教育技术学元研究论纲——教育技术学若干基本理论问题探索

本文试图在简要介绍元、元分析以及元研究等几个核心概念的基础上 ,就教育技术学元研究的意义进行论述 ,并结合教育技术学研究的实际 ,对教育技术学元研究的内容与方法进行纲要性的分析 ,为教育技术学基本理论研究的后续研究奠定基础     

国外教育元评估的分析及对我国的启示

元评估在我国作为一项新的研究课题，对它的研究尚处于起步阶段，还未运用于实践。鉴于元评估作为完整教育评估体系的重要组成部分，应该引起我们足够的重视。本文从元评估的概念和假设入手，分析了元评估的必要性和重要性；通过对国外元评估发展的状况调查，具体阐述了元评估应该具备或运用的原则、标准和程序，并对我国元评估推行不力的原因作了简要分析。     

高等教育的社会化与元高等教育

本文把高等教育的发展与个体成长的过程作一类比，既说明高等教育的发展过程是一个社会化过程，也说明高等教育越是发展越是社会化，越要加强对自身的认识，即进行元高等教育研究。本文共分三部分：第一部分阐述了高等教育社会化过程，第二部分论述了元高等教育的基本含义和意义，第三部分对高等教育的社会化与元高等教育的关系作了分析说明。     

社会符号学视角下的元话语研究

多模态元话语是在元话语层面上进行多模态话语的研究。文章首先简要介绍多模态话语以及元话语,然后揭示其间的联系．并以“多模态元话语”这一概念分析听觉和视觉中的元话语。以期对全面解读作者／说话人如何运用多模态元话语组织话语、表达自己对话语的观点、涉及读者反应,从而达到顺利交际的目的有所启示。     

论语用模糊在社会交际中的运用

语用模糊是十分普遍的语言现象,元语用理论的研究为分析社会交往过程中的含糊现象,为探索交际意图提供了依据。文章分析了研究语用模糊与元语用意识之间的关系、语用模糊与语法歧义的对比,探索了语用模糊在社会交往中所起的积极作用。     

物元分析与可拓学评介

简要介绍和评价了物元分析与可拓学在近十余年间从诞生到逐步成形的发展,它的理论体系、方法特点以及重要的理论意义与应用价值。     

基于元理论的社会主义意识形态分析

元理论既是一种理论,更是一种方法,在对元理论简要介绍的基础上,通过对盖斯的意识形态理论分析,本文认为,盖斯对意识形态的分析,是运用元理论对意识形态进行分析的奠基性成果,盖斯的意识形态理论为我们构建社会主义意识形态理论提供了基本的分析框架,在此基础上,提出了要将利益作为构建社会主义意识形态的基本点的看法。     

跨文化旅游的"元研究"

跨文化的元研究其中至少包括文化学元理论（metatheory）研究、元方法（metamethod）研究和元资料分析（meta-data-analysis）三大领域。跨文化旅游在根本上是一种主要以获得心理快感为目的的审美过程和自娱过程,旅游也是一个产业。     

教学理论元研究的价值澄明与现状考察

元研究是学科理论发展到一定程度后的理论自省研究。以教学理论为对象进行逻辑形式的元分析或元研究都属于教学理论元研究的范畴。元研究能够为教学理论“是什么”建构应然图景,为强化教学理论的实践性指明深耕方向,为实现教学理论的本体承诺提供自省方式。教学理论元研究贡献了审视教学理论和教学的思维工具,蕴藏着研究者对教学理论的自觉反思和终极诉求。目前,以美国为代表的国外教学理论元研究主要聚焦教学理论的性质与要素、教学理论的应用检验与反思批判两个范畴。国内已有元研究成果主要涉及教学理论引介和本土化、发展历程、方法论、存在问题及理论与实践关系五个范畴。     

奥巴马就职演讲的元话语分析

近年来,元话语已成为学者们的研究热点。以Hyland的元话语人际模式为理论基础,采用定性与定量分析相结合的研究方法,对2013年奥巴马就职演讲进行分析,旨在发现演讲中元话语的使用情况和分布特点,以及作者是如何通过元话语创设人际互动关系。     

Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research

It is important to assess the cumulative effects of technology on student achievement captured in the last 30 years of technologyenhanced mathematics instruction. Synthesizing the thousands of articles and gray literature on this subject is necessary but would require a considerable commitment of academic resources. A second-order metaanalysis or meta-analysis of meta-analyses is an alternative that is reasonable and effective. Thus, a second-order meta-analysis of 19 prior meta-analyses with minimum overlap between primary studies was conducted. The results represent 663 primary studies (approximately 141,733 participants) and 1,263 effect sizes. The random effects' mean effect size of .38 was statistically significantly different from zero. The results provide a historical and contextualized summary of 30 years of meta-analytic research, which supports meta-analytic thinking and better interpretation of future effect sizes. Results indicate that technology function and study quality are major contributors to effect size variation. Specifically, computation enhancement technologies were most effective, while studies that examine combinations of enhancements were least effective. Implications for technology-enhanced mathematics instruction and meta-analytic research are provided.     

整合分析研究方法述评

整合分析是一种对某一问题的研究进行综合、整合和解释的研究方法。文章介绍了整合分析的概念、历史和研究步骤以及在我国的应用现状，并对整合分析进行了评价。     

教育游戏对学生学习效果的影响研究——基于41项实验和准实验的元分析

随着信息技术的发展,教育游戏在教学过程的应用越来越广泛,但学界对其应用效果仍颇具争议。为考察教育游戏对学生学习效果的影响,文章采用元分析法,对教育游戏的实验与准实验研究进行了梳理与分析,发现:相较于传统教学方式,教育游戏对学生的学习效果产生了中等程度的正向影响。之后,文章将学科、知识类型、故事情节、参与方式、研究设计类型作为调节变量,检验了调节变量对研究结果的影响。依据元分析结果,文章针对未来教育游戏应用提出了建议,包括依据不同学科特点设计相应的教育游戏、依据知识类型特征选择合适的教育游戏、增强教育游戏情景设计、增加小组参与的教育游戏模块、注重研究设计的多元化等。     

Multivariate Meta-Analysis as Structural Equation Models

Multivariate meta-analysis has become increasingly popular in the educational, social, and medical sciences. It is because the outcome measures in a meta-analysis can involve more than one effect size. This article proposes 2 mathematically equivalent models to implement multivariate meta-analysis in structural equation modeling (SEM). Specifically, this article shows how multivariate fixed-, random- and mixed-effects meta-analyses can be formulated as structural equation models. metaSEM (a free R package based on OpenMx) and Mplus are used to implement the proposed procedures. A real data set is used to illustrate the procedures. Formulating multivariate meta-analysis as structural equation models provides many new research opportunities for methodological development in both meta-analysis and SEM. Issues related to and extensions on the SEM-based meta-analysis are discussed.     

Bias Corrections for Standardized Effect Size Estimates Used With Single-Subject Experimental Designs

A multilevel meta-analysis can combine the results of several single-subject experimental design studies. However, the estimated effects are biased if the effect sizes are standardized and the number of measurement occasions is small. In this study, the authors investigated 4 approaches to correct for this bias. First, the standardized effect sizes are adjusted using Hedges’ small sample bias correction. Next, the within-subject standard deviation is estimated by a 2-level model per study or by using a regression model with the subjects identified using dummy predictor variables. The effect sizes are corrected using an iterative raw data parametric bootstrap procedure. The results indicate that the first and last approach succeed in reducing the bias of the fixed effects estimates. Given the difference in complexity, we recommend the first approach.     

Adding results to a meta-analysis: Theory and example

Meta-analysis has been used as a research method to describe bodies of research data. It promotes hypothesis formation and the development of science education laws. A function overlooked, however, is the role it plays in updating research. Methods to integrate new research with meta-analysis results need explication. A procedure is presented using Bayesian analysis. Research in science education attitude correlation with achievement has been published after a recent meta-analysis of the topic. The results show how new findings complement the previous meta-analysis and extend its conclusions. Additional methodological questions adddressed are how studies are to be weighted, which variables are to be examined, and how often meta-analysis are to be updated.     

Science education: A meta-analysis of major questions

A multi-institutional endeavor was initiated to integrate the findings of extant research studies directed toward the major science education research questions. The research questions were selected by a largely empirical process of identifiying the most frequently researched questions in the literature. These questions were assigned to various researchers who developed coding sheets and procedures with many features in common. This article describes the overall operation of the project, the research questions identified, and some rudiments of meta-analysis. The results of the several meta-analysis are reported in the other articles of this issue of the Journal. The final article in this issue deals with research topics for which data are drawn from one or more of the separate meta-analyses.     

Princesses are bigger than elephants: Effect size as a category error in evidence‐based education

Much of the evidential basis for recent policy decisions is grounded in effect size: the standardised mean difference in outcome scores between a study's intervention and comparison groups. This is interpreted as measuring educational influence, importance or effectiveness of the intervention. This article shows this is a category error at two levels. At the individual study level, the intervention plays only a partial role in effect size, so treating effect size as a measure of the intervention is a mistake. At the meta‐analytic level, the assumptions needed for a valid comparison of the relative effectiveness of interventions on the basis of relative effect size are absurd. While effect size continues to have a role in research design, as a measure of the clarity of a study, policy makers should recognise the lack of a valid role for it in practical decision‐making.     

行动研究:利用认知负荷理论调整阅读教学

阅读教学中所用材料给学生带来过高的认知负荷,严重妨碍学生语言习得。教师应利用认知心理学的认知负荷理论,围绕问题,设计不同方案,积极调置教学计划和课堂教学模式。在实施过程中收集数据,并最后对数据分析,得出结论:教师在教学过程中,应保证教学材料具有适当的认知负荷,这样才能使学生的学习达到最佳化。     

Guidelines for Interpreting and Reporting Subscores

Recent research has proposed a criterion to evaluate the reportability of subscores. This criterion is a value‐added ratio (VAR), where values greater than 1 suggest that the true subscore is better approximated by the observed subscore than by the total score. This research extends the existing literature by quantifying statistical significance and effect size for using VAR to provide practical guidelines for subscore interpretation and reporting. Findings indicate that subscores with VAR ≥ 1.1 are a minimum requirement for a meaningful contribution to a user's score interpretation; subscores with .9 < VAR < 1.1 are redundant with the total score and subscores with VAR ≤ .9 would be misleading to report. Additionally, we discuss what to do when subscores do not add value, yet must be reported, as well as when VAR ≥ 1.1 may be undesirable.