Visualizing rectangular solids made of small cubes: Analyzing and effecting students' performance

This study presents evidence which suggests that students in grades 5 through 8 have difficulty relating isometric type drawings to the rectangular solids they represent. Items of the sort How many cubes does it take to build a given (pictorially presented) rectangular solid were used. The errors made by students were analyzed and the effect of instruction in spatial visualization activities on the performance of middle school students was assessed. The findings were examined relative to their practical teaching implications.     

Adolescents' and adults' skills to visually communicate knowledge with graphics

Abstract

A study is reported that explored adolescents' and adults' abilities to comprehend and create visual displays (realistic pictures, graphics, diagrams) as effective means of communicating information. The comprehension abilities of our subjects were analysed through a test which included questions on six examples of different kinds of visual displays. Their production abilities were studied by examining the visual displays that the subjects spontaneously created on the content of a given text. An improvement with age was found in their comprehension abilities: older subjects performed better than younger ones in extracting more elaborated information from graphics. On the contrary, no remarkable improvement with age could be found in their production abilities. Subjects of all instructional groups showed difficulties in following conventional rules of representation with graphics and in using graphical features (colour, size, grid) to communicate information visually. The conclusion is drawn that instructional measures for improving subjects' visual literacy at different educational stages are needed.     

艺术院校学生实践演出能力的研究

实践能力是现代社会非常重视的一种能力,艺术院校在教授给学生专业能力的同时也要重视学生的实践演出能力培养,本文主要对艺术院校中如何培养学生的实践演出能力进行了研究,以期能够为艺术院校的教育和改革提供一些参考。     

小学信息技术课堂中培养学生信息素养和综合能力

作为新世纪的学生,必须掌握信息技术能力才能在学习和发展上符合现代教育的标准。本文基于小学信息技术课堂中培养学生信息素养和综合能力的策略进行探究,首先分析了信息技术课程与信息素养,然后分析了其实施策略,从建立学生的信息意识、创新教学模式,激活课堂、积极创设实践活动、加强对学生的信息道德培养四方面进行阐述。     

运用信息技术与课程整合，培养学生的创新能力

我校围绕以信息技术为平台,以培养创新型学生为核心目标,进行了积极有益的探索。开发配套网络教学请源,探索网络教学新模式,提高课堂教学实效,培养学生获取信息、分析加工信息的能力,促进学生创造思维的发展,让学生学会学习,学会做事,学会合作,促进全面素质的提高。     

电气信息类大学生创新能力培养体系研究

针对如何培养电气信息类大学生创新能力问题,从创新能力培养实施基础、采取措施及做法入手,转变教学理念,构建了符合个性化发展CDIO+5S的创新能力培养模式,辅之以学生创新教育的实践,推动高校创新人才的培养。     

浅谈如何提高学生的英语阅读理解能力

提高英语阅读理解能力,必须掌握足够的词汇量和正确的阅读技巧和方法。本文从词汇、理解技巧及阅读方法三个方面阐述了提高英语阅读理解能力的方法。     

基于高性能材料实验的学生创新能力培养

依托纵向科研项目,以超高性能混凝土基本力学性能实验研究为载体,对学生创新能力培养模式进行了探索与实践。通过配制超高性能混凝土,使学生掌握超高性能混凝土的制备流程;通过立方体受压、劈裂实验和棱柱体轴心受压实验研究,使学生熟悉并掌握了基本力学性能的测试方法,对超高性能混凝土的高抗压、高抗拉的优异力学性能和广阔发展应用前景有了明晰的认识。通过该实验实践项目,提高了学生独立进行科研的能力,充分挖掘了学生科研潜力,培养了学生综合创新能力。     

优化实验教学策略 培养学生实验能力——以“电流表、电压表和欧姆表改装实验”的教学为例

物理实验教学,既不能完全照搬教材,也不能拘泥于教材,需要用好教材这一最重要的课程资源。本文以电流表、电压表和欧姆表改装的基本原理为基础,通过教材理论知识和实验室常用不同量程电表的改装探究,结合近几年全国高考试题的分析,既可以使学生熟悉电学实验室常用电表内部简易结构和测量原理,同时在加强基础实验、基本操作技能,培养学生实验能力的基础上,递进式地促进学生实验探究能力和其他能力的提高。     

如何培养大学生跨文化交际的能力

在英语的学习过程当中,由于东西方文化差异很大,所以学生在学习英语的时候总是能碰到很多难题.解决一些难题的方式就是学习西方的文化,从而消除大学生的语言交际障碍.笔者通过自己的教学实践和经验对大学生在学习英语过程当中如何培养他们的跨文化交际的能力提出了一些意见和建议.     

浅谈如何在高校美术教育中提高学生的素养和能力

随着社会经济和文化教育的不断发展,高校需正视美术教育的必要性与其优势,树立科学的培养方针与正确的教学方案,通过美术教育培养高素养、高能力的人才。     

Effect of visual-spatial ability on medical students' performance in a gross anatomy course

The ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual-spatial ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual-spatial ability is associated with performance on practical examinations, and if students' visual-spatial ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual-spatial ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual-spatial ability on entry to medical school. Participation in medical gross anatomy increases students' visual-spatial ability, although the mechanism for this phenomenon is unknown.     

浅论新时期音乐表演专业学生综合能力的培养

音乐表演专业学生综合能力的培养,是高校艺术人才培养的目标要求,需要顾及音乐人才市场需求,结合学生实际,变革教学方式,创新培养方法。一些最基本的策略创新包括:以学生的发展为本,突出能力培养的人本化;突出应用性,改革音乐表演专业教学模式;加强实践教学,提升学生的技能应用能力等。     

如何培养学生的英语风采能力——基于多模态的视角下

在全球化的今天,英语演讲不仅能够体现学生的英语综合运用能力,也是衡量各个高校教育教学能力的标准之一。本文从多模态话语的视角下,以"希望之星"英语风采大赛选手演讲为语料,分析结果表明学生应该融合自己的言语活动和非言语的符号来完成话语最大的意义构建和情感的表达。     

如何提高大学生英语口语应用能力

本文就影响大学生英语口语能力的主要原因以及如何提高大学生英语口语应用能力做出了相应的论述。     

利用立体化大学英语教学培养学生的思辨能力

语言和思维是相互依存、相互促进的。语言能力的提高与思辨能力的培养是相辅相成的。大学英语课程不仅是语言技能的学习课程,还是培养学生思辨能力的重要课程。在大学英语教学中应该以思辨为导向,利用立体化教学模式,在提高语言能力的同时培养学生的思辨能力,才能真正提升学生的综合素质。     

I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability

Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen students' self-assessments were randomly selected and compared with an independent panel of teachers' assessment. The results revealed both differences as well as similarities between the students' and teachers' perceptions of students' self-assessment ability. The findings and the implications for students are discussed in concluding the article.     

加强实验室开放管理 培养学生实践创新能力

基于学生实践创新能力的培养是实验室工作的主要目标,通过实验室开放管理,以各种实验项目为主要实践内容,由浅入深地引导学生进行实践,逐步培养学生的实践创新能力。阐述了实验室开放管理需要的基本条件:良好的管理制度、信息化管理系统、良好的仪器设备、良好的实验师资队伍、有吸引力的实验项目以及实验室开放管理经费支持,对实验室开放管理可能存在的问题及解决办法进行了探讨。