A Study of High School and College Subject Matter Patterns for Four Groups of University Students

Fifth-grade students studied a map of a fictitious island while twice listening to a related narrative containing target feature and nonfeature items. The students were cued by varying iconic and verbal stimuli in four map cue conditions; they received immediate and delayed tests to recall text items, map features, and feature locations. The students were also required to rate their confidence in each response. Students remembered more text features and were more confident of their responses when cued by icons plus labels and by icons only. Students in these groups also recalled more map features and their locations on a map reconstruction task. Memory for feature information and pictorial retrieval cues appeared to activate memory for nonfeature information contained in the text.     

THE INTEGRATION OF RESEARCH,EDUCATION, AND PRACTICE IN GERONTOLOGY: SOCIAL WORK EDUCATION AT THE UNIVERSITY OF QUEENSLAND

This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.     

Map Edges: Focal Points for Facilitating Text Recall

In two experiments undergraduate students were shown maps with features located either along an edge or within the interior of the map. Next, participants were asked to read a related text. Thereafter, they were asked to recall as much of the text information as possible and to reconstruct the map. In both experiments, the results consistently showed that students recall significantly more information when features are located along the edges of the maps. These findings will help give teachers and designers of classroom displays a better understanding of how to create maps that will facilitate the recall of related information. Copyright 2001 Academic Press.     

多尺度地理空间点群目标相似度的分析与计算

基于地图信息论的观点,将点群目标包含的信息重新分为统计信息、专题信息、拓扑信息、距离信息和方向信息.根据这5类信息描述参数的特点,给出了各个信息量相似度的计算公式.最后综合这5类信息给出了多尺度地理空间点群目标相似度的计算公式,并通过算例验证了公式的可行性和有效性,为地图综合质量的评价提供了一种新方法.     

威客(Witkey)及其网络教育应用模式研究

本文介绍了Internet网上新出现的一种能使知识升值并能实现网上个别化学习的网络远程教育新工具——威客及其威客网站的组成、运营模式和特点;总结出教师——学习者基于威客网站的网络教育应用模式流程图,详细介绍了这一流程图的使用过程、步骤及其使用特点。预示出这种新型的网络教育平台潜在的教育应用价值。     

利用AJAX.NET与XML数据岛实现无刷新数据绑定

介绍了AJAX.NET和XML数据岛技术及其各自的特点,通过实例阐述了如何结合AJAX.NET和XML数据岛实现无刷新数据绑定。     

信息隐藏的理论探索

通过阐述信息隐藏的基本概念,比较了两种信息隐藏技术的特点,进而从信息隐藏的对立面分析了两种对抗技术——隐密分析和水印攻击,探讨了信息论等信息隐藏技术的研究方法,并介绍了信息隐藏在各领域中的应用。     

Effects of instructional aids on the acquisition of dynamic decision-making skills

This study tested the effects of two instructional aids in a complex, dynamic environment, specifically, a business simulation. Participants studied (1) a “causal map,” which depicted key variables in an interconnected network, (2) a textual outline of the same relationships, or (3) no-aid. With the relevant aid still available, the participants ran the simulation three times. Then, the aid was removed, and the participants ran another three simulations. Both when the aid was available and later when removed, the group receiving the causal map gained a greater market share than the other two groups, which failed to differ. With respect to profits, however, a cross-over interaction appeared. When the aid was available, the causal map group showed lower profits than the other two groups, but, without the aid, the causal map group showed greater profits. The results are discussed in the context of information processing theories of instructional design.     

Navigational spatial displays: The role of metacognition as cognitive load

One hundred and six undergraduates searched a hypermedia environment under three navigational conditions, wrote an essay measuring their comprehension, and completed a test of metacognition. The map conditions were spatial/semantic, spatial only, and none. Analyses revealed that a navigational map capable of incurring an integrative cognitive model of the meaningful relationships underlying website content incurs significantly more metacognitive load and higher levels of comprehension. When the map was incapable of revealing these relationships, metacognitive skills were of no value and compromised learning performance. The results demonstrate that a navigational map can create significantly more cognitive load; however, the nature of the load—whether germane or extraneous—is based on the degree to which the map permits integrative model construction during processing.     

21世纪以来我国创新创业教育的可视化研究

随着国家“双创”战略的推进,创新创业教育逐渐成为我国教育领域的研究热点,并取得了丰硕成果。文章利用文献计量CiteSpace软件,以2000—2020年核心期刊2 083篇创新创业教育相关论文为样本,勾勒出21世纪以来我国创新创业教育研究热点的知识图谱以及研究演化路径图。知识图谱和演化路径图显示,创新创业教育在研究上先后经历了政策驱动下的自发探索阶段、政策引导下的高校全面推进阶段、宏观指导下的个性化深入发展阶段。研究表明,21世纪以来,我国针对创新创业教育的研究主要集中在创新创业素质和能力,以及创新创业教育的理论与实践、问题和对策、体系构建以及国外的经验成果等方面。通过计量分析发现,学者们对我国创新创业教育研究的理论系统性有待加强,定量研究成果不足,尚缺乏行之有效的操作层面的研究。文章提出：应加强创新创业教育理论探讨,构建理论体系;应深入开展实证研究,保证研究成果的有效性、准确性、客观性;应积累更多与人才培养有关的研究成果。     

组件式GIS在典型地物波谱特性数据库中的应用

由于各种地物的结构和成分不同,它们的波谱反射特性也不同,其波谱特性数据是遥感定量分析和计算机智能提取地物类型的基础数据,是地物识别的重要依据。收集和积累各种典型地物的波谱数据信息历来是遥感基础研究和应用中不可缺少的一个重要环节。采用组件式GIS的思想,将采集到的西安地区典型地物波谱数据与矢量化后的地图绑定,通过建立地理信息数据库,实现了典型地物波谱数据的显示,查询,分析,管理等功能,在小型区域研究、高光谱分辨率遥感信息处理、地物识别原理研究和高光谱专题研究起到一定作用．     

Toward a 3-P Model of Workplace Learning: a Literature Review

The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model—the 3-P model of workplace learning—is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education–work contexts in vocational education and training as well as in higher education, (5) research on communities of practice, and (6) research on organisational learning. The research lines and the holistic 3-P model should be seen as analytic tools for understanding the diversity in workplace learning research. They may also serve as a kind of map for individual researchers, helping them to locate their main areas of interest in this broad field of research and to outline research designs for future studies.     

一种有效的形态小波多聚焦图像融合算法

多聚焦图像融合的关键问题是如何更好地保持源图像的轮廓信息和细节信息。形态小波具有小波变换的多层次分解特性和形态学的非线性特性。提出了一种基于形态小波变换的多聚焦图像融合算法。根据形态小波分解信号的特点,分别对高频系数和低频系数设计不同的融合规则:高频系数采用方向相关方法,最大程度保留细节和细节信息的方向特性;低频系数采用加权平均方法,该方法轮廓明显,最大程度地保留了轮廓信息。实验结果表明:该方法融合图像效果优于传统图像融合方法。     

Ideas and Ideals of Jewish Education: Initiating a Conversation on Visions of Jewish Education

Barry Holtz' (2003) presentation of a map of orientations for the teaching of Bible provides a certain kind of focus for research, enabling us to ask deeper and richer question about those orientations. This article investigates the teaching of one teacher, in two different settings— more specifically, how that teacher introduces Bible in those settings— as a way of generating insight into the particular features of what Holtz calls the “contextual orientation.” Building on the sketch that Holtz offers, it explores the internal variation within that orientation, and hence begins to reveal some of the pedagogic possibilities.     

Conflict in the family: A continuing education course produced by the open university

This course, first presented by the Open University in 1980, is designed for independent study by people who, in the course of their working lives, come into contact with families suffering serious internal conflicts which place any members—adult or child—in danger of physical or emotional abuse in their own home. The course has been developed at a level which should make it a serious contribution to in-service training for a wide variety of professionals and experienced voluntary workers. It is unique in that it not only examines constructive and destructive aspects of conflict but also integrates written material (16 units) with an audiovisual component (8 TV programmes and 7 cassette tapes) on prevention, diagnosis and intervention relating to the whole spectrum of family conflict and violence including child abuse, sexual abuse, adolescent abuse, spouse abuse, abuse of and by the elderly and abuse of parents by their children. This paper provides a brief outline of the course aims, objectives and content together with information on its usage in the UK and the availability of certain components for international usage.     

Learning with Maps and Texts: An Overview

This paper serves as an overview of the research done on learning with geographic maps that are presented in conjunction with a related text. First, the review looks at a model of map and text learning and the factors such as prior knowledge and individual differences that affect the model. Second, the review examines how the location of features on a map has a significant effect on what is learned from the map; namely, that features located on the edge of a map are learned and remembered more often and at higher rates than those features located in the interior of the map. Next, the review looks at several ways maps can be used effectively in classrooms. The order of presentation, situated cognition, and the use of technology to improve map learning in classrooms are all discussed. Finally, the review looks at the future of learning from maps and texts.     

The effect of field dependence and outline condition on learning high- and low-structure information from a lecture

Sixty-eight college students participated in the current research investigating the effects of an outline on field-dependent and field-independent students' learning of structurally important and less important information from a lecture. The lecture involved a 20-minute videotaped presentation on bird migration. Learning was assessed using a free recall task 10 minutes after the lecture (immediate recall) and both free recall and probed recall tasks one week after the lecture (delayed recall). Data were analyzed using mixed factorial ANOVAs. Results indicated that the outline assisted the field-dependent students in recall of high structure information and field-independent students in recall of low structure information. Performance of field-dependent and field-independent students was equivalent on probed recall of low-structure information, but significant differences were found on the free recall of low-structure information. It is proposed that these differences are attributable to superior organizational abilities of the field-independent students and to use of the outline as a guide for retrieval.     

“地球科学概论”双语教学开卷考试分析

笔者在＂地球科学概论＂双语教学中率先尝试开卷考试,经过5年的实践检验,效果良好。在介绍了考卷特征、考试规则、考试效果及反馈情况之后,笔者对这种考试方式进行了分析,可获得4点认识：一是考试本身也是一个极好的学习过程;二是从根本上杜绝考试作弊;三是改变＂考前背重点＂的片面学习方式,促使学生更全面地掌握课程内容;四是更客观地反映教与学的效果。这种考试方式鼓励学生考出水平,考出尊严,有利于形成良好的学习风气,值得在性质类似的课程中推广。     

Effects of learner-generated outlining and instructor-provided outlining on learning from text: A meta-analysis

Learning from printed text is a central academic task that may be challenging for students. Two ways to improve learning from text are to encourage learners to engage in generative learning strategies while reading, such as constructing an outline, or for instructors to include effective instructional design features, such as providing an outline with the text. A meta-analysis of studies comparing a group that was asked to generate an outline while reading a text to a control group that was not asked to outline found an average effect size of g+ = 0.59 on memory tests, g+ = 0.59 on comprehension tests, and g+ = 0.52 on writing assignments favoring learner-generated outlining. A meta-analysis of studies comparing a group that read a text containing an outline with a control group that read the same text without an outline found an effect size of g+ = 0.61 for memory tests and g+ = 0.34 for comprehension tests favoring instructor-provided outlining. Overall, there is encouraging evidence for the effectiveness of outlining as a generative learning strategy and for the effectiveness of outlining as an instructional design feature based on signaling, consistent with generative learning theory.