The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.
This paper focuses on three interrelated metacognitive components in the field of learning science:(1)learning monitoring,(2)learning time control,and(3)study strategies application.It is revealed that many students adopt relatively ineffective study strategies,such as highlighting,rereading,and last-minute cramming.Although these strategies may appear to perform well superficially,they do not contribute to long-term memory retention and comprehension of the learning material.The lack of mastery in optimal study strategies among students may stem from inadequate instruction in study strategies within the educational system and insufficient preparation among many teachers regarding effective strategies.To enhance student learning outcomes,this paper reviews the effectiveness of 10 study strategies,with practice testing and spaced practice identified as the most effective.Additionally,other strategies,such as interleaved practice,elaborative interrogation,self-explanation,summarization,keyword mnemonics,and imagery for text,also demonstrate promising results.Nevertheless,the effectiveness of these strategies heavily relies on motivating students to use them correctly and does not address all the challenges students face during the learning process.Thus,educating students on how to utilize effective study strategies and integrating them with instructional content will contribute to students'lifelong learning success.
In this valedictory lecture,I would like to share four key insights that I have gained in the last 40 years of research,which relate to:(1)Reality:Learning in schools/educational institutions and learning in real life/workplaces must be closely linked.(2)Learner Support:Providing learners with the right type and amount of support,neither too little nor too much,is essential to optimize learning in both simulated and real-life settings.(3)Complexity:We need empirically supported educational theories to help understand the teaching and learning process and to make sound design decisions that optimize learning in both simulated and realistic settings.(4)The teaching of domain-general skills must be fully intertwined with the teaching of domain-specific skills to optimize learning in both simulated and realistic environments.
Diverse practical explorations have been carried out at home and abroad on how digital twin can help education. In order to summarize the application characteristics and trends of digital twin technology in education and teaching, this article adopts a systematic literature review method to analyze 51 papers from the past five years at home and abroad. It is found that the research objects of digital twin education applications are diverse with the higher education sector being the hotspot; the type of research is mainly non-experimental with a predominance of exploratory research; formal education learning scenarios are the most prevalent, most of which are from engineering disciplines; the application scenarios are single, and learning evaluation research is scarce; the theoretical models account for a large proportion, and demand-led system platforms are less developed. Based on the results of the review, this article puts forward three recommendations: exploring the application of digital twin in different scenarios of basic education, focusing on the level of application and evaluation of the effectiveness of digital twin in education, and paying attention to the research of twin data-driven learning evaluation.
智慧教育是教育信息化的高端形态.智慧教学环境功能的有效发挥很大程度上依赖于教师的智慧教学胜任力.在通读文献的基础上,运用Atlas.ti析出智慧教学胜任力因子,形成智慧教学胜任力初始模型,经两轮专家咨询、反馈、调整,并通过Mplus进行结构方程检验和修正,最终形成包含"3项一级指标、8项二级指标,20项三级指标"的较为稳定的智慧教学胜任力模型.提高教师智慧教学能力是系统工程,可从智慧环境建设、优化教师培训、设计教学工程项目等三个方面一体化构建提升路径.
在"现代教育技术"课程中贯彻师范类专业认证理念,确定课程目标,重构教学内容体系和教学评价体系,构建线上线下混合式教学模式并进行实践研究.通过问卷调查、访谈和学业测试等获取研究数据,研究结果表明,该教学模式有助于课程目标达成和提高学生满意度.
人工智能是高中信息技术课程的重要内容,计算思维则是素养导向的课程改革中提出的学科核心素养之一.尚在探索中的人工智能教育重视知识普及而对素养培养关注不足,因此,围绕学生计算思维培养设计教学实验,依托开源硬件支持,探索在高中阶段人工智能教学的有效模式.此种教学模式强调学习实践,贯通人工智能"硬件设计—程序设计—关键技术原理"核心实践内容,注重问题解决过程中计算思维的培养.以"颜色识别"学习主题为例,面向高一年级学生开展实验研究,使用计算思维量表、测试题等对学生计算思维能力变化进行测量,并选取对照组学生的情况进行比较.实验结果证明,研究设计的人工智能课程教学模式对高中生计算思维培养具有显著促进作用.
人工智能赋能教育教学是当今时代与科技发展的大趋势.本研究选取两节物理课堂教学视频,以视频中的物理教师为研究对象,基于人工智能技术采集两位教师的行为数据,运用人工智能算法进行多模态数据的识别与分析,包括Python编程辅助S-T分析法、人工智能技术对教师言语的处理,以及深度学习Yolo v5算法分析教师面部表情,再结合新课程理念下课堂教学中教师素质的评价内容,对比两位教师的数据分析结果并得出结论,帮助教师评价自身课堂教学能力、修正课堂教学行为,促进教师专业化发展.
近年来,随着网络学习的发展,元认知与网络学习行为的相关关系成为网络学习研究的热点和趋势.本研究针对当前研究对于元认知与哪种网络学习行为有关联、有哪些关联关系较模糊这一问题,在借鉴已有研究成果的基础上构建了元认知与网络学习行为的关系模型,并以某高校某课程159位网络学习者作为研究对象,利用结构方程模型法验证和修正了文中所提出的元认知与网络学习行为关系模型.研究结果表明,元认知能力对网络学习行为具有显著作用,其中以元认知技能产生的作用为主,而元认知知识和元认知体验则通过元认知技能间接对网络学习行为产生作用.最后,根据元认知与网络学习行为关系模型中各因子之间的关联性对元认知能力培养方法提出了建议.本研究对厘清网络学习中学习者元认知的作用机制,更好地设计和开发元认知培养策略及其支架,触发有效网络学习行为,从而增强网络学习效果具有借鉴意义.
过去数十年,众多研究者探讨了在线学习社区中学习者的知识分享及互动行为,鲜有研究者关注在线学习环境中的知识隐藏行为.由于在线学习社区对学习者缺乏集体约束,知识隐藏行为发生概率更高,危害性也更大.科学认识在线学习环境中的知识隐藏行为是相关研究开展的基础.针对当前相关测量工具情景适应性较差的问题,研究立足于在线学习情境,使用关键事件访谈法和扎根理论建构了在线学习环境中知识隐藏行为的理论框架,在此基础上,参考心理学量表编写的范式和步骤,设计了在线学习环境中知识隐藏行为测量量表.研究发现,在线学习环境中的知识隐藏行为包括拒绝型隐藏、欺瞒型隐藏、懈怠型隐藏3个维度,量表包含3个维度、15个测量题项.经过复测,该量表具有较佳的信度、模型拟合度、收敛效度、组合信度、区分效度,说明量表适于推广与应用.
我国教育信息化正步入转型升级攻坚期,是抢占国际信息化竞争制胜高地的重要时期.研究聚焦中国教育信息化相关政策,从起步萌芽、建设普及、融合发展、转型升级四个阶段诠释政策发展过程,深度剖析教育信息化政策发展演进的逻辑与机制,并尝试从育人范式、教育基建、数字转型、资源供给、治理能力五个方面提出建立新时代教育信息化政策体系的建议,为制定、出台和落地我国教育信息化政策、探求未来教育信息化发展方向以及推动中国教育信息化跨越式发展出谋划策、提供支持.
新兴技术在博物馆中不断创新应用,使得博物馆充分显露出成为未来新型学习空间的巨大潜力.为描绘国际博物馆技术应用的研究图景,本文对2012-2021近10年间的83篇外文相关主题文献进行研究综述.研究结果显示,新兴技术在博物馆中的应用研究热度呈上升趋势.从技术类别看,移动技术与智能手机的应用凸显了场馆学习的非正式特征,智能与虚拟现实技术突破了物理与数字空间的虚实界限,创客空间技术助力科技创新后备人才的培养,资源建设技术推动博物馆展品向数字化方向发展.从技术作用看,场馆学习仍是博物馆的主流功能,资源建设、辅助参观、社会互动、空间设计功能也需技术加持.从场馆类别看,科学技术博物馆的技术应用覆盖度小于历史文化型博物馆.从关键趋势看,博物馆更加关注技术应用促进个性化体验、社会性参与、弱势群体呵护,但技术应用本身的感知易用性问题仍待解决.立足国际研究现状,展望我国技术赋能博物馆实践,应加快提升场馆技术应用的覆盖率,以新兴智能科技武装展品与教学,充分体现场馆教学的科学实践本质,打造虚实融合的新型智慧学习空间,实时跟进场馆设备更新和技术迭代,增强教育技术应用的友好体验.
