| 1. |
From the new editors |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 1-2
Robert J. Menges,
Marilla D. Svinicki,
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PDF (113KB)
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ISSN:0271-0633
DOI:10.1002/tl.37219914502
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 2. |
Preface |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 3-5
Robert J. Menges,
Marilla D. Svinicki,
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PDF (133KB)
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ISSN:0271-0633
DOI:10.1002/tl.37219914503
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 3. |
How practice is shaped by personal theories |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 7-14
William C. Rando,
Robert J. Menges,
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摘要:
AbstractPersonal theories about teaching and learning are often implicit and likely to be inaccurate. When implicit theories become explicit, they can blend with formal theories to improve the practice of teaching.
ISSN:0271-0633
DOI:10.1002/tl.37219914504
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 4. |
Cognitive learning strategies and college teaching |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 15-26
Claire E. Weinstein,
Debra K. Meyer,
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PDF (678KB)
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摘要:
AbstractCollege instructors should focus their teaching not only on content but also on how to learn content in the context of particular courses.
ISSN:0271-0633
DOI:10.1002/tl.37219914505
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
|
| 5. |
Practical implications of cognitive theories |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 27-37
Marilla D. Svinicki,
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PDF (631KB)
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摘要:
AbstractThe precepts of cognitive psychology provide highly practical suggestions for teachers and learners. These suggestions make learning more efficient in the present and produce learners who will be more self‐sufficient in the futur
ISSN:0271-0633
DOI:10.1002/tl.37219914506
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 6. |
What theories of motivation say about why learners learn |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 39-52
James H. McMillan,
Donelson R. Forsyth,
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摘要:
AbstractTheories of motivation suggest that appropriate attention to students' needs and expectations for success will enhance their involvement and learning.
ISSN:0271-0633
DOI:10.1002/tl.37219914507
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 7. |
Practical proposals for motivating students |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 53-65
Donelson R. Forsyth,
James H. McMillan,
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摘要:
AbstractThree prescriptions offered by theories of motivation—reshape students' overall achievement orientation, create an expectation for success, and increase the specificity and value of academic outcomes—offer practical suggestions for enhancing learn
ISSN:0271-0633
DOI:10.1002/tl.37219914508
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 8. |
The social context of teaching and learning |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 67-86
Richard G. Tiberius,
Janet Mancini Billson,
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摘要:
AbstractThe social context of teaching and learning is gaining recognition as an important component of teaching effectiveness. The social context is also a central feature of several major contemporary approaches to education.
ISSN:0271-0633
DOI:10.1002/tl.37219914509
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 9. |
Effective social arrangements for teaching and learning |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 87-109
Janet Mancini Billson,
Richard G. Tiberius,
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摘要:
AbstractMyriad social arrangements can be created that work toward rather than against cooperation, effective communication, and security in teaching and learning.
ISSN:0271-0633
DOI:10.1002/tl.37219914510
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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| 10. |
Theories and metaphors we teach by |
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New Directions for Teaching and Learning,
Volume 1991,
Issue 45,
1991,
Page 111-119
Marilla D. Svinicki,
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PDF (506KB)
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摘要:
AbstractTheories and metaphors taken from the foregoing chapters can shape the way we think about teaching, both when we diagnose traditional teaching methods and when we design new courses.
ISSN:0271-0633
DOI:10.1002/tl.37219914511
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1991
数据来源: WILEY
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Volume 1991 issue 45