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1.
We compared high school students’ performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r = 0.57), but the SBA was more difficult (Study 1; n = 342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n = 1107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks. 相似文献
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This study investigates how, and to what extent, young readers (7–8 year-olds) use text information or their prior knowledge when answering comprehension questions about narrative texts. The children were asked to explain how they found out their responses by answering the following question: “how do you know this answer?” Their answers and justifications were analysed both qualitatively and quantitatively. The text proved to be the main source of information for these readers. However, sometimes the children seemed to ignore the text and over rely on their prior knowledge to answer the questions. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such, it could be considered a useful tool to improve children’s reading comprehension. 相似文献
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College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task. In general, headings seem to improve recall of high importance information, and headings were more effective for high PK learners. Analysis of time data showed that participants with headings spent more time per word reading the pages with headings than participants that did not have headings. Prior knowledge had no effect on attention to either high importance information or important supporting detail. Low prior knowledge readers decreased the amount of time spent reading each word as they progressed through the passage and neither the presence nor absence of headings influenced this effect. 相似文献
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This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students collaborated to learn a science text about the human circulatory system. Comparisons of individual pre-test and post-test performance revealed that students shared more knowledge pieces and mental models after collaboration. Although the amount of convergence was modest, analyses showed that collaborative interaction was responsible for the increase in common knowledge. The increase in common knowledge was observed in knowledge that was never stated in the learning text as well as in knowledge that was explicitly presented in the text. The amount of convergence was related to interaction such that real pairs shared more knowledge than nominal pairs, and more interactive pairs shared more inferred knowledge than less interactive pairs. Collaborative dialogues and learning artifacts (e.g., drawings) also indicated that common knowledge was constructed during collaboration. Possible reasons for the discrepancy between the impression of strong convergence assumed in the literature and the results of this study are discussed along with the need to develop a more comprehensive understanding of the notion that includes its process, outcome, and sources of convergence. 相似文献
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We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment. Experiment 1 (N = 566) focused on the contents of computer-provided elaborated feedback (i.e. inference-prompts, error explanations, or monitoring-prompt) using a control-group design. Results showed that none of the feedback treatments had an effect on performance. This appeared to result from participants' low commitment to processing the feedback. Experiment 2 (N = 251) focused on the feedback presentation type by varying computer-mediated and person-mediated inference-prompts within a control-group design. Results showed that only the person-mediated inference-prompts had significant effects on performance with respect to the correction of initially false answers to comprehension questions and the performance on subsequent test questions. Findings of both experiments indicate the impact of inference-prompts on text comprehension within performance assessments, highlighting the need to explicitly account for motivational issues in feedback interventions on higher-order reading processes. 相似文献
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刘文辉 《温州大学学报(社会科学版)》2006,19(4):17-21
文学文本的写作规范通过向新闻文本的持续传递生成了当下新闻的文学语态,其结果成就了当下新闻文本的丰富表现力和生动感染力;新闻文本在当下呈现出文学叙事手法、故事化和情感介入等文学特色;新闻的文学语态经历新闻文本与文学文本的历史互动以及实践运作而成。 相似文献
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南朝经济上承两汉三国的发展,下启唐宋的繁荣,南朝民歌具有反映社会现实状况的作用,可藉此深入探析南朝经济发展状况,从南朝的土地利用、商业发展和寺院经济三方面入手,考察南朝民歌相关作品,通过分析相关民歌的主题及其所产生的时代背景,从中了解南朝经济的发展状况与历程。 相似文献
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Stephen B. Kucer 《Literacy》2011,45(2):62-69
This research examines the nature of comprehended meanings that do not match those of the author. These meanings were generated by two groups of fourth graders after reading a narrative or expository text. Readers read their respective texts aloud, followed by a recall and probes. Reading behaviours were examined to establish that processing difficulties did not significantly impact reader comprehension. Retold clauses that did not match those in the text were classified using a retelling taxonomy: substitution, addition, summary, conflict, rearrangement, omission. It was discovered that both groups of readers went beyond the information given, approximately 18 per cent of the time for the narration and 59 per cent of the time for the exposition. Additionally, the profiles of this information varied between the two groups. Narrative retellings contained a high percentage of conflicts, with very few substitutions, summaries or rearrangement of ideas. In contrast, expository retellings had significant numbers of substitutions and summaries, with fewer additions and rearrangements. It is hypothesised that reader background knowledge accounted for the variation in the retelling profiles and that this background facilitated as well as inhibited understanding. Given such variation even among these proficient readers, teachers not only need to help students develop background knowledge related to the text, but also encourage readers to cross‐check their understandings with the text. Interestingly, this cross‐checking is especially needed when there is an alignment between reader background and text content. 相似文献
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认知语言学研究领域中的图式理论在英语阅读理解中具有十分重要的作用。本文介绍了图式理论,探讨了图式理论在阅读教学中的实际应用。 相似文献
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Without sufficient real training data, the data driven classification algorithms based on boosting method cannot solely be utilized to applications such as the mini unmanned helicopter landmark image detection. In this paper, we propose an approach which uses a boosting algorithm with the prior knowledge for the mini unmanned helicopter landmark image detection. The stage forward stagewise additive model of boosting is analyzed, and the approach how to combine it with the prior knowledge model is presented. The approach is then applied to landmark image detection, where the multi-features are boosted to solve a series of problems, such as rotation, noises affected, etc. Results of real flight experiments demonstrate that for small training examples the boosted learning system using prior knowledge is dramatically better than the one driven by data only. 相似文献
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ABSTRACTThe present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled one of two texts that provided scientific or phenomenal explanations of the day/night cycle. All the participants gave explanations of the phenomenon in question prior to reading one of the texts and after they read it. The results showed that the participants who provided explanations of the day/night cycle at pretest incongruent with the scientific explanation recalled less information and generated more invalid inferences. An analysis of the participants’ posttest explanations indicated that these readers formed new misconceptions similar to the fragmented and synthetic conceptions obtained in developmental research. The implications of the above for text comprehension and science education research are discussed. 相似文献
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The background knowledge has the stimulating function in English listening comprehension; it can reduce the psychological pressure before listening, strengthen the confidence and enhance the predictive ability. Therefore, the paper mainly discusses the importance and influences of linguistic background knowledge and non-linguistic background knowledge in listening comprehension. The author also gives some suggestions on teaching English listening according to the analysis of significances of background knowledge in the paper. 相似文献
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浅析影响大学英语听力理解的因素及应对策略 总被引:1,自引:0,他引:1
作者就我国英语教育中影响学生听力理解的主要因素进行了分析,并就如何解决这个问题提出了相关的应对策略,希望对提高学生的听力水平有所帮助。 相似文献
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袁宏萍 《青岛职业技术学院学报》2006,19(2):58-60
本文主要阐述了篇章语用学的形成过程及其篇章语用学研究的主要任务———篇章生产和篇章理解。从而提出了现代语言教学的新思路:要善于提高学生的个体认知水平,要善于激活储存在学生头脑中的已有的知识,帮助学生进行篇章生产和篇章理解,努力提高学生用语言进行交际的水平。 相似文献
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AbstractIn one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students’ comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation. 相似文献
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梁方辉 《太原理工大学高等教育研究》2006,24(4):93-95
传统的阅读教学总是着重字词句的解释.忽略了从整体上理解文章,从而造成学生在阅读文章时,总是只见树木不见森林。因此,文章着重讨论了阅读过程和篇章分析的一些相关理论,以及篇章分析在阅读教学中的作用。 相似文献
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何艳 《延安教育学院学报》2009,(6):83-85
隐喻既是一种修辞手段,也是一种认知方式。如今,后者更被人们所关注。把隐喻引入教学中能更好地帮助学生去认知,提高学习效果。鉴于隐喻与文化的关系,在教学中把隐喻与文化教学相结合,对促进学生对文化语篇的理解大有裨益。 相似文献
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学生篇章意识薄弱,英语语言能力只停留在句子水平上,因此造成阅读理解能力不足,这是一些大学生英语学习中普遍面临的问题。文章借助于外语阅读和篇章教学法的相关理论,试图提出精读教学应引入篇章教学法,立足篇章整体,分析篇章结构,以培养学生的篇章意识,提高学生英语阅读理解能力。 相似文献
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Lily Yee-Sheung Wong 《Asia Pacific Journal of Education》1996,16(2):20-28
Teacher educators and educational policy makers are concerned with the selection of good teachers. Presage variables have been studied in the hope of predicting teaching performance now or later. This paper reports an initial attempt to explore the differential prior domain-specific knowledge of high- and low-performance trainees. About three hundred trainees in a pre-service teacher education course identified one positive and one negative critical incident after viewing a video-taped lesson. Responses reveal a variety of knowledge about teachers and teaching. Is there a set of identifiable domain-specific knowledge that is related to course performance? This study attempts to establish this relationship. Results provide insights into the prediction of teaching performance and the selection of trainees. 相似文献