我国新闻节目主持人发展的文化思考

我国新闻节目主持人是外来文化与中国的民族文化相碰撞的产物,因此,要发展有中国特色的新闻节目主持人,就必须结合我国的政治文化特点,借鉴西方新闻节目主持人的发展经验,走具有中国特色的新闻节目主持人的发展道路。     

Isolation and distinctiveness in the design of e-learning systems influence user preferences

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.     

知识可视化的视觉表征研究综述

知识可视化的视觉表征研究重点考察视觉表征形成中的因素及其关系。在视觉表征符号之间的结构关系研究中,多从图像形式的一般要求进行关注,尚未从视觉形式角度展开阐释;在视觉表征与知识内容的指代关系研究中,多关注可以表达什么知识,而较少根据知识传播的属性,探讨如何构建知识;在学习者与视觉表征的认知关系研究中,多考虑学习者的认知背号和知识结构,尚未从观看角度探讨如何被视觉认知;在制作者与视觉表征的表达关系研究中,以技术工具的使用方法替代了制作者的设计思路,对制作者的能动性创造过程关注不够。     

Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions

This study begins the task of mapping out the domain of valid, potentially helpful beliefs of students and raises the possibility of drawing on these intuitions in teaching conceptual material. Some issues are explored surrounding the identification of such intuitions, referred to as anchoring conceptions or anchors. We attempt to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this domain.

The results of the diagnostic test indicate that a number of group anchors exist. In addition, some unexpected non‐anchors were identified. Furthermore, evidence was found indicating that some anchoring examples may be ‘brittle’, i.e., evidence that the anchor could not be extended analogically to help a student make sense of a target situation.

Finally, it is suggested that further research is needed to construct a theory of anchoring conceptions that would, for example, specify what characteristics would indicate that an anchoring conception can provide the basis for conceptual change via analogical extension.     

论电视节目主持人魅力之所在

电视节目主持人是电视媒介的形象、代表和门面,是电视媒体水平高下的反映。所以,电视节目主持人魅力无疑是提升电视节目影响力,达到最佳传播效果的一种有效途径和手段。本文从电视节目主持人品德修养、知识储备、人文关怀、个性张扬,以及发现能力、表达能力、采访能力的提升等方面对主持人魅力进行了论述。     

浅谈电视节目主持人的现场意识

主持人公众形象与节目风格相统一的节目形象定位是电视节目主持人现场意识的表现形式。这种表现形式的特点是具有个性化特色的主持风格,机智的现场应变语言以及高超的现场采访能力等。主持人需要通过提高自身的知识结构、社会阅历、专业素养、心理素质、应变能力等来增强主持人的现场意识,从而提高主持人的业务素质,使其更符合节目形象定位,满足受众期待。     

Knowledge Convergence in Computer-Supported Collaborative Learning: The Role of External Representation Tools

This study investigates how 2 types of graphical representation tools influence the way in which learners use knowledge resources in 2 different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relation between the use of knowledge resources and different types of knowledge. The type of external representation (content specific vs. content independent) and the collaboration condition (videoconferencing vs. face to face) were varied. Sixty-four university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence.     

职业锚理论下的教师工作满意度研究

职业锚理论探讨教师从业的主观价值选择,给出了研究教师工作满意度的新视角。教师职业锚有多种,它启示我们要将教师视为学校的主体,使教师的内部价值与学校的外部工作要求相匹配,学校要树立职业生涯意识,创设合理有效的激励机制。     

浅谈电视节目主持人的语言风格与个性特点

作为电视媒体的重要组成方面,电视节目主持人所从事的是一种特殊的工作.电视节目主持人语言的个性特色,主持人的语言风格是个人综合素质和人格的体现与浓缩,它与节目的质量与活力息息相关.通过主持人直观而生动的形象表达,使观众在短时间内包容更多更新的内容.主持人作为电视连接观众最直接、最能沟通情感的中介,在不同的栏目中表现自我的才华、气质和语言特色,使之产生的艺术魅力更能吸引观众.     

Statistical Theory and Assessment Practice

Examples of the impact of statistical theory on assessment practice are provided from the perspective of a statistician trained in theoretical statistics who began to work on assessments. Goodness of fit of item-response models is examined in terms of restricted likelihood-ratio tests and generalized residuals. Minimum discriminant information adjustment is used for linking with no anchors or problematic anchors and for repeater analysis. Assessment issues are examined in cases in which the number of parameters is large relative to the number of observations.     

The lack of representation of educational psychology and school psychology in introductory psychology textbooks

The first goal of this study was to look at the representation of educational and school psychology in introductory psychology textbooks. Research into the representation of other sub‐fields of psychology has been conducted but no research has looked specifically at educational or school psychology. The second goal was to compare the representation of educational and school psychology in introductory psychology textbooks to see if one or the other is receiving more coverage. Third, the textbooks with the most coverage were listed in order to aid educational and school psychologists teaching introductory psychology courses in selecting textbooks that adequately cover material from their sub‐fields. A total of 57 introductory psychology textbooks were content analyzed: 65% of the introductory psychology textbooks had educational psychology material and 65% had school psychology material. However, in the textbooks containing this material the educational and school psychology material made up only .29% and .19% of the textbooks’ total content.     

Approaches to Interactive Video Anchors in Problem-based Science Learning

This paper is an invited adaptation of the IEEE Education Society Distinguished Lecture Approaches to Interactive Video Anchors in Problem-Based Science Learning. Interactive video anchors have a cognitive theory base, and they help to enlarge the context of learning with information-rich real-world situations. Carefully selected movie clips and custom-developed regular videos and virtual simulations have been successfully used as anchors in problem-based science learning. Examples discussed include a range of situations such as Indiana Jones tackling a trap, a teenager misrepresenting lead for gold, an agriculture inspection at the US border, counterintuitive events, analyzing a river ecosystem for pollution, and finding the cause of illness in a nineteenth century river city. Suggestions for teachers are provided.     

试析国民党《训政纲领》的实质

章对国民党《训政纲领》的实质进行了全面的剖析,虽然国民党的《训政纲领》在内容及形式上与孙中山的训政思想有相似之处,但二在根本精神上并非全然一致,它实际上是对孙中山“建国大纲”的背叛,是中国封建集权主义的再现。     

Memory content of scientific concepts in beginning university science students

This study examines the characteristics of the content of scientific concepts stored in memory by beginning university science students. The features of this representation are examined and compared to the memory content of abstract non-scientific concepts shown by previous studies. Property generation task, a tool extensively used in identifying conceptual content, was used for this purpose. The findings show that the content of scientific concepts stored in memory by beginning university students is characterised by a predominance of entity properties along with, to a lesser extent, situation and introspective properties. This stands in contrast to previous findings about non-scientific abstract concepts, where situation properties are predominant. The implications of this finding on the acquisition and use of scientific concepts are discussed.     

知识可视化视觉表征的形式分析

在教育技术领域,知识可视化指视觉表征形式,与此相对应的是承载知识的图解手段。知识可视化的视觉表征并非孤立的单位,而是符号的系统。根据视觉形式分为表层形式和深层形式,可以分别阐释知识可视化视觉表征的形式特征。知识可视化视觉表征的表层形式为色彩、线条和大小等材料因素,深层形式为线性结构、循环结构、圆形结构和网状结构和隐喻形式等空间关系。知识可视化视觉表征的形式设计中,需要构建视觉表征的结构关系,展现内容性元素;应用线条、色彩和大小等材料因素,发挥修饰性作用;文字符号与视觉形式结合,明晰所指代的内容。     

On the Superior Statistical Properties of Frequency Scales in Job Analyses

This study compared the statistical properties of four job analysis task survey response scale types: criticality, difficulty in learning, importance, and frequency. We used nine job analysis studies spanning two fields, medical imaging and allied health professionals, to compare the job analysis scales in terms of variability and interrater agreement. Results showed that frequency scales using absolute anchors had greater between-task variability and higher interrater agreement for all nine studies. This may have occurred due to what has been described by past research as self-presentation bias. In this case, an aggregate base percentage of respondents always responded that tasks in their domain are highly critical, highly important, and easy to learn. These results showed that frequency scales with absolute anchors yielded data with better statistical performance than other more subjective scales. These properties do not answer the question of whether a scale matches an exam's purpose, which is the most important consideration for job analyses. They do, however, suggest that, if statistics are a primary deciding factor, strong consideration should be given to using frequency scales with absolute anchors.     

知识可视化视觉表征的内容构建方法

知识可视化中更多探讨视觉表征具有可以表达什么知识内容的功能,却没有根据知识传播的属性,探讨视觉表征如何表达知识内容的方法。为此,文章考察了视觉表征与知识内容的关系特征,并根据信息科学中知识的属性与分类,探讨视觉表征内容的建构方法。     

Evaluating the Consistency of Test Content Across Two Successive Administrations of a State-Mandated Science Assessment

Educational tests used for accountability purposes must represent the content domains they purport to measure. When such tests are used to monitor progress over time, the consistency of the test content across years is important for ensuring that observed changes in test scores are due to student achievement rather than to changes in what the test is measuring. In this study, expert science teachers evaluated the content and cognitive characteristics of the items from 2 consecutive annual administrations of a 10th-grade science assessment. The results indicated the content area representation was fairly consistent across years and the proportion of items measuring the different cognitive skill areas was also consistent. However, the experts identified important cognitive distinctions among the test items that were not captured in the test specifications. The implications of this research for the design of science assessments and for appraising the content validity of state-mandated assessments are discussed.     

Selectivity in Diagrams: reading beyond the lines

Diagrams are commonly used with beginning students of technical domains to introduce these learners to key aspects of the subject matter. Instructional benefit is intended to result from a diagram's simplification of the content into a highly selective form of graphic presentation. However, this selectivity may not benefit those lacking the domain‐specific knowledge necessary to construct from the diagram an appropriate mental representation of the depicted situation. A weather map diagram extension task compared the mental representation of subjects with high levels of knowledge in the domain of meteorology (meteorologists) with that of low knowledge subjects (non‐meteorologists). The meteorologists’ domain‐specific elaboration of the given markings suggested a mental representation that was not limited by the diagram's selectivity, but rather incorporated the broader meteorological situation implied by the diagram. In contrast, the non‐meteorologists’ domain‐general approach indicated a meteorologically impoverished mental representation that was largely driven by the given diagram's visuo‐spatial characteristics.