共查询到20条相似文献,搜索用时 0 毫秒
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This study examined the effectiveness of matching three classifications of secondary students (17 with learning disabilities, 18 remedial, and 47 nondisabled) to differential levels of study guides. The students, 45 males and 37 females, were enrolled in science and social studies classes in middle school and high school. In one treatment, students were assigned multilevel study guides containing different levels of referential cues, with the guides implemented through three instructional groups: teacher-directed, dyadic, and independent. In another treatment, the same students were assigned single-level study guides that did not contain referential cues, with the guides implemented as an independent activity. An equivalent time samples design was arranged, with six multilevel and six single-level treatments randomly assigned in two-session blocks. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analyses indicated that multilevel study guides were more effective than single-level study guides in all classes and overall on factual questions, with individual analyses verifying that the greatest benefit occurred for the teacher-directed students. On interpretive test items, the results of group analyses favored the multilevel study guides in high school social studies and overall, with individual analyses revealing few remarkable differences for students in any instructional group. A trend analysis revealed little practice effect over time in either treatment. Several methodological and clinical issues involved in matching heterogeneous students to differential levels of textbook instruction in secondary programs are discussed. 相似文献
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大学语文教学方式的改革是其各项改革中重要的一环,而教学的互动更是创造了一个发挥学生主体性的教学平台:提问讨论策略——课堂互动的重要条件;现代技术手段辅助教学策略——网络环境下的一种互动;开放式教学、评价策略——课内课外互动的一体化链接。 相似文献
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Philippe Duchastel 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(3):216-231
The study guide, as an important resource for student learning, is here conceptualized in an ideal general form. The process starts with an examination of its instructional context, then explores the learning functions it is meant to support. This in turn leads to a sketch of the practical components which can be employed in the design of a study guide, with a discussion of various practical decisions to be made along the way. The ideal study guide which is developed here is only meant as a prototype, a template of sorts for particular instructional design efforts in study guide development. 相似文献
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目的:探讨ER与P53蛋白在胃癌中表达的相关性。方法:对119例胃癌标本进行石蜡切片和S-P免疫组织化学染色。结果:ER与P53在胃癌中的表达率分别为66.39%(79/119)和68.07%(81/119),ER与P53蛋白表达呈正相关(rs=0.513)。结论:ER与P53蛋白在胃癌的发生、发展过程中具有互相促进和互相调节的作用。 相似文献
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《Journal of moral education》2012,41(3):369-388
This study analysed mountain guides’ representations of environmental responsibility and explored the paradox that these professionals face: using nature as a source of income while trying to preserve it. The study was mainly guided by the philosophical literature on this topic and made use of the concepts of sustainable development and nature. This exploratory work therefore contributes to the new field of environmental social psychology. Semi-structured interviews were conducted and the qualitative analysis showed that mountain guides have a very sensitive and contemplative approach to moral aspects of our relationship with nature, which they try to transmit to their clients. They believe that this is a way to educate people about sustainable development, but this term emerged as quite vague for them, and they expressed the opinion that it might hide other concerns, such as to make translating it into moral conduct a difficult matter and to compromise their identity as moral actors. 相似文献
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科学呼唤人文,人文导引科学 总被引:3,自引:0,他引:3
本文从发展科学角度阐述人文对科学的重要性。主要是从科学研究的动机、目标、态度、方法和科学应用等几个方面说明科学必须以人文为主导。文章从界定科学与人文的概念出发,以理论分析和实例印证两个方面提出并讨论了四个问题。即:人文是科学创造的动力源,人文是科学态度的试金石,人文是科学途程的指路灯,人文是科学应用的方向盘。 相似文献
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This study examined whether 12‐month‐olds will accept words that differ phonologically and phonetically from their native language as object labels in an associative learning task. Sixty infants were presented with sets of English word–object (N = 30), Japanese word–object (N = 15), or Czech word–object (N = 15) pairings until they habituated. Infants associated CVCV English, CCVC English, and CVCV Japanese words, but not CCVC Czech words, with novel objects. These results demonstrate that by 12 months of age, infants are beginning to apply their language‐specific knowledge to their acceptance of word forms. That is, they will not map words that violate the phonotactics of their native language to objects. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):95-112
Abstract The subject of the paper is andragogy. In social work education (as in all education), complex issues emerge regarding the nature of learning and teaching. One pervasive and persisting issue is the relation between subject matter, i.e., what is to be taught, and teaching methodology, i.e., how it is to be taught. The paper discusses and illustrates interactive teaching principles, methods, and skills such as creating a climate and providing structure for collaborative learning, dealing with obstacles to collaborative learning, and helping students to experience, operationalize, and build abstractions. 相似文献
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This paper argues for interaction in lectures, interaction which allows learners time to reflect and discuss. This proposition has a staff development dimension both for lecturers in engineering who do not have (or do not value) the skill of interactive lecturing and for those who do, and who wish to find out more. Examples of these techniques are provided in this paper, in the context of construction management. Our intention is to provide practical help for those seeking innovative methods of teaching. We also hope to advance current debates on whether or not interactive lectures are appropriate for engineering subjects in general and for management subjects in particular. The staff developer in this case has observed an apprehension among staff that interactive teaching is more time consuming: does it take longer to plan (than lectures)? Initially, it may do, as the lecturer develops a repertoire of techniques. In this paper, we try to reduce that time by giving an exemplar, saving others from ‘reinventing the wheel’. However, since adapting teaching is a complex process, we show the process of developing a teaching method to suit educational objectives. Finally, we conclude with ‘hints and tips’, based on the literature, for interactive teaching. 相似文献
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Krange Ingeborg Silseth Kenneth Pierroux Palmyre 《Cultural Studies of Science Education》2020,15(1):241-263
Cultural Studies of Science Education - Studies of education practices in science centers have found variation in how conceptual learning is supported, or scaffolded, on school field trips. This... 相似文献
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Frances Chetwynd 《Open Learning》2013,28(1):67-78
In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self‐regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides. 相似文献
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We demonstrate that lexical form class information can play a powerful role in directing the establishment of word-to-object mappings in referentially ambiguous situations. A total of 144 3- and 4-year-olds heard a novel label, modeled syntactically as either a proper name or an adjective, for a stuffed animal of a familiar kind. We then added a second object of the same kind and asked children (1) to choose one of the two objects as the referent of a second novel label, also presented syntactically as either a proper name or an adjective, and (2) to decide whether this second label could also apply to the object they did not choose. In each of three experiments, preschoolers were most likely to reject two words for the same object if both words were proper names (as if one dog could not be both "Fido" and "Rover"). They were significantly less likely to do so if both were adjectives (as if one dog could be both "spotted" and "furry") or if one was a proper name and the other was an adjective (as if one dog could be both "Fido" and "furry"). Information about lexical form class thus contributed significantly to the formation of linkages between words and objects. 相似文献