建构主义下微积分教师的教学策略

建构主义主张学生是教学活动的认知主体,教师由传统的知识传授者转变为学生意义上建构的协助者和促进者,教学策略也发生显著变化.从教育者的角度出发,探讨了建构主义下微积分教师的教学策略.     

Beginners’ progress in early arithmetic in the Swedish compulsory school

This article focuses on spontaneous knowledge-building in the field of “the arithmetic of the child.” The aim is to investigate the conceptual progress of fifteen children during their early school years in the compulsory school. The study is based on the epistemology of radical constructivism and the methodology of “multiple clinical interviews”. A model of “the arithmetic of the child” elucidates mental structures used by the child in solving problems. The individual interviews are video-recorded. The results show that the children's solutions are compatible with the model. When the researcher adapts problems to the children's available concepts to bring out their capability, they all solve them in their own ways. Further, the conceptual levels of the children differ to a great extent at school start and do not all show conceptual progress after 2 years of traditional teaching. An implication for an alternative teaching process is suggested, namely “the arithmetic for the child”, accomplished in a triadic teaching process.     

建构主义理论在大学物理实验教学中的实践

通过学习和研究建构主义教学模式,结合多年的大学物理实验教学经验,在教学中有意识地运用建构主义的教学方法(如支架式教学),提高了大学物理实验的教学效果.     

建构主义理论指导下的设计性物理实验项目

分析了设计性物理实验开设的现状,用建构主义理论为指导,针对设计性物理实验项目的选取与开发,提出个人的想法,以达到设计性物理实验教学的目的。     

建构主义视角下高等医学院校卫生化学教学改革初探

结合公共卫生问题日益突出的现状,针对传统教学方法重知识轻能力,重理论轻实践的问题,基于建构主义理论,对高等医学院校卫生化学课程进行了探索性改革。建构主义强调“情境”“会话”“协作”和“意义建构”4大要素,以学生为主体。通过采用“支架式”教学、“抛锚式”教学、支持性和多元化教学环境的创设改革教学过程和方法,并建立全方位考评机制,将原有的理论的课堂转变为能力的课堂,从而实现培养学生能力、提升人才培养质量的教学目标。     

Design-based research principles for successful peer tutoring on social media

ABSTRACT

Social media platforms such as WhatsApp are increasingly used in formal education settings. However, there is little research to guide educators on how to set up effective peer tutoring groups on social media platforms, particularly between tutors and tutees who rarely meet face-to-face. In the context of a WhatsApp mathematics tutoring project, we present evidence-based principles to guide the establishment and operation of peer tutoring groups on a social media platform. The development of the principles followed a design-based research framework, based on theories about peer learning, participation barriers to social media use in a low socio-economic setting, and input from participants, who were high school students and university students in Cape Town, South Africa. The refined principles provide guidance for others in similar settings who aim to use tutoring groups on a social media platform to achieve education goals.     

Refinement is equivalent to Fullness

In the article [4], a new constructive set theoretic principle called Refinement was introduced and analysed. While it seemed to be significantly weaker than its alternative, the more established axiom of Fullness (a constructive version of the Powerset axiom from classical set theory), it was shown to suffice to imply many of the mathematically important consequences. In this article, we will define for each set A a set of truth values which measures the complexity of the equality relation on A. Using these sets we will show that Refinement is actually equivalent to Fullness on the basis of the other axioms of constructive Zermelo‐Fraenkel set theory (© 2010 WILEY‐VCH Verlag GmbH & Co. KGaA, Weinheim)     

基于建构主义理论架构以学生为中心的化工专业教学模式

基于建构主义理论，在化工专业教学中构建了以学生为中心的教学模式，以培养优秀化工专业人才为目标，从课程建设、情境构建、教学团队、教学评价和保障体系等方面进行了系统的理论架构和教学设计。实践结果表明，这种教学模式有利于激发学生的学习兴趣，提升学生的学习效果。     

THE STATUS OF CONSTRUCTIVISM IN CHEMICAL EDUCATION RESEARCH AND ITS RELATIONSHIP TO THE TEACHING AND LEARNING OF THE CONCEPT OF IDEALIZATION IN CHEMISTRY

A review of the chemical education research literature suggests that the term constructivism is used in two ways: experience-based constructivism and discipline-based constructivism. These two perspectives are examined as an epistemology in relation to the teaching and learning of the concept of idealization in chemistry. It is claimed that experience-based constructivism is powerless to inform the origin of such concepts in chemistry and while discipline-based constructivism can admit such theoretical concepts as idealization it does not offer any unique perspectives that cannot be obtained from other models. Chemical education researchers do not consistently appeal to constructivism as an epistemology or as a teaching/learning perspective and it is shown that, while it draws attention to worthwhile teaching/learning strategies, it cannot be considered as foundational to chemical education research and tends to be used more as an educational label than as an undergirding theory.