Learning about Difference, Learning with Others, Learning to Transgress

Emerging work in intergroup contact has vitalized a focus on processes affecting the impact of interventions on outcomes. We theorized that intergroup learning—learning about other groups, educating others about one's own groups, intention to bridge intergroup differences, and reflecting on one's own group—mediates the effect of a combined enlightenment-encounter curricular intervention on assessments of importance and confidence in taking action to reduce prejudice and promote diversity. Results from a pretest/posttest design with a diverse group of undergraduate social welfare majors (n = 175) show (a) increased motivation for intergroup learning, and importance of taking action, and confidence in doing so, and (b) intergroup learning partially or fully mediates the impact of enlightenment and/or encounter on taking action .     

高职生英语学习成绩与学习策略之关系

英语学习策略是英语学习过程中所采取的方法和手段。怎样提高学生学习策略,是目前英语教学上广泛探讨的问题。通过对学生英语学习策略的问卷调查,分析学习策略与学习成绩之间的关系,认为教师应指导学生选择正确的学习策略,学生应选择多种策略互补。     

学习型社会的基石:学习型社区

社区建设 2001年5月,江泽民同志在亚太经合组织人力资源能力建设高峰论坛上发表讲话,发出了“创建学习型社会”的倡议。他强调:“教育是人力资源能力建设的基础,学习是提高人的能力的基本途径”,要“构筑终身教育体系,创建学习型社会。”在党的十六大报告中,江泽民同志又一次明确提出,要“形成全民学习、终身学习的学习型社会,促进人的全面发展。”如今,学习型社会的理念已经日渐为人们所认识和接受,一些省市开始率先进行试点,我国创建学习型社会的帷幕已经拉开。     

基于OBE线上学习培养学生自主学习能力的研究

大学生线上教学是开展远程教学工作的重要保障,也是传统教学的重要改革.利用线上教学培养学生自主学习能力是线上教学的重要任务之一.该文从学校管理、学生觉悟、奖励机制、教学方法和共享课程等方面进行了分析,并基于学生的敬畏科研、树立正确价值观和培养核心素养等思政教学因素,提出了培养学生线上自主学习能力的教学策略,为确保大学生线上学习工作的顺利开展提供了新的思路.     

提升学习力推动学习型组织的创建

学习力的提升是学习型组织创建过程中的核心所在。提升组织学习力必须以个人学习力的提升为基础,积极创造个人学习力向组织学习力转化的有效途径,实现个人学习力和组织学习力的良性互动。并优先解决培养学习动力的诱导机制和组织学习效果评定机制。     

Learning from extreme catastrophes

Journal of Risk and Uncertainty - This article studies the effects of direct and indirect loss experience of extreme catastrophes on expectations concerning the likelihood of future events by...     

新闻“有学”与传播的“学问”浅探

传统的"新闻无学"这一命题是从新闻的写作规范、编辑方法等技术层面来看的,而上升到社会人生人性的体验和人文学科的内涵传播这一角度,新闻学是有学科体系、学术意蕴、学问素养的。从新闻理论看新闻有"学";从新闻教育看新闻有"学";从新闻从业者看新闻有"学"。传播活动也同样是需要深厚的人文性、学术性、思想性来支撑的,《读书无新闻》就是这样的例子。一名合格的新闻传播业者应具备广博学识和坚实的人文素养。。     

Learning about radon's risk

This article reports the results of an evaluation of the effectiveness of different types of information materials in communicating the risk from exposure to radon, a naturally occurring indoor air pollutant. The study involved a panel of 2300 homeowners who actually experienced risks from radon, and the information program used to explain these risks. The analysis considered information transfer and performance on specific tasks requiring information on the risk from radon to measure learning. The results suggest a systematic learning process, but indicate that the process can be influenced by how risk information is presented.     

指向深度学习的大学生学习方式变革研究

“互联网+”的到来使得人们的学习方式日益多样化,深度学习是发展高阶思维的认知重构过程,与浅层学习相比,深度学习注重批判性理解、强调知识整合、促进知识建构以及注重迁移运用。指向深度学习的大学生学习方式的变革,“以学生为中心”的教育理念是其价值取向,使大学生学会学习是其最终诉求。指向深度学习的大学生的学习方式变革,应采用问题、体验、自主学习等学习方式,使学习从“接受”走向“探究”、从“表层”走向“深层”、从“被动”走向“主动”,以促进深度学习的真正实现。     

东西方传统文化对学习模式的影响——孔子和苏格拉底学习模式的比较研究

人类学习是一个广袤的课题。近来,不同文化背景下人们的学习信念问题引起国内外研究者越来越多的关注。学习模式是一个包含学习风格等多个层面的复杂的意义系统,东西方传统文化影响下形成了两种不同的学习模式,学习模式以内隐的方式影响个体的学习过程和行为。通过对以努力的学习观为主的孔子学习模式和以批判创新为主的苏格拉底学习模式的比较分析,可以看出西方研究者对东方学习方式存在一些误解,教育者在现代教育中应该充分考虑学习行为中的文化因素的重要性。     

借鉴现代公民社会理论推进学习型社会建设

学习型社会与现代公民社会理论有着内在的联系.文章从阐明公民社会的内涵及其理论的基本观点入手,试分析该理论对建设学习型社会的借鉴之处,提出进一步转变学习型社会建设的模式,充分发挥社会组织在建设学习型社会的积极作用等观点.     

跨文化交际与语言学习

文化人类学认为,文化具有经由社会习得、为民族所共有、象征性和整体性的本质特征。文化的创造离不开语言,语言是文化的载体。语言的学习,是文化的学习与渗透。因此,学习第二语言,掌握第二文化,必须同步并进,将语言置于其文化背景下,有助于开阔视野,获得较为全面的知识,从容地跨越文化交际的沟壑。     

Learning in the Allais paradox

Whereas both the Allais paradox, the first empirical challenge of the classical rationality assumptions, and learning have been the focus of many experimental investigations, no experimental study exists today into learning in the pure context of the Allais paradox. This paper presents such a study. We find that choices converge to expected utility maximization if subjects are given the opportunity to learn by both thought and experience, but less so when they learn by thought only. To the extent that genuine preferences should be measured with proper learning and incentives, our study gives the first pure demonstration that irrationalities such as in the Allais paradox are less pronounced than often thought. Paul Anand and Stefan Trautmann made helpful comments.     

Learning from a Murri Way'

Summary Under the modernist project indigenous social welfare work approacheshave been silenced and relegated to the periphery as deficittheory and practice in the landscape of social work. This positioninghas promoted the belief that indigenous expertise and cultureis only of relevance for culturally-sensitive practice. Rejectingthis view, I utilize the findings of a study of intra-grouphelping amongst Aborigines and Torres Strait Islanders—a‘Murri way’—to argue that social work theoryand practice has much to learn from indigenous peoples aboutthe interpersonal helping process. I call for recognition ofa space of possibility between indigenous and non-indigenouspractitioners that the indigenous telling creates. This is aspace in between these players who do not share a common understanding,a space where players may participate in a dance of difference(dialogue) to help map a common space of understanding.     

Learning from Social Group Work Traditions

SUMMARY

This paper raises issues that spring from the three fountainheads of social work with groups: the settlement movement, the recreation movement and the progressive education movement.

The first set of issues deals with the social self and the perception of individuals as members of social groups and cultures affected by the social, economic, and political conditions in which they live. The second set deals with the total self and the rights of individuals as human beings versus the needs of individuals as victims. The third set deals with the relation of the small group to the community and discusses the need to develop a non-narcissistic concept of mutual aid which would include both intra-group solidarity and inter-and extra-group solidarity.     

建设学习型党组织的若干思考

学习建设和党风学风建设是我们党的政治属性、组织属性,也是我们党的优良传统。步入新世纪,从传统学习提升到建设学习型党组织目标是我们党及各级党组织创新党建工作的新理念、新定位、新课题,是提高党建工作科学化水平的重大举措。     

Comparison as a Universal Learning Action

This article explores ‘comparison’ as a universal metasubject learning action, a key curricular element envisaged by the Russian Federal State Educational Standards. Representing the modern learner’s fundamental pragmatic skill embedding such core capacities as information processing, critical thinking, robust decision-making, and effective problem solving, the universal learning action of ‘comparison’ has become a new professional challenge for educators, in terms of both understanding the underlying theoretical framework and ensuring that appropriate instructional models are deployed. The author seeks to clarify either of these aspects by providing a plain discussion of how the basic mechanisms of comparison as a cognitive device can be incorporated into clear and simple classroom aids and algorithms supporting goal-directed learning.     

Learning from Social Group Work Traditions

This paper raises issues that spring from the three fountainheads of social work with groups: the settlement movement, the recreation movement and the progressive education movement. The first set of issues deals with the social self and the perception of individuals as members of social groups and cultures affected by the social, economic, and political conditions in which they live. The second set deals with the total self and the rights of individuals as human beings versus the needs of individuals as victims. The third set deals with the relation of the small group to the community and discusses the need to develop a non-narcissistic concept of mutual aid which would include both intra-group solidarity and inter and extra-group solidarity.     

Intergroup Evaluations and Norms about Learning Ability

Children's evaluations of classmates with learning difficulties tend to be less positive than their evaluations of classmates without learning difficulties; but it is not clear if these evaluations are associated with age, group norms, and group identification. These associations were examined within the context of inclusive elementary school classrooms. Participants (N = 192) were asked about their attitudes and their peers' attitudes towards children with or without learning difficulties. They were also asked to evaluate fictional target children who gave biased or unbiased opinions about children with or without learning difficulties. Results showed that group identification was predicted by age and group judgment. Participants with high group identification and judgment scores in favour of children without learning difficulties were inclined to believe other children would be similarly biased. However, most participants preferred the target child who gave unbiased opinions. Theoretical and educational implications are discussed.