Reexamining spatial ability within a Piagetian framework

The goal of this study was to identify and examine results of Piagetian spatial research studies. For inclusion in this review, the studies had to (a) entail individual clinical interviews, (b) involve the manipulation of objects and explanation of answers by subjects, (c) offer written protocols and scoring criteria, and (d) provide documentation of male and female results. Involving over 7,600 individualized clinical interviews, the primary problem focused on whether gender differences existed in Piagetian spatial assessments and, if so, discussion of the significance and implications of the differences. Twenty-three studies assessing for 22 topologic, Euclidean, and projective spatial structures were reviewed and total male and female results compiled. A chi-square test for two independent samples showed that the majority of performance assessments did not demonstrate a significant difference between males and females. Males significantly outperformed females on 8 of the 22 spatial structure tasks. However, as with other gender studies, similarities between male and female performances far outweighed any differences. The clinical interview results provide evidence to support the overall poor spatial ability of both males and females. Educational practices designated to improve spatial abilities should not be a female-only endeavor. © 1996 John Wiley & Sons, Inc.     

能力评价四层次模型的构建

立德树人、全面发展的教育实践,需要实现多方面的教育目标,但对这些目标的界定常常出于经验积累和直觉反思,缺乏科学基础。基于心理学关注人类行为的本质特点,认为教育目标本质上指向能力培养,即发展和形成能够解决特定问题的特定行为。依此视角,知识技能、情感态度和品德素养等目标虽面向不同问题领域,但均基于人类的认知能力,属于一般意义上的能力范畴,应该也可以用统一的方法去评价。通过修订布鲁姆教育目标分类体系,尝试构建一个包含复制、理解、运用和创造4个层次的新模型,为能力评价提供简明易用、广泛适用的统一标准。     

Attributes of organizational ability related to writing ability

The present study investigated the relationship between writing ability and a reconstruction test requiring anagram solving, word reordering, sentence reordering, paragraph assembly. The results of a canonical correlation corroborated earlier findings that this test is a good predictor of writing ability.     

对数学实践能力的认识与思考

实践是人的生存和发展的基本方式,实践出真知。数学实践能力是在数学实践活动中体现和形成的一种比较稳定的对实践活动的进程、方式和效果直接发挥着调节、控制作用的综合的数学能力。数学实践活动是以问题解决为主题,以学生的自主探究为特征的一种数学学习活动,它对改变学生的学习方式,促进学生对知识的深层次的理解和掌握,形成良好的个性品质,提高创新意识和实践能力具有独特的作用。     

Predicting word reading ability: a quantile regression study

Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic

• Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors.
• These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score.

What this paper adds

• In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities.
• The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers.
• Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers.

Implications for theory, policy and practice

• Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities.
• Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.

     

物理教学中提出问题能力的渐进培养

从发现问题和提出问题的角度，探讨了在中学物理教学中如何培养学生提出问题的能力。     

浅谈外语交际能力的培养

外语教学的最终目的是培养学生的交际能力。本文论述了外语交际能力与母语交际能力的关系以及培养学生的外语交际能力的有效途径。     

自学能力与创新能力在数学课堂中的培养

为了更好的实施素质教育,改变课程过于注重知识传授的倾向,形成积极主动的学习态度,使学生在获得基础知识与基本技能的过程同时也成为学会学习和形式正确价值观的过程。,教师应转变教学理念,改进教学方法,为学生提供一个自主学习,自由发展的空间和环境。因此,在数学课堂中培养的自学能力和创新能力,对学生来说非常重要。     

学生最重要的能力是什么?美国教师这样回答--

1.To think and solve problem.对于问题,思考并解决它。Dianne L.Powell2.Communication.交流。Delphine Williamson3.Communication skills andwillingness to try.具有交流技能并主动尝试与人交流。Barbara4.Speaking up when theydon’t understand.     

Adjunct questions in prose: a question position-by-reading ability interaction

Immediate factual learning performance of profoundly deaf postsecondary students was compared as a result of pre-, post- or no adjunct questions interspersed throughout a passage of prose. Analyses revealed a position-by-reading ability interaction. While pre-questions yielded the highest learning performance for low ability readers, post-questions resulted in significantly greater learning performance for high ability readers. Findings are discussed in terms of question position, student's reading ability, and text difficulty.     

Dyslexia as a limitation in the ability to process information

In an earlier paper (Miles and Wheeler 1975) it was reported that dyslexic subjects, aged over 13, were less able than suitably matched non-dyslexic subjects to respond correctly to arrays of tachistoscopically presented digits. A further experiment is now reported involving a younger age-group: 15 dyslexic subjects, average age twelve and one-half, were matched for spelling age with 15 non-dyslexic subjects, average age eight and one-half; and since the dyslexic subjects were appreciably less successful it is argued that “maturational lag” does not, on its own, fully account for the difference in performance between the two groups. A similar procedure was repeated with 41 dyslexic and 41 non-dyslexic subjects, all aged between 10.4 and 14.4, both with and without the introduction of a visual masking stimulus immediately after the test stimulus. Twenty undergraduate “fast-readers,” 20 undergraduate “slow-readers,” and four undergraduate dyslexic subjects were also compared both on their responses to tachistoscopically presented digits and on their performance in a visual search task. The results, taken in conjunction, suggest that dyslexia can be regarded as some kind of limitation in the ability to process information, perhaps affecting in particular the “visual code store” postulated by Posner et al. (1969). This paper was prepared for deliveryin absentia at the 27th Annual Conference of The Orton Society, in New York City, November 1976.     

Some factors associated with reading ability: a longitudinal study

The paper reports a longitudinal study of factors associated with reading ability in a large sample (N=748) of children. Reading was assessed when the children were aged seven and later at age nine. The associated measures included measures of background, experiences and earlier cognitive development. It was found that the correlation between reading at age seven and reading at age nine was 0.87. However, reading at seven and nine were both associated with the background measures and to a lesser extent with experiential measures. Reading at seven was associated with earlier cognitive development. The implications of the results are discussed.     

Developing argumentation ability as a way to promote technological literacy

The main purpose of this study is to investigate the effects of three instructional methods on students’ technological literacy (TL) and argumentation ability. Participants were 285 seventh grade Israeli boys and girls (12–13-year-old) who studied in 18 technology classes in four junior high schools. The three teaching methods were: (a) teaching technology by exposing students to structured argumentation (SA); (b) teaching technology by encouraging students to explain their reasoning in an unstructured way (UA), without explicit guidance regarding “what is a good argument” and “how to construct it”; (c) teaching technology in a “traditional” way, with no emphasis on argumentation (NA). Results indicate that the SA group significantly outperformed the other two groups regarding knowledge of technology, but no significant differences were found between the three groups on knowledge about technology. The SA group also outperformed the other two groups in argumentation.     

大学生数学应用能力与创新能力培养的评价模型

讨论了大学生数学应用能力、创新能力培养的评价问题,给出了大学生数学应用能力与创新能力的影响因素,并以此建立模型,对大学生数学应用能力和创新能力进行客观的、定量的评价,从而有效地提高学生的实践能力,培养创新意识.     

本能与本事

近日,在书上读到一句颇有哲理的语句:把脾气拿出来,那叫本能;把脾气压回去,才叫本事。然而,现实生活中,有许多人把本能当作了本事。我的一位朋友,是一单位的头,他的下属都说他做事霸道,十分专横。一次,我把这个信息反馈给他,他却笑着说:"你不懂,这不叫专横,是工作有魄力!"