遗传学布鲁姆认知阶层体系的建立

遗传学教学是高校生物学课程的重要组成部分,所以有必要探讨通过遗传学布鲁姆认知阶层体系提高学生的认知水平。该体系的建立需要将遗传学知识学习与布鲁姆认知技能联系起来,难点是确定每个学习过程所代表的认知水平。     

Recall of Key Words as a Function of Bloom's Cognitive Level

Two experiments were designed to pursue the levels of processing analysis of Bloom's taxonomy of the cognitive domain proposed by Kunen, Cohen & Solman (1981). In the first experiment four groups of students processed 20 principles at the levels of knowledge, application, synthesis and evaluation respectively. The times required by students in the first two of these groups were significantly shorter than the times required by the last two groups, but in conrast to the Kunen et al. study, no mathematical problems were included to correct for these differences. The percentages of correctly recalled principle names showed the same pattern of differences as previously obtained by Kunen et al. for their Australian sample and it was concluded that the interpolated problems used by these authors had not interfered with performance. However, since the levels of performance did not differ for application and synthesis (although they were superior to the levels obtained for knowledge and evaluation), the results did not unambiguously indicate that synthesis should occupy the pinnacle of the hierarchy. It was suggested, therefore, that a precise ordering of the taxonomic levels required further investigation including all six categories. Also, observation of the questions used for the knowledge category, suggested that the recall scores obtained at this level were an underestimate of incidental memory, and, as a consequence, these questions were revised for use in Experiment 2. The results of Experiment 2 showed that the revised knowledge questions improved recall and the actual level of performance did not differ significantly from the levels obtained for comprehension, synthesis and evaluation. The percentage of recalled words obtained in the synthesis category was, however, observably superior to all other levels and this was consistent with the similar Kunen et al. finding. However, since the results of both of the present experiments failed to support a hierarchical arrangement of the taxonomic levels, it was suggested that the Kunen et al. results should be interpreted with caution.

     

Encouraging the Cognitive Development of Supervisees: Using Bloom's Taxonomy in Supervision

The article applies Bloom's Taxonomy of Educational Objectives (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) to the process of counseling supervision. The taxonomy is provided as a mechanism to help supervisors encourage the growth of cognitive complexity in supervisees. Examples of supervision questions for each level of the taxonomy are provided.     

“布鲁姆认知分类”视角下的翻转课堂教学实证研究

翻转课堂作为一种新的教育理念和新的教育教学手段得到了广泛实施,解决了课堂教学中的一些实际问题。从布鲁姆的认知分类模型入手,有助于探讨翻转课堂的教学方法,在有限的教学时间内促进学习者应用、分析、评价学习内容并进行总结。     

利用MATLAB表现空间曲面的交线

研究MATLAB软件表现空间曲面交线的原理和方法,给出绘制空间曲面交线及其投影的一般步骤和实例。     

布鲁姆认知目标分类学的信息化教学应用与发展趋势

文章主要针对布鲁姆认知目标分类学的特征进行分析;并以《生殖系统基础与临床》课程为例,细化阐述布鲁姆认知目标分类学的信息化教学的运用;最后从多维认知结构、数字化教学方法及评价措施两方面,评估布鲁姆认知目标分类学的信息化发展趋势,以期为布鲁姆分类学的发展提供支持。     

深度学习对布鲁姆认知教育目标认识的异化样态及其复归策略

目前,深度学习的理论研究对学习的认识略显狭窄,对深度的理解脱离现实,难以有效地诠释学习者的全面发展以及指导深度学习的教育实践。其深层原因在于,主流的深度学习认识对布鲁姆认知教育目标的单维取向和机械移植,具体表现为对布鲁姆认知教育目标体系和层次的曲解、误读。为避免深度学习的相关理论和应用研究流于空泛,促进深度学习认识复归本义的改进策略包括两个层面。一方面,从研究者层面出发,厘清布鲁姆认知教育目标与深度学习的层次关系,理性借鉴布鲁姆认知教育目标,构建深度学习本土话语体系;另一方面,从教育者角度看,观照布鲁姆认知教育目标与深度学习的预期目标,理性借鉴布鲁姆认知教育目标,明晰学生深度学习的课堂表现。     

谁能代表希腊文明——斯巴达？雅典？

在两大城邦斯巴达和雅典中,只有雅典才能代表当时的希腊文明。(一)斯巴达优越的农业生产条件在希腊是个例外;(二)斯巴达的希洛特制度,是希腊文明引为特色的古典奴隶制的另类,雅典则是古典奴隶制的典范;(三)莱库古立法通过对原始共产主义制度的人为复原,使斯巴达成为希腊历史的“活化石”;雅典作为希腊世界的商业中心和文化之都,却成为希腊文明的缩影;(四)斯巴达所体现的“城邦原则”其实只见于原始农民公社的阶段,真正的城邦原则是由雅典体现的。     

Levels of Cognitive Functioning as Related to Anxiety

The relationships between levels of cognitive functioning as suggested by the Taxonomy of Educational Objectives, Handbook I and states of affective arousal as measured by Text Anxiety (the main variable of interest), General Anxiety, and Need for Achievement were investigated. Two separate samples were used: (1) 234 university students, and (2) 319 junior and senior class high school students.

For the university sample significant negative correlations between Text Anxiety and Knowledge (recall of specific facts) and Test Anxiety and Comprehension were found. For the high school sample the negative correlation between Test Anxiety and Comprehension was significant. No significant relations between Test Anxiety and higher levels of cognitive performance were found. The results are discussed in terms of interfering effects to task performance that Test Anxiety may produce when the examinee is given no information to “workwith” and must rely essentially on memory.     

函数学习中的六个认知层次

函数是中学数学的核心内容,根据函数概念的特点和学生的认知结构,可将函数知识建构分为6个层次,即经历认识变量;突出关系;区别函数与算式;掌握“对应”;把握形式化描述;形成函数对象等主要环节.     

论两个层次的法律的可诉性

通过分析国内法的可诉性和国际人权法的可诉性这两个层次,表明在探讨规定权利的法律规范的可诉性时,法律的可诉性与国际人权公约的可诉性的相关性逐渐凸显,并在国内层面的立法和司法实践中加强对经济、社会和文化权利可诉性的保障.     

认知操作、认知方式与严谨性人格特质的关系

采用实验性认知测试法考察严谨性人格特质与认知操作速度、认知操作准确性及其相对优势即慎思性一冲动性认知方式的关系。结果表明：(1)高严谨性被试的认知操作准确性显著高于低严谨性被试；低严谨性被试的认知操作速度显著高于高严谨性被试。(2)高低严谨性被试在慎思性一冲动性认知方式的评价指标分数上存在显著差异，高严谨性被试更多地倾向于慎思型认知方式，低严谨性被试更多地倾向于冲动型认知方式。(3)不同认知操作任务中，被试的认知方式评价指标分数之间有显著相关。     

Cognitive Test Anxiety and Academic Performance

A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures.     

The Effect of Cognitive Style and Cognitive Skills on School Subject Performance

Two hundred and five 14-16 year olds from two Anglophone Canadian schools (99 females and 106 males) were given the Canadian Test of Cognitive Skills (an intelligence-type test) and the Cognitive Styles Analysis and their grade 9 scores in the subjects of French, English, mathematics, geography and science were obtained. The study first looked at the relationship between cognitive skills and cognitive style. The correlation between cognitive skills and cognitive style approached zero suggesting their independence. Having confirmed the independence of cognitive skills and cognitive style, their interactive effect, including gender, on subject performance was investigated by means of analysis of variance. There was a significant interaction between sex and subject; females were superior to males in all five subjects, but particularly so in French and English. There was also a significant interaction between skill, style and subject in their effect on performance. This was discussed in terms of the role of style in learning and the effect of skill/intelligence on strategy development.     

Promoting Cognitive Complexity in Graduate Written Work: Using Bloom's Taxonomy as a Pedagogical Tool to Improve Literature Reviews

The article applies Bloom's (B. S. Bloom, M. D. Engelhart, F. J. Furst, W. H. Hill, & D. R. Krathwohl, 1956) Taxonomy of Educational Objectives, Handbook I: Cognitive Domain to the process of graduate‐level writing in counselor education. Bloom's Taxonomy is provided as a mechanism to help students develop and demonstrate cognitive complexity when writing comprehensive literature reviews. The article outlines common assumptions held by students operating at each level of the Taxonomy, typical organizational structure and content of papers at each level of the Taxonomy, and tips to move writing to more cognitively advanced levels.     

六种排序算法时间性能的实验分析

在计算机图形学领域和CAD/CAPP/CAM系统,排序算法的应用非常广泛.算法的优劣和选择将直接影响三维CAD系统的性能和稳定性.通过实验获得6种内部排序算法的实验数据,分析比较这6种排序算法的平均时间性能,为在实际应用中选择合适的排序算法提供了实验依据.     

文本现实主义的再现方式与意义生成的关系——以《檀香刑》和《沧浪之水》为例

有真正意义的讨论出发点应该是现实的显现方式对现实的建构作用.现实主义对"真实性"或"非虚构性"的美学追求,与塑造这一生活的具有审美积极性的主体之间不同的张力关系,必然导致现实主义形式的扭曲和变形,进而生成不同的意义.本文以<檀香刑>和<沧浪之水>为例,说明当下的文本对现实显现的两种基本模式实现了对意义的放逐.     

Comparisons of Six Sigma,Lean, and Human Performance Technology/Performance Improvement

The origins, principles, models, techniques, and tools of the three systems are discussed, and an at‐a‐glance table serves as a useful tool for establishing performance improvement. Readers and practitioners who endeavor to improve the performance of worker, work, workplace, and societal perspectives (mega level) will increase their knowledge and learning by reading the pertinent articles and publications selected and cited in the references.