How to Improve the Actual Effect of Computer-Assisted Teaching
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Abstract
Clark & Starr (1986) found in a study that the amount of memory of students varies depending on the situation: 10% of people can remember the information or knowledge “read”; 20% can remember the “heard” Information; 30% of people can remember what they “see”; 50% of people can remember what they “hear and see”; 70% of people can remember information “said”; 90% can Remember the “said and done” things. Therefore, if the learner only uses reading or listening or seeing methods when studying, the amount of memory of information is limited, but if the learner can do it by hand, it can deepen the impression and increase the memory capacity of information. Although traditional textbooks can assist learners to record external information in words, they still have certain limitations on abstract mathematical knowledge or scientific learning, and the rapid development of computers can make up for this deficiency. Computers can present dynamic images and provide learners with a powerful learning and perceptual experience, enabling learners to be more perceptive to abstract concepts (Fan, 2014).
Downloads
##plugins.themes.bootstrap3.article.details##
Clark, L.H., &Starr, I.S. (1986). Secondary and middle school teaching methods (5th ed.). New York: Macmillan Publishing Company
Clark, R.E. (1989). Current progress and future directions for research in instructional technology. Educational Technology Research and Development, 37(1):57-66. DOI: https://doi.org/10.1007/BF02299046
Da Cruz, F. (Last accessed 2021, August 18). The IBM 650 Magnetic Drum Calculator. Computing History-A Chronology of Computing. Columbia University. Archived from the original on, 02-15. Retrieved from http://www.columbia.edu/cu/computinghistory/650.html
Fan, L. (2014). Research on the influence of dynamic geometry software on students’ attention. Dalian: Dissertation of Liaoning Normal University; Liaoning Normal University. [Chinese]
Fang, C., & Huang, B. (2019). Can information technology promote academic performance of school-aged children? An empirical study based on CEPS. Best Evidence in Chinese Education, 2(2):209-227. DOI: https://doi.org/10.15354/bece.19.ar1045
Gu, H., Yao, J., Bai, P., Zhou, L., Cheung, A.C.K., & Abrami, P.C. (2021). Does Abracadabra help improve the English reading ability of Chinese elementary school students? A quasi-natural experimental study. Science Insights Education Frontiers, 9(2):1221-1240. DOI: https://doi.org/10.15354/sief.21.re041
Kulik, C.L.C., & Kulik, J.A. (1991). Effectiveness of computer-based instruction: An update analysis. Computer in Human Behavior, 7(1-2):75-94. DOI: https://doi.org/10.1016/0747-5632(91)90030-5
Li, C. (2019). How does e-book bag promote learning? Video analysis based on classroom recordings. Science Insights Education Frontiers, 3(1):135-154. DOI: https://doi.org/10.15354/sief.19.ar071
Li, X., & Xia, J. (2020). School-based practice based on supplemental instruction of big data in education. Science Insights Education Frontiers, 7(2):913-933. DOI: https://doi.org/10.15354/sief.20.or063
Simonson, M.R., & Thompson, A. (1997). Educational computing foundations. Prentice-Hall (Merrill) Publishing Co.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.