建构主义对大学英语教学的启示及多维教学模式探究

本文结合建构主义的一些主要观点,如教学观、学习过程观以及学习者和指导者角色观,在分析传统教学观与建构主义教学观之区别的基础上,意识到建构主义教学理论在大学英语教学中有着重要的启示。进而提出了网络教学、课堂教学、自主学习和课外学习多种形式相结合的多维教学模式。     

建构主义学习观对学生学习方式转变的理论启示

建构主义理论作为国际教育改革的一种新的主流思想,已成为教育界的热门话题,它在认识论、学生观、教学观等方面都有自己独到的见解,对我国全面实施素质教育具有明显的积极意义。文章就建构主义学习观对于学生由被动、封闭、接受的学习方式转变为自主、合作、探究的学习方式在理论上的启示进行了探讨。     

社会建构卞义理论指导下的英语写作教学

本文以社会建构主义理论为基础,探讨了如何运用社会建构主义理论的学习观、教学观、任务观来指导英语写作教学,详细阐述了英语写作教学过程中如何设置社会性和情境性的写作任务,教师角色的转变及如何提高学生对于写作课程的主动性和积极性,真正实现英语写作教学的培养目标。     

建构主义理论下的英语个性化教学初探

建构主义是西方新近的教学理论,其认为学习是学习者主动建构的过程,强调学习者的主动性,互动性。本文介绍了建构主义全新的教学理论,及其对个性化教学的启示,尝试探讨了个性化教学的新路径。不难看出建构主义理论下的英语个性化教学观对英语教学改革和英语创新人才的培养有着深刻的启示。     

建构主义思想在市场营销课堂教学中的应用

建构主义所体现的主动性、实践性、创造性和社会性等学习理论,对市场营销课堂教学具有很高的应用价值。在建构主义思想指导下,本文从教学观念、教学方式和教学策略等方面对市场营销课堂教学提出了切实可行的设计思路和实施建议。     

建构主义理论指导下的中职会计课堂教学研究

近年来,我国一直强调要发展职业教育,传统的课堂教学已经无法满足当代职校学生的发展要求.通过建构主义理论知识观、学习观、学生观的指导,找出中职会计传统课堂教学的困境,并提出中职会计课堂教学建构主义理论的运用:引导学生运用网络探索新知,强调以学生为主体,注重学生生活经验.     

浅谈建构主义下的教学观

建构主义下的教学观主要体现为四个方面:建构规划、规则;建构标准、坐标;生成自信、自觉;生成习惯、习得。从教学方法上要制定规矩、规则,在这种规矩、规则的制约下,能促使学生养成良好的学习习惯,收获优秀的学习能力。     

基于建构主义的电子商务课程混合式教学研究

建构主义强调学习者的主动性、社会性和情境性,电子商务课程基于建构主义学习理论,利用蓝墨云班课平台,从学习情境设计、教学平台选用、学习资源建设、学习活动设计、教学实施、教学评价等方面,开展以学生为中心的教学改革。     

高校教育教学活动新内涵的再认识——新建构主义的学习观念

高校为适应我国社会、经济发展的需要、针对当今学生个人学习成长的特点,高校教学工作者(建构主义者)对学习和教学活动进行了新的解释,强调知识的动态性,强调学生经验世界的丰富性和差异性,强调学习的主动建构性、社会互动性和情境性,指出学生是自己的知识的建构者,提出教学需要创设理想的学习环境,用于促进学生的自主建构活动,从而进一步地在理论上创新并完善了当今高校的学习观。     

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.     

Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study

With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student’s perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.     

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。     

“套餐＋自助”组合教学模式的构建

“套餐＋自助”组合教学模式的构建,旨在体现以学生为中心的教育理念,创造适合学生发展的学习环境,使每个学生都能自主选择学习内容和学习方式,力求最大化的满足学生个性化发展需求,有效提升学生信息技术的综合应用水平和综合实践能力.文章对“套餐＋自助”组合教学模式的需求进行了深入分析,提出了“套餐＋自助”组合教学模式的课程框架.并以经济管理专业计算机应用能力教学为例,对课程组成、组合学习套餐内容、自助学习模块内容、学分管理和教学方式等方面进行了细致的描述.     

Simulated financial dealing room: learning discovery and student accountability

This paper identifies the effectiveness of a simulated treasury dealing room for teaching and learning. It uses a presurvey and a postsurvey to establish student perceptions of learning effectiveness. It concludes that students believe that the dealing room: (i) improves their opportunities to apply theory; (ii) provides better learning than lectures; (iii) is more effective than individual learning; (iv) improves student monitoring of learning effectiveness; and (v) improves student abilities to recognize ethical issues, develop alternative solutions to ethical problems, and evaluate solutions to ethical problems from a moral point of view. Student motivation is enhanced by: (i) the high value they place on dealing room learning; (ii) their preparedness to participate; (iii) rapidly reduced levels of anxiety about trading; and (iv) the learning resources provided.     

Analysis of the learning context, perceptions of the learning environment and approaches to learning accounting: a longitudinal study

This study investigates student approaches to learning over the 3 years of an undergraduate degree course in accounting. The objective of the study was, first, to identify changes in learning approaches over the course duration. Second, the study examined whether any changes in learning approaches were consistent with changes in the context of learning as well as students' perceptions of the teaching/learning environment. The results show that students made greater use of sophisticated learning approaches over time linked to their more favourable perceptions of the teaching/learning environment as they progressed in their course. However, there were no significant changes in learning approach attributable to the learning context. Implications for accounting educators drawn from the findings are discussed.     

EMBAs perceived usefulness of academic research for student learning and use in practice

The process of enriching teaching by incorporating academic research is generally seen as important to delivering successful learning outcomes. Engagement with academic research in the classroom also influences practice through students who are, or will soon become, graduates and professional practitioners. However, despite having seemingly attained the status of conventional wisdom, the integration of research, teaching, and practice cannot be assumed to be axiomatic. The linkages between research and practice, and between research and teaching, are not always obvious or easily demonstrable, and there is continuing debate as to the extent to which academic research adds value to student learning or its subsequent use in practice. Additionally, relatively few studies in accounting education have investigated the nexus between research, practice, and teaching from the frame of reference of post-graduate students who are both students and practising managers.In this study, we examine the opinions and observations of students enrolled in Australian and North American Executive MBA programs to gain insights into the ways in which academic research informs student learning and practice, and ways it may be enhanced. Our findings, explicable through the lens of Rational Choice Theory, reveal similarities in perceptions between the Australian and North American Executive MBA cohorts, and suggest the need to more effectively demonstrate the value of academic research as an aid to student learning, and in informing practice. We conclude by offering suggestions as to how to decrease the cost and/or increase the benefits associated with engaging with research in the classroom.     

关于高职《经济学基础》教学的思考

经济学基础是高职经济管理类专业开设的一门重要的专业基础课,是学习其他专业课的先导课和必修课,但由于该课程的知识容量大、逻辑关系复杂、基本理论抽象,导致了教师“难教”与学生“难学”.本文着重从教学中教师的主导作用和学生的主体地位进行了探讨,强调只有通过行之有效的教学方式,加之科学合理的学习方法,才能保证教学目标的实现.     

《金融工程学》理论教学方法探索

《金融工程学》是集现代金融学、工程学等于一体的交叉学科,具有一般金融课程所不具有的理论教学难度大与学习难度大的特点。针对这些特点,本文探讨金融工程的理论教学方法改进,提出了加强学生动手推导演算能力和习惯的培养,案例教学注重不同学生需求,以及在教学过程中坚持做好学生的学习激励等措施,以增强学生的学习信心和兴趣,使学生真正掌握金融工程的理论与方法,达到培养学生利用金融工程解决实际金融问题能力的目标。