Rapid prototyping: An alternative instructional design strategy

There is a design methodology calledrapid prototyping which has been used successfully in software engineering. Given the similarities between software design and instructional design, we argue that rapid prototyping is a viable model for instructional design, especially for computer-based instruction. Additionally, we argue that recent theories of design offer plausible explanations for the apparent success of rapid prototyping in software design. Such theories also support the notion that rapid prototyping is appropriate for instructional design. We offer guidelines for the use of rapid prototyping and list possible tradeoffs in its application.     

Approach-avoidance conflict in preweanling rats: A developmental study

Ten- and 15-day-old rat pups were trained with two procedures to approach an anesthetized mother, and then were punished for approaching. Both ages of subjects exhibited increased latencies to reapproach the mother, indicating passive inhibitions, but only the older pups retreated. All but one of the younger pups eventually reached the mother within 3 min after the punishment, while only half of the older pups did so. In a second experiment examining the development of locomotor avoidance reactions, 5- to 20-day-old rats were shocked without the mother present. Fifteen- and 20-day-old rats significantly decreased their activity patterns in reaction to shock and spent significantly less time in the shock area than either of the younger aged pups. These results suggest that flight reactions are components of a rat’s defensive repertoire that appear very rapidly between 10 and 15 days of age.     

Adjustment outcomes of developmental placement: A longitudinal study

Over the years, educators and psychologists have recommended delaying school entry and have developed alternative interventions for young children identified as unready for school. These developmental placement interventions, including readiness kindergartens and pre‐first classes, were developed to avoid both academic and social‐emotional problems in schools. However, the efficacy of these programs has not been proven. This study examined school adjustment outcomes and emotional and learning difficulties, both short‐term and longitudinally, for students who participated in readiness kindergartens and pre‐first classes, as well as for control groups of students. Significant differences were noted in retention rates, dropout rates, and special education placement rates. © 1999 John Wiley & Sons, Inc.     

快速命名与汉语发展性阅读障碍的研究综述

近年来快速命名与发展性阅读障碍的研究,主要讨论了快速命名对发展性阅读障碍产生预测性作用的主要原因:语音能力、正字法能力和任意性的形音联结.虽然鲜有研究涉及任意性的形音联结,但这个因素在形音关系不透明的汉语中,可能与阅读过程和快速命名都存在很大的相关性.今后应设立一个有效的统一的鉴别发展性阅读障碍儿童的标准,逐渐形成中文阅读发展的体系.     

Conditional logic and primary school children: A developmental study

After breaking the essence of conditional logic down into a set of five basic principles, Ennis and his associates discovered that primary children vary greatly in their degree of competence in conditional logic, and the principles differed considerably amongst themselves in their degree of difficulty. The evidence here reported is taken to count rather strongly against Piaget's claims that children under 11–12 years of age cannot handle propositional logic and cannot reason correctly from premises that they do not believe. Conditional logic knowledge correlated fairly highly with Wechsler verbal IQ, moderately with socioeconomic status, and weakly with dwelling area. Boys and girls appeared to be about equal in logical ability.

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Résumé Après avoir divisé l'essence de la logique conditionnelle en cinq principes de base, Ennis et ses collègues ont découvert que le degré de compétence dans la logique conditionnelle des enfants dans l'école primaire varie beaucoup, et que les principes mêmes différaient considérablement dans leur degré de difficulté. On soutient que l'évidence qu'on présente ici va contre la conviction de Piaget que les enfants qui ont moins de 11 ou 12 ans ne peuvent pas traiter de la logique propositionnelle et ne peuvent pas raisonner correctement des prémisses qu'ils ne croient pas. La connaissance de la logique conditionnelle se trouvait à un haut degré en corrélation avec le IQ verbal de Wechsler, modérément en corrélation avec la position économique et social, et faiblement en corrélation avec le lieu d'habitation. Les garçons et les filles avaient presque la même aptitude logique.

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The project on which this brief and factual report is based was supported jointly by the New York State College of Agriculture at Cornell, by the New York State Education Department under Article 73, Section 3602a, Subdivision 14 of the Education Law, and by Federal Hatch funds. Points of view and stated opinions do not necessarily represent official policy of supporting institutions.This report, an earlier version of which was presented to the American Educational Research Association in March 1970, is a Summary of part of the final report of that project (Ennis, Finkelstein, Smith, & Wilson, 1969). I assume responsibility for this summary and the presented interpretations of Piaget.     

对国外城镇化发展的思考

走城镇化道路是各国经济社会发展的普遍规律.在20世纪80年代初发达国家城镇化水平大多已达70%～80%,在这些国家城镇化发展的过程中,其发展规律、发展动力、发展轨迹等方面都体现出不同的特点,从而形成了各具特色的市场主导、自由放任、经济制约等模式,也得出了许多成功的经验和失败的教训,吸取和借鉴这些经验和教训,将有助于我国城镇化的发展找到一条更加适合国情的路径,从而推进我国城镇化的发展进程.     

我国绿色建筑现状及发展探讨

在介绍绿色建筑特点的基础上,分析了我国绿色建筑的发展现状：城市高速发展对环境造成严重影响;起步晚、差距大,但政府支持;发展更全面、更理性、更环保;太阳能在能源创新利用方面最成熟.我国目前绿色建筑发展中亟待解决的问题有：缺乏系统化、专业化的管理,法制建设和激励机制有待完善,从业者绿色建筑意识淡薄,科技投入力度不够等.     

基于SLS技术的汽车油过滤器接头零件快速原型制造

为了快速获得汽车油过滤器接头零件的样件,提出了基于SLS技术的快速原型制造技术,介绍了SLS技术的成型原理、成型工艺过程以及烧结汽车油过滤器接头零件时工艺参数的确定。     

发展性教师评价实施的阻力分析及对策

教师评价可分为奖惩性教师评价和发展性教师评价。奖惩性教师评价,是一种弊端日显的终结性评价。发展性教师评价是一种关注教师发展的新型教师评价制度,它扬弃了奖惩性教师评价的弊端,是一种目前较为理想的教师评价。但是,发展性教师评价在我国并未得到普及,它在实施过程中遇到了一些阻力,只有消除了这些阻力,发展性教师评价才能得以顺利地实施与推进。     

我国商业健康保险发展研究

我国商业健康保险的发展具有巨大的市场空间。但由于我国的商业健康保险还处在起步阶段,总体发展还比较滞缓,保险深度和保险密度还较低,市场供求矛盾突出。为此,需营造宽松的外部环境,加强保险公司的专业化经营和管理,积极探索与卫生医疗服务机构的合作。     

回溯与展望:现代课程理论发展的基本问题

随着课程改革的深入,我国课程理论获得了长足的发展。但由于各种原因,我国课程理论发展中还存在许多问题,主要有:课程理论研究的范畴和边界、范式与方法、内容、体系。研究并解决这些问题是未来课程实践和理论发展的需要。     

任务型教学在3L教材中的探索浅谈

本将探讨任务型教学法在3L教材中的运用,通过3L教材的情景教学法与任务型教学法相结合,让学生掌握语言是通过“习得”,而不是“学习”。习得的方法是学生接受“可理解性的”输入,任务型教学极有助于习得,因此应运用于课堂实践中。     

浅谈如何在阅读教学中实施问题教学

在阅读教学中实施问题教学,对于激发学生阅读的认知动力,强化阅读的认知操作活动,提高阅读活动效能,培养学生独立阅读的能力以及评价反馈阅读教学效果,都有极为重要的意义.本文从三方面探讨了如何在阅读教学中实施问题教学创设问题情境、培养学生的问题意识;教给学生质疑方法,启发学生提出问题;教给学生解疑方法,培养他们解决问题的能力.