Facilitating active social presence and meaningful interactions in online learning

Online learning has minimized many barriers and constraints that are common in traditional learning environments. However, due to the absence of face-to-face contacts, students and instructors are usually faced with the lack of active social presence and meaningful interactions in online learning. This article explores a review of the literature on social presence and various types of interactions in online learning environments in the context of a class project. The findings suggest need for online instructors to explore effective ways to design and facilitate active social presence and meaningful interactions in online learning.     

创设有意义的生物课堂

新课标提出的3大理念面向全体学生、培养学生的生物科学素养、倡导探究式教学,与长期形成的应试教育的理念有很大的冲突,它要求每个老师必须更新教学理念,重新整合教学过程,倡导探究式教学,创设出更符合学生全面发展的生物课堂．     

活得更有意义

胡适曾说:"生命本身没有什么意义,你要能给它什么意义,它就有什么意义。与其终日冥想人生有何意义,不如试用此生做点有意义的事。"怎样活着才算有意义呢?     

利用母函数解排列问题

解一般排列问题（线排列,圆排列）及元素允许重复的排列问题,常用的方法是利用加法原则、乘法原则及排列基本公式求解,已有一套完整的理论．本文另辟蹊径,利用母函数解排列问题,并且从理论上和实例中进行了具体的研究和尝试．     

Staff meetings: Planning meaningful curriculum

Young children of the 80s feel a lack of involvement of significant others in their lives. They perceive the world as a place where important adults are not seriously involved in their lives even if the same adults would describe themselves as being very caring about their children. The reasons for this perception were developed in a Children of the 80s seminar at California State University, Fresno recently.Doris O. Smith is Coordinator of the Early Childhood Education Program of the School of Education and Human Development at California State University in Fresno.     

泛在学习之意义性探究

通过溯源泛在学习理论,厘清其受后现代主义教育思想、活动理论、情境感知理论、行为主义理论、沉浸理论等的启示与影响,梳理意义学习理论的各种流派,构建泛在学习基本模型和操作模型,就提升泛在学习的内在意义性进行前瞻。     

Schematic modeling for meaningful learning of physics

Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc.     

The smallest meaningful sample of classroom transactions

In order to explore the question of the number of observations necessary to obtain a trustworthy sample of classroom transactions, the data from an existing study were reanalyzed. Sixteen teachers, all of whom were trained to use the materials and procedures of the Science Curriculum Improvement Study, were observed four times with a five-category system which classified teacher questions. In this sample, teachers were extremely variable across occasions. The reliability of a single observation was zero for four of the five variables. For the fifth variable, asking students to hypothesize, it was estimated that 11 to 20 observations would be necessary to obtain a stable mean score for each teacher.     

Engaging student teachers in meaningful reflective practice

This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines participating in a Post-Graduate Diploma in Education programme in an Irish university participated in the study. The practice of encouraging student teachers working in the same school to participate in structured video analysis avoids the impact of external observers whose role is largely evaluative and endorses a collaborative model that promotes dialogue and shared learning. This practice promotes a culture of observation and critical dialogue in a profession which has traditionally been characterised by isolation, while at the same time fostering and validating the voice and experience of the student teacher. Locating the discussion within the framework of the theoretical literature on reflective practice, the purpose of this paper is to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. It comments on the implications of reflective dialogue for the modernisation of teacher education and offers guidelines on how best to scaffold and promote reflectivity.     

简评学生有意义学习的教学策略

什么是有意义学习?按照人本主义心理学家的观点,可以这样理解:指一种使个体的行为、态度、个性等发生重大变化的学习,而非那种仅涉及事实累积的学习。它不但是一种增长知识的学习,而且是一种与每个人各部分经验融合在一     

比喻:变形性描写的有意味的形式

比喻是一种表达言语主体情感体验和感知变异的破要的言语形式,它通过化无形为有形,化实形为虚形,化此形为彼形等变形描写方式实现主体审美知觉的变形性描写,本体的形质在喻体的描写中产生了形质尽变的结果,蕴含着丰富的审美价值。比喻创造出言语表达的鲜活的形象性,但形象化描写是其表层特征,变形性描写是共本质特征,比喻要从物象的形似中寻求心象的神似,追求形神兼备,并使形神和谐统一于美的言语形式之中。     

用于改善web搜索的结构化数据抽取技术

为了提高web文本搜索质量,提出了基于语义结构化数据的查询扩展方法.通过分析属性的语义特征（文档频率特征和辨识能力特征）将属性分为概念属性、背景属性和无用属性3类,并且提出了衡量属性语义相关度的标准.设计了trie-bitmap和pair pointer table数据结构来实现发掘属性语义特征和检测属性语义相关度的有效算法.通过使用合适的属性和它们的语义关系,可以为查询关键字生成扩展词并将它们嵌入到具有插值参数的向量空间模型中.实验使用IMDB电影数据库和真实文本数据集来比较所提方法和原始向量空间模型的性能.实验结果证明所提出的查询扩展方法可以有效地提高文本搜索性能,同时属性语义特征和属性语义相关度都具有良好的分类能力.