Metacognition as a Basis for Learning Support Software

In order to understand the task of instructional designers who produce learning support software, this paper reviews the influence of learning theory on instructional design, recent developments in computer technology, and the evolving role of the instructor as a facilitator of higher-order thinking. Constructivist principles of learning and an appreciation for the fact that the learner must become more independent and skilled in metacognitive self-assessment and self-management are fundamental to this changing role. Two cognitive tools that provide learner/user support for personal construction of knowledge systems are “MindMap” and “Learning FourMat Processor.” These tools are examined in the light of current learning theory and a recent study comparing the work of novice and expert writers using different forms of performance support. Recommendations are made for the development of a more complete set of cognitive tools that enables users to construct their own multimedia knowledge systems based on higher-order thinking and problem solving.     

Social Problems as a Basis for a Vitalized Arithmetic Curriculum

Ninety-six high-achieving fourth-graders performed a memory task before which either positive or negative expectancy statements were made by an adult and after which either positive or negative feedback statements were given. The resulting dissonant or consonant expectancy-feedback combinations were delivered over a four-day period. Results indicated that for high IQ children, performance was higher for those given discrepant rather than consonant combinations of expectancy-feedback statements. However, for low IQ children, performance was higher when given negative rather than positive feedback regardless of expectancy. The results are discussed in light of an uncertainty theory of motivation and arousal.     

The Difference a Year Makes: An Exploratory Self-Directed IEP Case Study

The Self-Directed IEP has been found effective in increasing student participation in the first Individualized Education Plan (IEP) meeting following Self-Directed IEP instruction. To date, no published reports have examined the extent students are involved during their second IEP meeting following Self-Directed IEP instruction. This study presents an exploratory mixed method case study analysis of a student with a learning disability in sophomore and junior year IEP meetings to illustrate the difference a year can make in IEP meeting participation, the development of postschool goals, confidence, maturity, and self-advocacy. Results indicate a marked increase from year one to year two in the student's word count and speaking rate, a more focused postschool employment vision, and an increase in meeting leadership. Discussion of these results and suggestions for additional research are offered.     

An Evaluation of Elementary Textbook Tests as Classroom Assessment Tools

The purpose of this study was to describe the nature and quality of the chapter-end tests that accompany textbook series used in the elementary and middle school grades. In the first phase of the study, three to five tests from each of Grades 3, 5, and 7 and from each of five social studies series were evaluated. In the second phase, three to four tests from each of Grades 2, 4, and 6 and from each of five science series were evaluated. For the typical test in both subject areas, there were 21 items, mostly multiple choice and/or matching. About half of the chapter objectives were measured by its items, and about half of its items matched one of the chapter objectives. In addition, about two thirds of the items in a test were phrase matches with the textbook sentences or phrases, and about 90% of the items were classified at the knowledge level. We recommend that teachers not use these tests intact for classroom assessment.     

Adequate Cost Analysis as a Basis for Budget Making

ABSTRACT

The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K–3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5.     

“音为基础,调为主体”教学模式探究

在交际中,语调影响着人们语言交际的质量。重音轻调的传统语音教学模式或放弃语音教授的现代教学模式,都是很不符合把英语作为第二语言的中国国情。提高英语语音教学和语言交际质量,着手"音为基础-调为主体"的教学模式的研究,既具有语言理论研究上的实际价值又具有非常实用性的语言实践指导意义。     

基于过程考核的多元化评价体系研究

本文针对目前高校课程传统评价体系存在的问题展开探讨,提出强化过程考核、探索以证代考的多元化评价体系,强调课程考核应与学生职业技能和实践能力培养紧密结合,并体现对学生团队协作能力和语言表达能力的提高。文中以电子类专业核心课程《电子线路板设计实训》为例详细阐述了此评价体系的建设和改革方案。     

A Study of Comparative Validity as Shown by a Group of Objective Tests

Abstract

The technique described was used as a trial method to achieve increased efficiency in teaching and to insure the highest possible performance of the class and especially among the below-average members. Programmed instruction material was modified as to style and used as a lecture preview. Freshmen medical students were divided into control and experimental groups with only the latter having access to programmed lecture preview material.

Expectations were supported in that the below-average student in the experimental group improved his performance and in this study the above-average student also showed significant improvement.

This teaching technique appears valuable and warrants further experimental use as an ancillary technique for teaching in professional schools.     

互动：课堂创新教学的基础

互动是课堂创新教学的基础，在互动中，师生双方都处于一种积极的状态，学生成为学习的主人，有利于发挥其主动性，独立性和创造性。互动主要有师生互动、生生互动和人机互动等方式。教师在互动活动中，要做有心人，要转换和优化知识结构。要坚持平等性、激励性、高效性和全面性等原则。     

Metaphor as a Tool for Evaluation

This paper analyses the use of metaphor as a tool for evaluation through the case study of a cohort of students on the first year of a Diploma in Social Work/Diploma in Higher Education, a professional social work training programme. It concludes that such a use can generate energy and images containing clear messages which are less constrained than those which arise from some more traditional evaluative techniques. The considerable restraints imposed on the use of metaphor in the case study are evaluated. Several suggestions are made for developing its use into personal and academic assessment and into group and individual supervision.     

自我导向学习,自我评估在英汉互译学习中的应用

该研究是将自我向导学习和自我评估的方式运用到英汉互译这个科目的学习过程当中,并对此过程进行研究以寻求一种新的英汉互译的学习方法。该次研究所用的方法是定量和定性研究方法,研究对象是3位汉英互译专业硕士研究生,研究时长14周。     

Computer Self-Efficacy and Motivation to Learn in a Self-Directed Online Course

Despite the increased use of new learning technologies, there is still much to be learned about the role of learner characteristics in online learning. The purpose of this study was to examine how subjects' characteristics normally associated with effective training (i.e., initial motivation to learn and self-efficacy) related to learning in a self-directed online course. From an analysis of 190 respondents, computer and Internet usage prior to the start of class were positively related to individuals' computer self-efficacy and computer self-efficacy was positively related to learning. However, contrary to expectations, computer self-efficacy was not related to initial motivation to learn and motivation to learn was not related to learning in the class. Post hoc analysis of qualitative data enabled a rich explanation of the findings, including an evaluation of the unexpected relationships among the variables of interest and the nature of self-directed courses in virtual learning environments.     

高等学校课程评估的原则与理论依据

高等学校课程评估有助于推动高校课程建设,促进教学改革,实现高等学校培养目标。文章论述高等学校开展课程评估的原则、理论依据及方法。