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Teaching Model Reform of Performance Management Course Based on the Theory of Constructivism  [PDF]
Long Cheng
Open Journal of Business and Management (OJBM) , 2018, DOI: 10.4236/ojbm.2018.63049
As the core course of human resource management major, performance management course is highly practical. Based on the theory of constructivism, combining with the practical requirements of enterprise performance management and constructing simulation situation of enterprise performance management, which can make the students understand theory with practice, get better understanding of professional knowledge and master the relevant skills. From the essence of organizational performance simulation method, the performance of communication as an example, the article introduces the operational ideas about constructivism concept in the teaching of performance management, and summarizes the teaching mode experience in organizational context simulation during the performance management teaching process.
Critical constructivism: Establishment of open and critical discourse in teaching  [PDF]
Milutinovi? Jovana
Zbornik Matice Srpske za Drustvene Nauke , 2012, DOI: 10.2298/zmsdn1241583m
Abstract: Constructivism today is a popular cognitive theory with important implications on teaching and education. This paper promotes a form of critical constructivism with the emphasis on social awareness and democratic development of society. In this aspect, the paper discusses the basic features of critical constructivism and its possible application in the classroom. The aim is to show the characteristics of an open and critical discourse as a distinctive mark of application of critical constructivism in teaching and to analyze the practical implications of this theoretical position on position and role of a teacher who is considered a key factor in raising the quality of education. It is concluded that careful application of this theoretical position in teaching process can be extremely fruitful as it provides a unique incentive for diversity and inventiveness. It is determined that the critical perspectives in education is especially important in terms of preparing students for an active role of a citizen who participates in the further democratization of his own community, as well as in terms of preparation for life in the world full of uncertainties and diversities. [Projekat Ministarstva nauke Republike Srbije, br. 179010: Kvalitet obrazovnog sistema Srbije u evropskoj perspektivi]
Application of Online Multimedia Courseware in College English Teaching Based on Constructivism Theory  [cached]
Zhenying Li
English Language Teaching , 2012, DOI: 10.5539/elt.v5n3p197
Abstract: Based on Constructivism Theory, this paper aims to investigate the application of online multimedia courseware to college English teaching. By making experiments and students’ feedback, some experience has been accumulated, and some problems are discovered and certain revelations are acquired as well in English teaching practice, which pave the way for further application of the multimedia internet technology to English teaching.
A Bakhtinian Understanding of Social Constructivism in Language Teaching
Do?an Yüksel
Journal of Language and Linguistic Studies , 2009,
Abstract: It is generally accepted that there is not a single school of thought that is called social constructivism, and ideas and assumptions from various disciplines in different fields are being incorporated into the social constructivist understanding. In this paper, a Bakhtinian perspective of social constructivism on education and language learning is discussed and studies that have explored Bakhtinian concepts in education have been reviewed. It is recommended that examining the structure of social interaction in the classroom based on the Bakhtinian concepts discussed (i.e., dialogism, monologism, recitation) can help us see the classrooms from a different perspective and provide insights that are not available from other perspectives.
Genomics innovative teaching pattern based upon amalgamation between modern educational technology and constructivism studying theory

LIANG Xu-Fang,PENG Jing,ZHOU Tian-Hong,

遗传 , 2007,
Abstract: In order to overcome various malpractices in the traditional teaching methods, and also as part of the Guangdong province molecular biology perfect course project, some reforms were carried out to the teaching pattern of genomics. The reforms include using the foreign original teaching materials, bilingual teaching, as well as taking the constructivism-directed discussion teaching method and the multimedia computer-assisted instruction. To improve the scoring way and the laboratory course of the subject, we carried on a multiplex inspection systems and a self-designing experiments. Through the teaching reform on Genomics, we have gradually consummated the construction of molecular biology curricu- lum system.
A Brief Study on the Implication of Constructivism Teaching Theory on Classroom Teaching Reform in Basic Education  [cached]
Qiong Jia
International Education Studies , 2010, DOI: 10.5539/ies.v3n2p197
Abstract: Constructivism learning theory is the further development as behaviorism arrives at cognitivism. According to its teaching theory: knowledge is uncertain; the learning process of knowledge is also the construction process of knowledge; students are the main body of learning activity and they construct knowledge on their own initiatives; teachers are the helpers and the drivers for students constructing knowledge. These views generate more implications for China’s teaching reform, what affect the reform of learning theory and teaching theory in a sense and turn into the theoretical base for China’s education reform. This paper tries to probe into the implication of constructivism teaching theory on China’s basic education.
How to Teach Organizational Behavior
Alireza Hejazi
Open Access Library PrePrints (OALib PrePrints) , 2014, DOI: 10.4236/oalib.preprints.1200064

This expository essay is designed to teach organizational behavior to the students of organizational leadership studies. Inspired by Ivancevich and Konopaske’s theoretical framework of organizational behavior, it explains decision making and use of power across three domains of organizational behavior: individual, group, and organization. The focus of this essay is to present the key aspects of the organizational behavior theories of decision making and use of power at each level of the analysis. Complementary resources are used in the preparation of this educational document as far as they could serve explaining Ivancevich and Konopaske’s theoretical framework.

Research-oriented College English Reading Class Based on Constructivism Teaching  [cached]
Xiao-hui LI,Yan MA,Wei-hua WANG
Cross-Cultural Communication , 2008, DOI: 10.3968/712
Abstract: This paper analyzes the problems existing in current English reading class. Based on the theory of constructivism, the paper proposes that English reading class should be informed into a kind of class with great research, exploration, and practicability to improve the students’ English capability. In this paper, the authors construct a research-oriented college English teaching mode which actually centers on students. Key words: constructivism, college English reading class, research-oriented teaching mode Résumé: Cet article analyse des problèmes de lecture en anglais dans l’enseignement supérieur. En s’appuyant sur la conception du Constructivisme, il indique que l’enseignement de lecture en anglais doit devenir un cours tatonnant et pratique visant à améliorer le niveau d’anglais des étudiants. Il introduit les idées du Constructivisme dans la conception des cours de lecture en anglais concentré sur les étudiants et il fait la preuve de la faisabilité de ce genre de cours par les essais d’enseignement. Mots-clés: Constructivisme, cours de lecture en anglais dans l’enseignement supérieur, enseignement de recherche 摘要:本文分析了目前大學英語閱讀教學中存在的問題。運用建構主義理論,提出英語閱讀教學應在教師的引導下形成一種研究性、探索性、實用性很強的一門提高學生英語能力的課。並將建構主義理論融入真正以學生為中心的研究型大學英語閱讀教學課設計中,通過教學實驗檢驗了這種研究型教學課的可行性。 關鍵詞:建構主義;大學英語閱讀課;研究型教學
Analyzing of the Relationships between Organizational Cynicism and Organizational Commitment of Teaching Staff  [PDF]
Habib ?zgan,Ebru Külek?i,Metin ?zkan
International Online Journal of Educational Sciences , 2012,
Abstract: The purpose of this study was to identify perceptions of teaching staff related to organizational cynicism and organizational commitment and to provide some recommendations in order to reduce organizational cynicism as well as to increase organizational commitment. Furthermore, by determining the relationship between organizational commitment and organizational cynicism, it was aimed to identify to what extent organizational cynicism predicts organizational commitment. For this purpose, organizational cynicism and organizational commitment perceptions of teaching staff were observed as a "medium-degree . It was also observed that there was a negative and meaningful relationship between organizational cynicism and organizational commitment at the middle degree. The regression analysis revealed that organizational cynicism explained the perception of organizational commitment. Based on the results, some recommendations were presented by taking into the consideration of the purpose the purpose of the study.
Advantages of discussion and cognitive conflict as an instructional method in contemporary teaching of mathematics  [PDF]
Mi?urac-Zorica Irena,Cindri? Maja
Zbornik Instituta za Pedago?ka Istra?ivanja , 2012, DOI: 10.2298/zipi1201092m
Abstract: Contemporary theories of teaching and learning mathematics emphasise the importance of learner’s active participation in the teaching process, in which discovery and logical reasoning lead to the construction of student’s knowledge. In this form of teaching, it is important to detect students’ misunderstandings and errors that can occur during learning. Uncovered tacit and false conceptions of students’ knowledge can greatly contribute to the opposite effect in the construction of knowledge. In teaching mathematics, there are many situations which leave students with ambiguities and misunderstandings, and create an impression in children that teaching of mathematics and mathematical knowledge itself is something that is not possible. Discussion and cognitive conflict are methods which have their starting point in the theory of constructivism. The aim of our study has been to determine whether application of the method of discussion and cognitive conflict in learning to divide decimal numbers leads to the enhancement of student’s procedural knowledge and conceptual knowledge about the division of decimal numbers. Longitudinally, we monitored two groups of 117 pupils of the fifth grade. In the first group, which was taught according to the guidelines of contemporary mathematics education, students engaged in discussion, discovering their misunderstandings and errors, and the cognitive conflict resulted in correct concepts. The second group of students were taught traditionally, learning the procedure and then practicing it. The paper presents a descriptive analysis of the process of teaching and quantitative analysis of the performance based on the comparison of conceptual and procedural knowledge of both groups. Results of our work show that the application of contemporary methods of discussion and cognitive conflict affects the increase of procedural and conceptual knowledge of the division of decimal numbers.
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