教学学术｜学生主动参与课堂活动的实际效果与学习感受

[1]HAKE R R. Interactive-engagement vs. traditional methods: A six-thousand-student survey of Mechanics test data for introductory physics courses [J]. Am. J. Phys. , 1998,66: 64-74.

[2]CROUCH C H, MAZUR E. Peer instruction: Ten years of experience and results [J]. Am. J.Phys. , 2001,69: 970-977.

[3]DESLAURIERS L, SCHELEW E, WIEMAN C. Improved learning in a large-enrollment physics class[J]. Science, 2011,332: 862-864.

[4]FREEMAN S, EDDY S L, MCDONOUGH M, et al. Active learning increases student performance in science, engineering, and mathematics [J ]. Proc. Natl. Acad. Sci. U. S. A. , 2014, 111:8410-8415.

[5]FRASERJ M, TIMAN A L, MILLER K, et al. Teaching and physics education research: Bridging the gap [J]. Rep. Prog. Phys. , 2014,77: 32401.

[6]DESLAURIERS L, WIEMAN C. Learning and retention o, f quantum concepts with different teaching methods[J]. Phys. Rev. ST Phys. Educ. , 2011,7: 10101.

[7]ADAMS W K, PERKINS K K, PODOLEFSKY N S, et al. New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey [J]. Phys. Rev. ST Phys. Educ. , 2006,2: 10101.

[8] BREWE E, KRAMER L H, BRIEN G O’. Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS [J]. Phys. Rev. ST Phys. Educ. , 2009, 5: 13102-13102.

[9] Watkins J, MAZUR E. Retaining students in science, technology, engineering, and mathematics (STEM) majors [J]. J. Coll. Sci. Teach. , 2013,42: 36-41.

[10] HENDERSON C, DANCY M H. Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics [J]. Phys. Rev. ST Phys. Educ. , 2007,3:20102.

[11] HANDELSMANJ, EBERTMAY D, BEICHNER R, et al. Education. Scientific teaching [J ].Science, 2004,304: 521-522.

[12]STAINS M, HARSHMANJ, BARKER M K, et al. Anatomy of STEM teaching in North American universities [J]. Science, 2018,359: 1468-1470.

[13] HENDERSON C, STELZER T, HSU L, MEREDITH D. Maximizing the benefits of physics education research: Building productive relationships and promoting institutional change [EB/OL]. https://www.aps.org/units/fed/newsletters/fall2005/maximize.html, 2019-6-20.

[14]DANCY M, HENDERSON C. Framework for articulating instructional practices and conceptions[J]. Phys. Rev. ST Phys. Educ. , 2007,3: 10103.

[15] FELDER R M, BRENT R. Navigating the bumpy road to student-centered instruction [J]. Coll.Teach. , 1996,44: 43-47.

[16] SILERTHORN D U, THORN P M, SVINICKI M D. It’s difficult to change the way we teach:Lessons from the Integrative Themes in Physiology curriculum module project [J]. Adv. Physiol. Educ. , 2006,30: 204-214.

[17] FAGEN A P, CROUCH C H, MAZUR E. Peer instruction: Results from arrange of class rooms [J].Phys. Teach. , 2002,40: 206-209.

[18] TERPEN C, DANCY M, HENDERSON C. Faculty perspectives on using peer instruction: A national study [J]. AIP Conf. Proc. , 2010,1289: 325-328.

[19] BELCHER J W. Improving Student Understanding with TEAL [TEAL = Technology Enhanced Active Learning][EB/OL]. http://web. mit. edu/fnl/vol/162/belcher.htm, 2019-6-20.

[20] DANCY M H, HENDERSON C. Beyond the individual instructor: Systemic constraints in the Implementation of research-informed practices [J]. AIP Conf. Proc. , 2005,790: 113-116.

[21] FELDER R M. Random thoughts: Sermons for grumpy campers [J]. Chem. Eng. Educ. , 2007,41:183-184.

[22] FELDER R M. Random thoughts: The link between teaching and research, & How to strengthen each without weakening the other [J]. Chem. Eng. Educ. , 2010,44: 213-214.

[23] HENDERSON C, DANCY M, NIEWIADOMSKA-BUGAJ M. Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? [J]. Phys. Rev. ST Phys. Educ. , 2012,8: 20104.

[24]VUORELA M, NUMMENMAA L. How undergraduate students meet a new learning environment? [J]. Comput. Human Behav. , 2004,20: 763-777.

[25] NGUYEN K, HUSMANJ, BORREGO M, et al. Students‘expectations, types of instruction, and instructor strategies predicting student response to active learning [J]. Int. J. Eng. Educ. , 2017,33:2-18.

[26] THARAVIL S, BORREGO M, PRINCE M, et al. Strategies to mitigate student resistance to active learning [J]. Int. J. STEM Educ. , 2018,5: 7.

[27] KRUGERJ, DUNNING D. Unskilled and unaware of it: How difficulties in recognizing one‘s own incompetence lead to inflated self-assessments [J]. J. Pers. Soc. Psychol. , 1999,77: 1121-1134.

[28] BRANSFORD J D, BROWN A L, COCKING R R, et al. How People Learn: Brain, Mind,Experience, and School [M]. Washington D. C. , National Academy Press, 1999.

[29] POTER S R. Self-reported learning gains: A theory and test of college student survey response [J].Res. High. Educ. , 2013,54: 201-226.

[30] CARPENTERS K, WILFORD M M, KORNELL N, et al. Appearances can be deceiving: Instructor fluency increases perceptions of learning without increasing actual learning [J]. Psychon. Bull. Rev. ,2015,20: 1350-1356.

[31] OPPENHEIMER D M. The secret life of fluency [J]. Trends Cogn. Sci. , 2008,12: 237-241.

[32] HESTENES D, WELLS M, SWACKHAMER G. Force concept inventory [J]. Phys. Teach. , 1992,30: 141-158.

[33] PERKINS K K, GRATNY M. Who becomes a physics major? A long-term longitudinal study Examining the roles of pre-college beliefs about physics and learning physics, interest, and academic achievement [J]. AIP Conf. Proc. , 2010,1289: 253-256.

[34] GIRE E, JONES B, PRICE E. Characterizing the epistemological development of physics majors [J].Phys. Rev. ST Phys. Educ. , 2009,5: 10103.

[35]BATESSP, GALLOWAY R K, LOPTSON C, et al. How attitudes and beliefs about physics change from high school to faculty [J]. Phys. Rev. ST Phys. Educ. , 2011,7: 20114.

[36] JONES D J, MADISON K W, WIEMAN C E. Transforming a fourth-year modern optics course using a deliberate practice framework [J]. Phys. Rev. ST Phys. Educ. , 2015,11: 20108.

[37] ERICSSON K A, KRAMPE R TH, TESCH-ROMER C. The role of deliberate practice in the acquisition of expert performance [J]. Psychol. Rev. , 1993,100: 363-406.

[38] WHITE H. A heteroskedasticity-consistent covariance matrix estimator and a direct test for heteroskedasticity [J]. Econometrica, 1980,48: 817-838.

[39] ABADIE A, ATHEY S, IMBENS G W, WOOLDRIDGE J. When Should You Adjust Standard Errors for Clustering? [J]. Nber Working Papers, 2017.

[40] DIEMAND-YAUMAN, OPPENHEIMER D M, VAUGHAN B E. Fortune favors the bold (and the Italicized) : Effects of disfluency on educational outcomes [J]. Cognition, 2011,118: 111-115.

[41] LEPPER M R, WOOLVERTON M. The Wisdom of Practice [J ]. Improving Academic Achievement, 2002: 135-158.

[42] WOOD W B, TANNER K D. The role of the lecturer as tutor: Doing what effective tutors do in a large lecture class [J]. CBE Life Sci. Educ. , 2012,11: 3-9.

[43] STEAD D R. A review of the one-minute paper. Active Learn [J]. High. Educ. , 2005,6: 118-131.

[44] UTTL B, WHITE C A, GONZALEZ D W. Meta-analysis of faculty‘s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related [J]. Stud. Educ. Eval. , 2017,57:22-42.

[45] KORNELL N, HAUSMAN H. Do the best teachers get the best ratings? [J]. Front. Psychol. ,2016,7: 570-570.