Effective learning is not merely a matter of an individual having a high IQ. What appears to be important is the learners＇ ability to respond to the particular learning situation and to manage their learning in an ap...Effective learning is not merely a matter of an individual having a high IQ. What appears to be important is the learners＇ ability to respond to the particular learning situation and to manage their learning in an appropriate way. Studies of successful and unsuccessful learners show that people who succeed in learning have developed a range of strategies from which they are able to select those that are most appropriate for a particular problem, to adapt them flexibly for the needs of the specific situation, and to monitor their level of success. Based on the assumption that integrating strategies into foreign language teaching is both valuable and achievable and that their accomplishment can enhance independent foreign language learning, this paper offered a model of strategy-based instruction, which includes both explicit and implicit integration of strategies into classroom instruction.展开更多
Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching qu...Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.展开更多
文摘Effective learning is not merely a matter of an individual having a high IQ. What appears to be important is the learners＇ ability to respond to the particular learning situation and to manage their learning in an appropriate way. Studies of successful and unsuccessful learners show that people who succeed in learning have developed a range of strategies from which they are able to select those that are most appropriate for a particular problem, to adapt them flexibly for the needs of the specific situation, and to monitor their level of success. Based on the assumption that integrating strategies into foreign language teaching is both valuable and achievable and that their accomplishment can enhance independent foreign language learning, this paper offered a model of strategy-based instruction, which includes both explicit and implicit integration of strategies into classroom instruction.
基金supported by the Dean's Research Fund from The Education University of Hong Kong(Ref.:FLASS/ICRS-0401W,R4439).
文摘Introduction.The last two decades have witnessed a surge of interest in the concept of teacher noticing within mathematics education research,positioning it as a cornerstone for understanding and advancing teaching quality(Dindyal et al.,2021;Jacobs et al.,2010;Mason,2002;van Es&Sherin,2002).Recent large-scale reviews(Konig et al.,2022;Wei et al.,2023;Weyers et al.,2024)confirm that teacher noticing is now recognized as a fundamental professional competency,essential for responsive and effective mathematics instruction across the globe.
