法。教师根据实际情况为以学生为主导设计课堂内容,让学生建构起对教学中的理念的认知,从而真正起到教书育人的双重效果。     

Selecting instructional design for introductory accounting based on the experiential learning model

Introductory accounting courses are usually taken by all business majors. The teacher is the manager of the instructional system and must select an instructional strategy from among the many combinations available. It is important for educators to recognize the diversity of learning styles of students in the introductory accounting class so the course can be a more enriching experience for both accounting and nonaccounting majors. The experiential learning model is discussed in association with the teaching modes available to accounting educators. Kolb's Learning Style Inventory (1985) was used to determine the learning preferences for a large group of introductory accounting students. The results of this inventory and direction for the instructional design of introductory accounting courses are presented in this study.     

基于建构主义的计算机辅助英语词汇学习

随着计算机技术的日新月异和大学英语教学改革的进行,利用计算机及网络技术进行英语教学已经被广泛接受并付诸实践。因此,处于英语学习中心地位的词汇学习也毫无疑问将受益于这一新的学习工具,因为它能够为英语学习提供生动的学习环境。本文从建构主义的学习观及学习环境等理论来探讨计算机辅助英语词汇学习。     

元认知策略观照下的大学英语自主学习

近年来,大学英语自主学习成了热门话题。本文通过对元认知理论和元认知能力培养的综述和评价,来说明元认知策略在大学英语自主学习中的重要作用。在此基础上,分析了我国高校自主学习环境以及现代大学生的素质,提出了融合传统课堂与自主学习结合的大学英语指导性自主学习模式。     

内隐认知视域下大学英语教学走出困境的理论思考

内隐认知理论是近年来兴起的认知理论,该理论更加关注无意识领域的学习、记忆、知识建构的问题。大学英语教学多年来一直广受诟病,在教与学方面,均存在一些问题。本文总结了大学英语教学中普遍存在的问题,利用内隐认知相关理论分析了大学英语教学中存在的困境,提出了帮助大学英语教学走出困境的一些建议。     

Formative assessment in accounting education and some initial evidence on its use for instructional sequencing

Formative assessment (FA) provides instructors and students with feedback to improve learning. Across a variety of education settings FA is one of the most effective classroom interventions for improving student learning outcomes. Yet the accounting education literature is almost devoid of any work related to FA. One barrier for developing FA in accounting education is the significant background knowledge needed to implement FA successfully. The purpose of this paper is to provide some of that background. The paper includes conceptual discussion from the general education literature to explain how FA improves learning and discussion of research that has identified features that affect the efficacy of FA practice. One of these features is how instructors use FA data to adjust instruction. An empirical study illustrates that accounting educators can use FA data to inform a decision about instructional sequencing. Instructional sequencing principles have been used to develop new accounting curricula and courses, and accounting education research has used empirical data to inform an instructional sequencing decision. The current study tests, using a sample of introductory accounting students, alternate versions of two FA tasks to determine which version is better for identifying deficiencies in student learning outcomes. Results suggest that one version of each task is better for identifying deficiencies, but an adjustment to instructional sequencing may be needed to ensure efficacy of one of the tasks, depending on how the FA practice is implemented.     

An integrative approach to using student investment clubs and student investment funds in the finance curriculum

The educational advantages of student investment clubs and student investment funds have been well documented. This paper suggests ways to integrate them into the finance curriculum and examines the benefits of integrating both funds and clubs into an instructional framework that provides important out-of-class experience to potential finance students, allows for the practical application of finance theory, and gives alumni an opportunity to remain involved with their alma mater. A discussion of how research in student learning styles can help instructors maximize the benefits of club and fund activity is also included.     

大学英语精品课程建设的实践与思考——以内蒙古财经学院为例

大学英语精品课程的建设适应了构建主义和人文主义的思想,以学生为中心,以提高学生的语言能力和自主学习能力为目标,恰好可以和当前的大学英语教学改革有机的结合起来。经过两年的建设,该课程在一定程度上发挥了精品课程对教学的示范和指导作用,推动了大学英语教学的改革和发展,带动了大学英语教师队伍的建设。在实践中我们发现,大学英语精品课程的建设还有一些不足之处,并提出了相应的对策。     

An innovative method of classroom presentation: What is “Jeopardy?”

Current pedagogical literature is replete with recommendations that college and university faculty more actively involve their students in the learning process. Among the many approaches that faculty may add to their “repertoire of instructional skills” is the modification of the traditional lecture by incorporating visual-based instruction and interaction with the students. This article discusses the use of that approach in teaching a complex subject—the Revenue Reconciliation Act of 1993, which was signed into law by President Clinton on 10 August 1993. The method was developed for a one-hour CPE session presented to a group of accounting professionals at a regional conference. The goal was to present a significant amount of material in a concise, novel, and effective manner. The method described can be adapted and used to present a variety of accounting topics, both inside and outside the classroom.     

The Bakery: a cross-functional case study for introductory managerial accounting

This instructional case is designed to achieve four educational objectives: (1) to give students a more complete appreciation of the importance of considering accounting information along with marketing and economics-related information, avoiding a myopic focus on accounting data, (2) to give students practice in pricing, cost volume profit analysis (CVP) and outsourcing decisions, (3) to help students learn to build spreadsheets that are capable of what-if analysis, and (4) to provide an active learning experience that engages introductory accounting students. The Bakery is a non-profit organization whose primary function is to sell baked goods and beverages to students in a large campus residence hall complex. In completing the case, students utilize information provided about the costs and previous pricing structure of The Bakery, along with information they collect about competitors' product offerings, prices, and accompanying services, and their own knowledge of The Bakery's customers, college students and their parents, as a basis for making pricing decisions. Once they have completed the pricing analysis, students use the resulting variable costing income statement to perform CVP and to analyze a decision to potentially outsource The Bakery's operations.     

大学生学习生涯规划研究

学习生涯规划是职业生涯规划在大学阶段学业方面的体现,大学生有效进行学习生涯规划和高校保障大学生有效进行学习生涯规划,有利于增强大学生学习的主动性和目标性,引导大学生顺利完成学业、更好就业。本文针对大学生学习生涯规划中存在的一系列问题,从学生自身和学校的角度提出改善大学生学习生涯规划的建议,强调通过建立全程化的学习生涯规划指导体系,提升大学生的学习生涯规划能力。