教学方法

教学方式

边做边学。我们的课程将简短的课时、持续的练习和可在工作中使用的工具结合在一起。

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课时

走进一节课

  1. 每节课一个目标每节课聚焦一项决策或任务，最长13分钟。
  2. 以案例讲解您会逐步看到，一项规则或技巧如何应用于具体情境。
  3. 轮到您了看完视频后，您需要回答练习题，每道题都附有解析。
  4. 可带走的材料一份课时总结和一份可下载的工作表。部分课程还提供指南、模板或学习工具。

课程

一门课程的学习路径

  1. 01

    学习起点

    通过诊断测评或入门模块，了解自己的水平。

  2. 02

    模块

    课时按主题分组，每节课都建立在前一节的基础上。

  3. 03

    模块练习

    整合您在多个课时中学到的内容。

  4. 04

    期末考试

    检验您是否达成了课程目标。

  5. 05

    证书

    满足要求后，即可在学习平台颁发证书。

工具

学习工具

  • 按自己的节奏学习想学就学。您的学习进度会在各设备间同步。
  • 试听课如课程提供试听课，您可以在购买前免费观看。
  • 备考在备考类课程中，您可以选择4周、6周或10周的学习计划，通过与考试格式一致的限时模拟考试进行练习，并复习答错的题目。
  • 字幕与文字稿每节课都有字幕、文字稿和播放速度调节。

研究依据

我们的教学方法依据什么

我们的教学方法借鉴了学习研究的成果：提取练习、间隔复习、按知识点划分的课时、示范例题，以及带讲解的反馈。
查看16项参考来源
  1. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
  2. Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306
  3. Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309
  4. Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9
  5. Ploetzner, R. (2022). The effectiveness of enhanced interaction features in educational videos: A meta-analysis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2123002
  6. Welhaf, M. S., Phillips, N. E., Smeekens, B. A., Miyake, A., & Kane, M. J. (2022). Interpolated testing and content pretesting as interventions to reduce task-unrelated thoughts during a video lecture. Cognitive Research: Principles and Implications, 7, 26. https://doi.org/10.1186/s41235-022-00372-y
  7. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
  8. Latimier, A., Peyre, H., & Ramus, F. (2021). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33(3), 959–987. https://doi.org/10.1007/s10648-020-09572-8
  9. Rey, G. D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31(2), 389–419. https://doi.org/10.1007/s10648-018-9456-4
  10. Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale, 41–50. https://doi.org/10.1145/2556325.2566239
  11. Lagerstrom, L., Johanes, P., & Ponsukcharoen, U. (2015). The myth of the six-minute rule: Student engagement with online videos. ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/p.24895
  12. Barbieri, C. A., Miller-Cotto, D., Clerjuste, S. N., & Chawla, K. (2023). A meta-analysis of the worked examples effect on mathematics performance. Educational Psychology Review, 35(1), 11. https://doi.org/10.1007/s10648-023-09745-1
  13. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
  14. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
  15. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
  16. Koedinger, K. R., Kim, J., Jia, J. Z., McLaughlin, E. A., & Bier, N. L. (2015). Learning is not a spectator sport: Doing is better than watching for learning from a MOOC. Proceedings of the Second ACM Conference on Learning @ Scale, 111–120. https://doi.org/10.1145/2724660.2724681

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课时简短，每节课都有练习，还有可供验证的证书。

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