简介:Thepurposeofthisstudywastounderstandtheeffectofimplementingmultipleintelligence(MI)-basedinstructiononthesciencelearningmotivationandlearningachievementof7thgradejuniorhighstudents.Thisquasi-experimentalresearchstudyutilizedquestionnairesandtestsofsciencelearningmotivationandlearningachievement,andexaminedcollecteddatathroughuseofthestatisticalpackageforthesocialsciences(SPSS).Ananalysisofcovariance(ANCOVA)andat-testwereperformedinordertoexplorethedifferencesbetweenthesciencelearningmotivationsandlearningachievementsoftheexperimentalgroup(N=39),whoweresubjectedtoteachingbasedonMItheory,andthecontrolgroup(N=36),whoweresubjectedtotraditionallectures.Theresultsofthestudyshowthat,afterimplementingMI-basedinstruction,thestudentsintheexperimentalgroupsignificantlyoutperformedthoseinthecontrolgroupintermsofsciencelearningmotivation,sciencelearningvalue,andactivelearningstrategies,whilethestudentswithlowlearningachievementshowinganimprovementintheirlearningattitudethatallowedthemtodevelopapositivelearningattitudetowardbiologyclassesandraisedtheirclassparticipationandpreferenceforbiologyclasses.
简介:“Forcedlearning”referstothefactinChinathatsomestudentsareforcedtolearnbyparentsandteachers,regardlessoftheirownwishes.Sometimes,someparentsandteachersevenforcestudentstolearnthroughdisciplinaryactions.Specifically,studentsareimposedinthefollowingfouraspectsbyparentsandteachers:learningtime,learningcontents,learningfrequency,andlearningdifficulty,soitcausedbadconsequencesthatsomestudents’studytooktoomuchtime,coveredexcesscontents,isrepeatedtoomuchandistoodifficult.“Forcinglearning”destroyedthenatureofstudents,overdrewstudents’potential,andharmedstudents’physicalandmentalhealth.Inordertochangethisexistingsituationof“forcedlearning”,parentsandteachersshouldclarifythenatureofknowledgeandbroadenthewaystudentsacquireknowledge,activatestudents’innerstudymotive,andguidethemtolearnconsciouslyandactively,createaharmoniouseducationalenvironment,andmakefulluseofstudents’“children”nature;parentsandteachersstrengthencooperationtogivestudentsscientificguidanceonpsychology,emotion,andlearning.
简介:Howtoletthespecialstubborndestructivecultbelieversrelievethedestructivecult’sspiritualcontrolandtobreakawayfromthedestructivecultisamajorproblemfacedbypeopleallovertheworldwhoaredevotingthemselvestotreatingthedestructivecultbelievers.Experienceshowsthattheuseofthe“latentlearningmethod”canachievegoodresults.Thearticleexpoundsthreepsychologicaltheoriesbasedonthislaw,includesthebehavioristpsychologist,Tolman’slatentlearningtheory,Bandura’sindirectlearningtheory,andphysiologicalpsychologistPenfield’ssurgicaldiscoverythatallthingsperceivedinthebrainarestoredinthebrain.Thisarticlealsointroducesthespecificoperationandapplicationofla
简介:Learningstyleisdefinedasone’snatural,habitual,andpreferredwaysofabsorbing,processingandretainingnewinformationandskills.Inlanguagelearningprocess,learners’learningstylemayhelporhinderthemasteryofnewlanguage.Basedontheinfluentialpower,learningstyleshouldbecarefullynoticedinthewayofstrategytraining.ThispaperfocusesontheEnglishwritingstrategytrainingandaimstoputforwardsomesuggestions,puttingtheinfluenceoflearningstyleataprominentposition.
简介:BasedontheresearchofChinaandabroad,thisthesiscarriedonanempiricalstudyon272EnglishmajorsusingtheinstrumentofquestionnairesandgainedsomeimportantfindingsthatEnglishmajors’BeliefsaboutTranslationandTheirUseofChineseTranslationasalearningarecloselyrelatedwitheachotherwhichprovedthefindingsofPosenLiao.
简介:Withthepopularizationofe-learning,LearningSupportSystem(LSS)isplayinganincreasinglyimportantroleinteachingandthereformofeducation.Althoughpureresource-basedLSSisprevailed,itcannotmeettheneedsoflearningsupportintheeraofbigdataandmassiveresources.BasedontheteachingpracticeofLSSsupportingcomputercoursesinrecent10years,andcombinedwiththeexperienceofoptimizingLSSyearbyyear,theintelligentLSSdesignwithknowledgestructureasthemainbodyisproposed.AndtheLSSisoptimizedfromfiveaspects,includingmicro-resourcepackagestructureorientedtoknowledgepoints,knowledgestructuralreorganizationofthelearningresources,monitorandfeedbacklearningbehaviorguidedbyvisualtheoryoflearningprogress,resourcesrecommendationbasedonthestudyprogressandtheknowledgestructure,andreusinghigh-qualitydiscussionpostsandquestions.Teachingpracticehasprovedthatthestructureddesignofresourcepackagecanencourageimagination.Learningmonitoringandfeedbackmechanismcanmaintainmotivationandimproveself-efficacy.Learningresourcerecommendationstrategyplaysasignificantroleinhelpingstudentsfocusonlearningcontentandimproveefficiency.Highqualitypostisconducivetostudents’deeplearning.
简介:本单元知识网络同步讲解SectionA1.usingthecomputer使用电脑usev.使用;运用Asastudent,youshouldlearnhowtouseadictionary.作为学生,你应该学会如何使用词典。拓展(1)use与for或as连用,构成短语use...for,意为'用来做……;为了……而使用',use...as意为'作为……使
简介:Thepurposeofthisstudyistoexaminetheimpactofonlinesocialcapitalonknowledgeacquisition,andthereby,improvetheprocessofentrepreneuriallearningforyoungsters.Theresearchersofferhypothesestoshedlightontheinterrelationshipsamongcriticalcomponentsofsocialcapitaltheoryandknowledgeacquisitiontowardstheenhancementofentrepreneuriallearning.Thestudyalsohighlightstheroleoftrustasamoderatorwhichlinkstheotheraspectsofsocialcapitalwithknowledgeacquisition.Thehypothesesweretestedusingdatacollectedfromonlinegroupsbasedonthemotiveofentrepreneurialcultureandstudentlearning.Thestudyfindingsidentifiedasignificantpositiverelationshipsbetweensocialinteractionandknowledgeacquisition,betweensharedvisionandknowledgeacquisition,andalsobetweenknowledgeacquisitionandentrepreneuriallearning,confirmingourhypothesisthatsocialcapitalaffectsknowledgeacquisitionanditspracticealapplicationtostudentlearning.Furthermore,trustasamoderatordiminishedthepositiverelationshipsbetweensocialinteractionandknowledgeacquisitionandalsobetweensharedvisionandknowledgeacquisition.WiththeemerginguseofWeb-basedtechnologies,thisresearchcanbevaluabletoexplainhowdifferentfacetsofonlinesocialcapitalcanfosterlearningeffectivenessforyoungentrepreneursinmultiplesocialsettings.Thefindingsalsoprovidesignificantimplicationsfororganizationsandsocialnetworkstobetterunderstandtheaspectsoftrustrepairwhichcouldbehelpfultoenhancecollectivelearning.
简介:Thisstudyaimstoinvestigateplumbingdoityourself(DIY)materialsfordevelopmentandpracticalissuesinatownshipofSouthernTaiwanandtoexploretheteachingprocessinvolvedforadultstudentplumbingcourses.Furthermore,innovativeteachingstrategieshavebeenassessedaswell.Theresearchwasbasedonthelearningprogressof22adultstudentstakingplumbingDIYcourses,heldbyPingtungTownshipPublicLibrary.Aftereightweeksofcoursework,satisfactionquestionnairesandopen-endedquestionswereusedtoexploretheirsatisfaction.Thestudyfindingsaccountforvariousarrangementsoftheworkshop,theteachingprocesses,andrelatedstrategies.Theplumbingcoursesincluderepairandreplacementoflights,switchsockets,simpleunclogging,etc.Throughillustration,demonstration,hands-onoperation,andinteractivemedia,adultstudents’learningandinterestswereimproved.Thecourseandmaterialswerehighlypraisedbyadultstudents;theyallplannedtotakeadvancedcoursesinthenearfuture.
简介:Thispaperfirstintroducesthefundamentalstepsof“TheWorldCafé”(TWC)anditsrelationshipwithhumanresourcestraininginbanks.Afterthat,acoupleofTWCtrainingcasesforthemiddleandthejuniormanagementinbankswillbediscussed.Next,thebettermentanalysisofimprovementsonTWCinhumanresourcestraininginbankswillbecarriedout.Lastly,thelimitationsandthefutureprospectsofTWCwillbeexplored.
简介:ThisresearchinvestigatesChineseEnglishasaforeignlanguage(EFL)learners’oralEnglishcommunicationstrategies(CSs)andoralEnglishlearningstrategieswhenstudyinginanEnglishspeakingcontext.Forthispurpose,theresearcherconductedsemi-structuredinterviewswithfourChineseEFLlearnerswhoarestudyingintheUKwithdifferentEnglishproficiencies,analysedtheirstrategiesoforalEnglishlearningandcommunication,andcomparedchangesinstrategiesduringoneyearofstudyingabroad.Itshowedthat,whenconfrontedwithdifficultiesinoralEnglishlearning,participantsusuallyemployedaffectivestrategiestoadapttothenewlearningenvironment.Andlearnersfromdifferentlevelshavedifferentperformancesinmeta-cognitivelearningstrategiesuse.Inaddition,theEnglishspeakingcontextmadesomedifferencestolearners’learning.WhenitcomestoCSs,ontheonehand,strategies,suchasnegotiationformeaning,andsoon,wereshownasbeingprimarilyusedbyparticipants,eventhoughparticipantsfromdifferentlevelsmighthavesomedifferencestosomeextent.Ontheotherhand,strategieslikelessactivelistener,andsoon,wererelativelylessemployedbyparticipants.TheseresultswouldprobablyhelplearnersandteachersunderstandoralEnglishlearningandteachinginnativecontextsbetter.
简介:Specialeducationisachallengingareaofeducation,astraditionalinstructionstrategiesneedtobeappropriatelyadjustedtomatchtheindividuals’needsresultingfromvarioustypesoflearningandotherdisabilities(LD).Amongarangeofsubjects,thepaperfocusesonscienceeducationforLDstudentsanditelaboratesontwogroupsofadaptationsfrequentlydiscussedintheliterature,whichinvolvematerialsalternativetotextbook.Wehavecarriedoutaliteraturereviewbyusingapoolofreviewarticlesfromthe“BibliographyObservatory”databasedevelopedbytheUniversityofThessaly,Greece.Wehereinpresentthesumoftheresearchactivityprimarilyfromthepastdecades(post1980s),pertainingtotechnologyassistedadaptationsandhands-onactivities/laboratoryinstruction.ThisanalysishasshownthatthereisanincreasingresearchinterestinsuchadaptationsbothchronologicallyandmostimportantlyprovidesevidenceoftheadvantagestheseadaptationsoffertoLDstudents.