Commentary: Towards an Integrated View of Learning from Text and Visual Displays

Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided.     

论大学生的听力理解中图像的作用

为了促进听力理解,研究了听力中视觉线索的有效性,在一个叙事性听力材料中,使用两个完全不同类型的静态图片(照片和素描画)和两种具有不同内容的视觉信息(具有更多的相关信息的图片和具有更少的相关信息的图片),在进行听力测试之前展示给学生们,并且在听力测试之后进行一次简单的问卷调查。     

初中生感知的促进数学探究性理解的教学设计因素

初中生感知的促进数学探究性理解的教学设计因素有4个,即"数学探究性理解的知识背景和脚手架的教学方法因子"、"数学探究性理解的发散思维因子"、"建构性的学习情景因子"和"数学探究性理解的支持性条件因子",能较好地解释初中生感知的促进数学探究性理解的教学设计因素的心理结构.促进数学探究性理解的教学设计因素及各因子在年级和性别变量上均不存在显著的差异,在学校变量上存在极其显著的差异.     

中学生对能量概念的理解调查研究

利用自编的《中学生能量概念测试题》,从机械能守恒定律、机械能概念、能量的转化、能量的计算、简答题等方面,对120名高中生的能量概念理解情况进行了调查,分析了中学生对能量概念理解存在的问题和原因.     

Understanding Greek Primary School Children's Comprehension of Sun Exposure

The purpose of this study was to assess Greek primary (1st to 6th grade) school children's understanding of sun exposure during summer vacation. Our results show that children know the damaging effects of long time exposure and the precautions that should be taken during sun bathing (sun glasses, hat, umbrella, sunscreen, etc). Nevertheless, they do not seem to avoid being exposed between 12.00 A.M. and 15.00 P.M., which is the most dangerous time. The socioeconomic status of father has no effect on the attitude of children towards taking protection measures when exposed to the sun, however, the educational status of the mother appears to influence children's reported knowledge and behaviour. Place of residence (urban or rural areas) and gender does not influence their knowledge on the sun's damaging effects and the precautions they should take. Finally, as children grow older they seem to gradually reduce the protective measures they take.     

Understanding Middle Students' Beliefs About Knowledge and Learning Using a Multidimensional Paradigm

Abstract

Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1,200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned.     

中学生对电流概念理解的调查与分析

利用《中学生电流概念测试题》,对104名中学生电流概念的理解进行了调查,分析了中学生对电流概念的理解中存在的问题及原因。     

亲子分离对中学留守儿童应对方式的影响研究——以福清市两所中学初中生抽样问卷为例

通过采用简易应对方式问卷对360名初中生进行测查,探讨了亲子分离内部各因素对中学留守儿童应对方式的影响,为留守儿童的心理发展和健康成长提供依据。结果表明:留守儿童与非留守儿童的应对方式差异显著,留守儿童的应对方式更趋于消极。留守儿童的应对方式在年级、性别、分离时间、沟通频率、代养人类型上差异显著。结论:亲子分离后,亲子分离的时间、沟通频率和替代养育方式的不同都会显著的影响中学留守儿童的应对方式。     

信息技术课堂问题行为的原因分析及干预策略

总结了信息技术课堂问题行为的主要表现,分析了信息技术课堂问题行为的诱因,并在此基础上提出若干干预策略。     

中学生的审美体验对文学文本意义的建构作用

中学生对学作品的阅读实际上也是一种审美活动。作为审美活动的学读解过程，学生的认知活动固然是重要的，但是以个体性，亲历性，情感性，创造性国特征的审判体验对学本意义的建构作用是不容忽视的。学作品价值的获得，人生体验不断丰富的过程，正是学生个体审美体验在阅读中积极主动参与下实现的。     

广西梧州市农村中学高中学生身体素质调查研究

采用测量法、文献资料法和数理统计法等方法研究广西梧州市农村中学高中学生诸如身体形态、机能等各项身体素质测试数据,探讨学生身体素质的成因及对策.研究结果表明:梧州市农村中学高中学生的身高、体重均低于全国同龄人的平均值;学生的身体素质虽然总体上符合国家标准,但大多数都是及格,良好和优秀率较少.     

SCL-90对大中学生心理健康研究的理解、误用分析

收集2002年在公开发行的专业杂志上发表的SCL—90对调查大中学生心理健康水平研究以及相关资料进行分析。发现SCL-90对调查大中学生心理健康存在“三个不适用”，即调查内容——心理症状作为心理健康指标的不适用，测试对象——测试个体的工具用于测试群体的不适用，评分标准——用等级评分的结果进行等比统计分析的不适用。     

可视音乐在特殊儿童运动障碍康复中的应用

运动障碍的康复是特殊儿童康复的重要内容之一。本文分析了可视音乐与特殊儿童运动障碍康复的关系及其训练的操作流程、康复方法和实施原则等实践问题,以期能丰富各类特殊儿童运动功能障碍的康复形式和方法,帮助特殊教育学校、康复机构积极开展特殊儿童运动障碍的康复训练,促进其运动功能的发展,更好地适应社会生活。     

初高中生英语学习策略使用状况的对比透视

用Oxford的策略分类系统,对山西省长治沁源中学学生为对象进行了初中和高中两阶段及男女生之间的比较调查,研究显示初高中学生,高低分组学生(含高中组与初中组),男女生(含高中组与初中组)在策略使用方面存在差异,针对并提出了一些建议.     

关于初中生与高中生理解人物形象的调查分析

通过对初高中各两个班的学生调查发现：在理解小说中的人物形象时，初中生与高中生有许多倾向是基本相同的。例如，理解人物思想性格所根据的描写方式，考虑塑造人物形象的目的等等。在辩证地理解具有复杂性格的人物形象方面也表现出一致性。而在理解时代背景和对作品中的人物形象产生强烈的心理感受的频率等方面，初中生与高中生则表现出明显的差异。     

视觉登记的神经机制研究

视觉登记包括视觉信息的获取、编码、传输、表征等环节。其中,获取是一个眼睛照相的过程;编码是视网膜的中、内层将视觉信息转换成＂二维条形码＂信息的过程;传输是视神经纤维将视觉信息传递到V1区功能柱外层的过程。视觉信息最终是以功能柱外层为＂像素＂,以V1区全境为显像区域瞬时表征出来的。     

The Role of Cognitive Conflict in Developing Students’ Understanding of Average

Two strands of research motivate this study. One is the interest in school students’ development of understanding of the concept of average, historically part of the mathematics curriculum and prominent in the statistics curriculum introduced in the early 1990s. The other is the belief of some educators that students learn meaningfully when experiencing cognitive conflict that challenges incorrect or incomplete understandings. This study presented 58 students in Grades 3, 6, and 9 with a series of questions about the concept of average. After initial levels of response were observed, students were presented with alternative responses on video from other school students and asked to choose which best resolved the task at hand. Initial responses confirmed the levels of understanding in an earlier study based on the same questions. Responses after the experience of cognitive conflict were either at the same level as before or higher, with no student finally agreeing with a lower level response. The results are compared with longitudinal change in relation to average and change resulting from cognitive conflict in relation to other areas of chance and data. Implications of the research are considered.     

中学生对统计表的理解能力的调查研究

统计表作为新课程增加的一个内容,将在我国正在实验的中小学新课程中得到加强.因此,深入研究学生理解统计表的认知发展过程,对科学地开展中小学统计教学是非常必要的.研究表明,中学生理解统计表的能力尚不能令人满意,随着年龄的增长,学生理解统计表的能力水平在提高,但随着统计表难度的不同,能力水平的变化存在着一定的差异.     

Development of Student Understanding of Outcomes Involving Two or More Dice

Data from 154 interviews with students in grades 3 to 13 were analyzed to suggest a developmental progression of conceptual understanding associated with the sample space for two ordinary six-sided dice tossed simultaneously. The model was then considered in the light of responses to an extension task involving three six-sided dice with four sides painted black and two white. Forty-five of the interviews were longitudinal interviews of students 3 or 4 years after the original interviews, allowing for analysis of change in levels of understanding across time. This study suggests some of the intuitions and understandings that form the intermediate steps to a complete understanding of outcomes for two dice, as well as documenting the conceptual regression likely to occur when a more difficult task is encountered. Links to previous research, including well-known misconceptions, and educational implications of the model are among the discussion points.     

中学生学校生活质量特点研究

文章运用问卷法对431名中学生的学校生活质量进行测量,考察中学生学校生活质量的特点并比较了不同亚群中学生学校生活质量的差异。结果发现:(1)中学生在七个学校生活质量维度的均值排列顺序由高到低依次为:师生关系、机会、社群关系、整体满足感、经历、成就感、负面情感;(2)学习成绩为下等的学生负面情感显著多于学习成绩为上等的学生;人缘越好的中学生负面情感越少;中学生在除负面情感以外的各学校生活质量维度上呈现出人缘越好生活质量越高的特点;(3)不论在何种家庭类型的学生亚群体中,均呈现出负面情感随家庭关系融洽程度的提高而减少,其他维度的生活质量随家庭关系融洽度的提高而提高的总体趋势。在家庭关系为不融洽、一般和融洽的学生亚群体中,核心家庭的学生都倾向于对其学校生活质量做出较高的评价。在家庭关系很融洽的学生亚群体中,几代同堂家庭的学生倾向于对其学校生活质量做出较高的评价。