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Abstract This article deals with the outcome of an educational research project conducted at the University of Ghent. 1 We started creating new teaching materials for teaching literature from a European perspective, and ended up with the conviction that the opening up of the traditional (ie national) literary canon should lead to a global revision of the literature course design. In such a revision the multimedia hypertext should play a key role, as we try to illustrate with two hypermedia applications on classic European novels: Don Quixoteand Robinson Crusoe. 相似文献
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Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
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Luciana Laganà 《Educational gerontology》2013,39(9):831-843
This pilot study explored whether a manualized training program could enhance older adults' computer self-efficacy and attitudes toward computers and the Internet. A total of 32 community-dwelling adults 65 years of age or older were randomly assigned to either an experimental or control group, with each group consisting of 8 women and 8 men. The experimental group received 6 weeks of training with two-hour one-on-one sessions once per week. The same training was administered to the control group upon completion of the posttest, 6 weeks after the baseline assessment, to match the procedures on all counts with the exception of training administration. The results of two ANOVAs indicated that participants within the experimental group improved significantly on both their computer self-efficacy (p < .001) and attitudinal scores (p < .001) at the posttraining assessment. No improvements were found in the control group. 相似文献
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分析了当前学科建设评估指标体系,认为基于"投入一产出比"的新型重点学科建设绩效评估指标体系,弥补了现有指标体系只反映学科建设现状不能体现学科建设前后"增量"变化的不足,能较好地反映出重点学科建设效益、可持续发展能力及其成长性,同时以实例加以验证. 相似文献
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Pilot testing assesses instructional materials with end users in the authentic learning environment prior to the implementation of the instruction and provides empirical support regarding the efficacy of the proposed instruction. Thus, subsequent decisions can be made from an informed position. This study determines the extent to which pilot tests are conducted in identified corporate training environments and ascertains reasons pilot tests were not implemented. A survey distributed to 34 individuals in positions of corporate training and development asked participants whether their design methodology and training development process systematically included pilot testing. Participants identified factors that influenced their decision to use a pilot test and described product evaluation in their organization. Survey findings indicate that in practice, designers perceive that pilot testing tends to impact the effectiveness of instructional products. Almost none of the participants pilot test materials 100% of the time, but the majority do so some of the time. A discrepancy exists between those who believe pilot testing is important and the percentage of their products which are pilot‐tested, indicating multiple factors that influence the decision to pilot test products. 相似文献
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关于中小学教材评价标准的初步研究 总被引:1,自引:0,他引:1
《中小学教科书评价研究》课题组 《教育学报》2005,1(4):46-50
随着基础教育课程改革的深入,中小学教材的审查和选用问题更加突出,如何科学地制定中小学教材评价标准成为关键。制定中小学教材评价标准有其必要性和迫切性,中小学教材评价标准必须反映中小学教材的本质属性,特别是必须充分反映中小学教材的教育性,以更好地解决中小学教材逻辑顺序和心理顺序的协调问题。 相似文献
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聋教育课堂教学用语的选择一直是聋教育理论研究、争论的一个热点[1][8]。本文剖析了聋校课堂教学用语的使用规律,提出了以发展的观点使用课堂教学用语的思想;提出了大屏幕语言的概念,讨论了它的言语特征及其在聋校教学中的重要作用;认为它是一种新的语言符号,是手势语、指语、口语、书面语之外的第五种教学用语,是计算机在聋教育应用中的新理念,是一种真正的聋计算机辅助教学手段。 相似文献
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Mary Roduta Roberts Cecilia B. Alves Man-Wai Chu Margaret Thompson Louise M. Bahry Andrea Gotzmann 《教育实用测度》2013,26(3):173-195
The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed. 相似文献
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金梅 《郧阳师范高等专科学校学报》2009,29(6):13-14
由于青壮年男性劳动力的大量外出务工,农业劳动女性化的社会现实已基本形成,农村妇女已成为社会主义新农村建设的一支强大力量,她们参加建设社会主义新农村建设的一切活动.但农村妇女在新农村建设中的政治参与状况边缘化将不利于社会主义新农村建设,她们也应该作为“两委会”班子的主体参与到乡村自治管理的活动中来,使她们在新农村建设中有话语权,将能更好的促进新农村建设. 相似文献
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何明珠 《株洲师范高等专科学校学报》2007,12(3):90-92
外语测试经历了以语码为纲和以结构为纲的两个时期。现行的外语测试则遵循“以信息为纲”的指导思想。语言测试的结果应能反映学生的语言运用能力,而学生的能力反馈又可常常作为教师的教学反思依据。本文旨在以形成性评价现分析外语测试与评价的一致性和外语测试的多功用性。 相似文献
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曾棕根 《金华职业技术学院学报》2003,3(4):15-17
本文深入研究了规则图案的特征,发现了一种通过编制图案属性表来数字化规则图案的简便的程序设计方法。最后还考察了规则图案的花色和无级缩放。 相似文献
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妇女是人类文明的创造者,肩负着家庭和社会双重职能,妇女素质的高低直接关系到全民族素质的整体水平。培养具有“自尊、自信、自立、自强”精神和自我发展意识的高素质的创新型、复合型妇女人才,是新时代社会发展赋予广大妇女自身发展的新使命。构建新时代妇女教育体系是推动习近平新时代中国特色社会主义思想落实落地的客观要求,是关系到我国妇女事业发展的迫切需要,是全面建成小康社会的需要,是塑造新时代女性形象和协调发展的总抓手。 相似文献
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Carole J. Gallagher 《Educational Psychology Review》2003,15(1):83-99
The entrenchment of standardized assessment in America's schools reflects its emergence from the dual traditions of democratic school reform and scientific measurement. Within distinct sociohistorical contexts, ambitious testing pioneers persuaded educators and policymakers to embrace the standardized testing movement. Their efforts ushered in an era of unprecedented testing in schools, a practice that has escalated despite challenges from contemporary psychologists who endorse a more learner-centered approach to education. This article examines the historical rationale for testing and urges educators to accommodate the legacy of standardized assessment within a new learning paradigm. 相似文献
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任为民 《山西广播电视大学学报》2004,9(5):3-4
为了使广播电视大学在实现我国高等教育大众化、构建终身教育体系和建设学习化社会目标中发挥重要作用,就要充分发挥网络教学的优势,研究网络和媒体教学的规律及特点,彻底改变基层电大单纯依靠面授教学的局面。 相似文献
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Lori F. Pivarnik Martha S. Patnoad David Nyachuba Lynne McLandsborough Stephen Couto Elsina E. Hagan Marti Breau 《Journal of Food Science Education》2013,12(4):67-74
Food safety training materials, targeted for residential childcare institution (RCCI) staff of facilities of 20 residents or less, were developed, piloted, and evaluated. The goal was to assist in the implementation of a Hazard Analysis Critical Control Points (HACCP)‐based food safety plan as required by Food and Nutrition Service/United States Department of Agriculture. RCCI staff and instructor training manuals, Food Safety Basics: Food Safety Education for RCCIs was developed and pilot tested in RCCIs in both Rhode Island and Massachusetts. The program was evaluated by participants and pre‐/posttraining onsite inspector and microbial assessments. The core curriculum contained 3 modules and corresponding activities: Module 1: cause, prevention, and strategies to reduce foodborne illness; Module 2: components of a HACCP‐based food safety plan and standard operating procedures; and Module 3: actual food safety plan development, including instructions for implementation and corresponding monitoring procedures required. There were 50 to 82 RCCI staff members that attended 2 or 3 modules. Participants rated the modules 4.5 ± 0.4, 4.3 ± 0.4, and 4.4 ± 0.4 out of 5‐point Likert scale (1 = strongly disagree, 5 = strongly agree) for teaching modules 1, 2, and 3, respectively. The evaluations assessed their understanding of key topic areas taught. Onsite inspections showed improvement in many critical food safety issues. Some deficiencies still appeared to be problematic, such as refrigerator temperature monitoring and issues with storage and cross‐contamination. 相似文献
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《教育实用测度》2013,26(4):409-425
A theoretical framework describing the role of classroom assessment in student effort and achievement expected positive relations among perceived characteristics of the assessment task, perceived self-efficacy to do the task, amount of effort invested in the task, and achievement for each classroom assessment event within a classroom assessment environment. Furthermore, the classroom assessment environment and the particular assessment events themselves were hypothesized to make a difference. A study investigating this theoretical framework was designed, using observation, survey, and interview techniques to collect data from 4 classroom assessment events in each of 2 Grade 3 classrooms. In general, expected relations were found among perceptions of task, self-efficacy, effort, and achievement. An exception was that for some assessments, perceived self-efficacy was not correlated with effort. Interview data suggested that extremely high self-efficacy, coupled with an assessment task that posed no challenge to a student, could lead to low perceptions of effort. 相似文献