The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

The aim of this study is to investigate the effects of presentation formats of worked examples and the interaction effects between the presentation formats of worked examples and the prior knowledge of learners. An investigation with 97 middle school students working in four conditions (CPWE, CWE, PWE, and the control group) was conducted. The results indicate that CPWE was the most effective condition in retention and transfer. In addition, a partial expertise reversal effect was revealed in the element transfer test. High prior knowledge learners in both CPWE and PWE were superior to those who were in CWE and the control group, while low prior knowledge learners in CPWE were superior to those who were in other conditions.     

Effects of worked examples on step performance in solving complex problems

The instructional effect of worked examples has been investigated in many research studies. However, most of them evaluated the overall performance of the participants in solving post-intervention problems, rather than individual step performance in multi-step problems. The two experiments reported in this article investigated the relations between using worked examples and individual step performance in solving isomorphic problems. In Experiment 1, the effect of worked examples was found for overall performance for novice learners, whereas this effect was gradually reduced from Step 1 (the most difficult one) at which the effect was the strongest, to Step 3 (the easiest one) at which the effect was the weakest or even disappeared. In Experiment 2, relatively more knowledgeable participants learned the same sets of materials, and no effect of worked examples was found for either overall performance or individual step performance. Learner levels of expertise and levels of element interactivity were used to explain the results.     

The effect of worked examples on student learning and error anticipation in algebra

Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students...     

Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Research has demonstrated that instruction that relies more heavily on example study is more effective for novices’ learning than instruction consisting of problem solving. However, ‘a heavier reliance on example study’ has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example pairs (PS-WE) have been used. This study investigated the effectiveness of all three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks. Based on prior research, it was hypothesized and confirmed that WE and WE-PS would lead to lower cognitive load during learning and higher learning outcomes than PS. In addition, the open questions of whether there would be any differences between WE and WE-PS, and whether there would be any differences between PS-WE and PS were explored. Results showed no differences between WE and WE-PS or between PS-WE and PS. This study can inform instructional designers on which example-based learning strategies to implement: it does not seem necessary to alternate example study and problem solving, but when doing so, example-problem pairs should be used rather than problem-example pairs.     

The expertise reversal effect and worked examples in tutored problem solving

Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal effect suggests that it is desirable to tailor the fading of worked examples to individual students’ growing expertise levels. One lab and one classroom experiment were conducted to investigate whether adaptively fading worked examples in a tutored problem-solving environment can lead to higher learning gains. Both studies compared a standard Cognitive Tutor with two example-enhanced versions, in which the fading of worked examples occurred either in a fixed manner or in a manner adaptive to individual students’ understanding of the examples. Both experiments provide evidence of improved learning results from adaptive fading over fixed fading over problem solving. We discuss how to further optimize the fading procedure matching each individual student’s changing knowledge level.     

军事训练场馆建设的模式化研究

为贴近军队实战要求,提高院校军事训练场馆的服务保障能力,采用将军事训练场馆作为一个保障实体交予使用方集中管理的模式,提出以教学训练为中心,拓展院内、院外两级功用,坚持重点突破与整体推进相结合、硬件建设与软件服务相结合、长远发展与立足当前相结合的3项原则,开展框架搭建、条件使用、管理实施、资源开发等4类工程;提出加强军地融合的军事训练场馆建设、发展与集约化运行的思路和措施。     

加强职工培训构建学习型企业

江泽民同志在亚太经合组织人力资源能力建设高峰会议上提出:“教育是人力资源能力建设的基础,学习是提高人的能力的基本途径。要通过政策指导和舆论引导,营造尊师重教、求知好学的社会氛围。加快社会化终身教育体系建设,大力发展职业教育,建立广覆盖、多层次的教育培训网络。鼓励人们通过多种形式参与终身学习,拓展与更新知识,提高     

建设国内一流工程实训中心的实践探索

天津职业技术师范大学在创建国家级实验教学示范中心过程中,坚持建设理念、运行管理、教学体系和服务平台的创新,以教学建设为龙头,不断拓展示范中心建设内涵,构建适应现代工程训练的工程实训教学体系、拓展教学方法,规范中心管理,开展创新活动,搭建多功能服务平台,实现了实训实验教学服务师生和社会的双向功能,发挥了国家级实验教学示范中心的示范辐射作用。     

校企合作共建软件实训中心的探索与实践

产学研结合是国家科技与社会生产结合的成熟经验,而理论知识与实际具体业务脱节是高校人才培养中急需解决的问题.校企联合共建软件实训中心,营造企业工作氛围,模仿企业运作流程,为学生接轨市场需求提供过渡平台,是教学理念改革的一次全新尝试,开拓了一条为企业提供实用型人才的新路.     

Effects of Tutor‐Tutee Intimacy,Tutoring Conditions and Tutor Background on College Student Tutor Satisfaction

Path analysis was used to examine the effects of tutor‐tutee intimacy, tutoring conditions and background variables on overall tutor satisfaction, as well on specific satisfaction from achievements, rewards, and relationships. University student tutors (n = 472), who worked with younger children under the auspices of the PERACH Project in Israel, participated in the study. Results revealed higher satisfaction among tutors who reported greater intimacy with tutees and who were able to hold tutorial sessions without difficulty. More intimate tutoring relations were found when pairs were matched by ethnicity, when telephone contact with the tutee was easy, when sessions were easily held, and for female same‐sex pairs.     

本科生导师制的实施及导师工作的考核评价

实施本科生导师制是高等教育的一个新趋势,也是高校教学体制改革的一项新尝试。开展导师工作的考核与评价,是完善本科生导师制的内在要求,是实现本科生导师制工作目标的手段。本科生导师制导师工作的考核与评价,必须以激发热情为主导,以完善导学为目的,以制度管理为保障,以多元评价为手段。     

本科生导师工作的探索与实践

本科生导师制由来已久,在我国教育体制改革的大背景下也逐步展开施行了多年,在本科生的人生导航、学习指导、就业指导、心理疏导等方面收到了较好的效果,但也存在一些问题。就本科生导师自身而言,应该从增强责任感、提高知识业务水平、深入到学生中间、对共性问题预先提醒、加强沟通共同面对等方面狠下功夫,本着对工作、对学生高度负责的态度做好本科生导师的相关工作。     

发挥本科生导师作用 增强育人效果

实行本科生导师制,是紧扣时代发展需要,也是加强学生综合素质培养的迫切要求;导师制是精细化教育的重要育人手段;转变教师的教育观念、明确工作职责是导师制成功的关键;本科生导师制在培养本科生科研创新能力、激发学生的学习能动性、提升学生的学校归属感等方面有着重要的作用;导师制是深化培养模式改革,推进教育创新的根本要求。     

建立以可持续发展为本的化学教师培训模式的实践探索

师资队伍建设是开展素质教育的基础 ,是提高教育质量的永恒主题。教师的在职培训对教师职业的专业化来说无疑具有十分重要的意义。本文在总结上海市青年化学教师研究班的实践基础上 ,对新形势下如何以教师专业化发展为核心 ,探索一种师资培训的新模式 ,并在一定教学理论的指导下 ,从培训目标、培训形式、培训过程、整体评价等几方面进行探讨。     

本科生全程导师制工作的探索与思考

本科生全程导师制在思想、学习和生活方面给予学生指导,是目前高校本科生教学的重要举措。本科生导师制重建了师生学习、科研和生活交流的互动空间,促进了学生身心的健康发展,有助于学生科研能力和创新能力的培养,同时也为导师科研梯队建设的后备力量。当好本科生导师应当粗中有细、因地制宜、与时俱进。本科生导师制在实施过程中还存在一些问题,需要进一步完善。     

贯彻1215思想搞好课程建设培养学生工程素养

根据职业技术师范教育的特色,提出了“1215”的《机械设计》课程指导思想,从课程体系和内容、教学方法和手段以及实验、实践环节等方面进行了课程建设,以期有效地提高该课程的教学质量,培养学生的综合能力。     

辅助方程构造耦合KdV方程组的精确解

通过辅助方程和函数相结合的一种方法,并借助符号计算系统Mathematica求解了耦合KdV方程组的类Jacobi椭圆函数精确解以及退化后的类孤波解.