教育史是教育理论的源泉

教育史是教育理论的源泉,理论来源于实践,教育史是过去的实践,鉴古知今,"论从史出","以理论史",二者相互依存,体现了历史与逻辑的统一。     

The effect of modality on long-term recognition memory

Two experiments examined the effects of visual and auditory modes of input on long-term memory. In Experiment 1, 40 subjects learned a 40-word list presented in a blocked or random fashion. In the blocked conditions learners were presented half the nouns in one modality followed by the remaining 20 words in the other modality (See-Hear or Hear-See). Subjects in random conditions also received half the list in each modality, but the presentation was random (Mixed or Mixed Reverse). Following a 6-min delay, subjects completed an 80-item visual recognition test. Analysis of these data showed significantly (p < .05) greater recognition of words presented visually than those presented auditorily. Experiment 2 was designed to test the hypothesis that learners may visualize a “literal copy” of the stimulus item by controlling for the extent to which the recognition measure offered a visual cue. Two groups of 40 subjects were examined using the same procedure used in Experiment 1, with the exception that one group received a visual recognition test while the other was tested auditorily. These data showed that the lack of a visual cue hindered the recognition of visually presented words, while it had little effect on stimuli presented auditorily. The results of these experiments were interpreted as support for the hypothesis that physical characteristics of a stimulus may persist in memory well beyond immediate memory intervals. Subjects were seen to make modality-specific decisions by testing long-term memory for the presence or absence of a visual memory trace.     

Cognitive development and theories of mind: towards a contextual approach

This paper suggests both theoretical and empirical reasons for proposing a joint approach to two fast-evolving research areas in developmental psychology: contextual perspective on cognition and learning and studies on children’s theories of mind. We will first review the general assumptions of contextualism and three main contextual approaches; then the more relevant perspectives on theories of mind development will be presented. The two research fields here considered are conceptually organized around two meanings of the concept of other: the “other in interaction” and the “other as culture”, on the basis of which the integration between the two fields will be justified. Finally some directions for future research will be discussed.     

Dialogue between theories interpreted as research praxeologies: the case of APOS and the ATD

The notion of “praxeology” from the anthropological theory of the didactic (ATD) can be used as a framework to approach what has recently been called the networking of theories in mathematics education. Theories are interpreted as research praxeologies, and different modalities of “dialogues” between research praxeologies are proposed, based on alternatively considering the main features and proposals of one theory from the perspective of the other. To illustrate this networking methodology, we initiate a dialogue between APOS (action-process-object-schema) and the ATD itself. It starts from the theoretical component of both research praxeologies followed by the technological and technical ones. Both dialogue modalities and the resulting insights are illustrated, and the elements of APOS and the ATD that the dialogue can promote and develop are underlined. The results found indicate that a complete dialogue taking into account all components of research praxeologies appears as an unavoidable step in the networking of research praxeologies.     

推销理论与技巧实训教学的多种模式

实践能力在市场营销专业学生的整体素质中占有非常重要的地位。本文分析了目前高职推销理论与技巧实训教学存在的问题,从可操作的角度提出了校企合作、校内商品展销会、代销等三种有效的实训教学模式,以提高学生的动手能力和解决实际问题的能力。     

Teachers as memory makers: Testimony in the making of a new history in South Africa

This article examines the use of testimony in the making of a new history in South Africa, situating this phenomenon in the context of public construction of memory and identifying history teachers as critical to the process. Through an ethnographic study of 16 schools that illuminates the use of teacher testimony in Cape Town history classrooms, the authors explore the nuanced use of testimony as a pedagogic tool and probe the role of history teachers as memory makers. Finally, this article assesses implications of teachers creating space for dialogical memory making in post-apartheid South Africa and outlines lessons of this experience for other countries in democratic transition.     

Cognitive models: The missing link to learning fraction multiplication and division

This quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the most worthwhile features of other existing models. Its exploratory nature and its approach to proof elicitation can be used to help establish its effectiveness in building students’ understanding of fractions as compared to the traditional algorithmic way of teaching, vis-à-vis the students’ negative notions about learning fractions. Interestingly, the study showed the benefits and drawbacks of using these cognitive models in the teaching and learning of mathematics.     

The effect of intrauterine PCB exposure on visual recognition memory

Adverse neonatal outcomes have been associated with intrauterine exposure to polychlorinated biphenyls (PCBs). In a follow-up study of exposed and nonexposed infants, 123 infants tested at birth were administered Fagan's test of visual recognition memory at 7 months. 2 measures of prenatal PCB exposure, cord serum PCB level and maternal report of contaminated fish consumption, both predicted less preference for a novel stimulus. Preference for novelty decreased in a dose-dependent fashion with increasing levels of prenatal PCB exposure. Postnatal exposure from nursing was not related to visual recognition memory. The relation between prenatal exposure and visual recognition was not mediated by the neonatal deficits, suggesting that intrauterine PCB exposure may have a delayed effect on central nervous system (CNS) functioning.     

The development of recognition memory for the left-right orientation of pictures

3 studies examined the development of recognition memory for the left-right orientation of pictures of common objects. In study 1, 5-year-olds, 9-year-olds, and college students were shown 20 pictures of objects. Subsequently, they were tested on their ability to discriminate between 10 of these pictures and their left-right mirror images and between the other 10 pictures and completely new ones. There were large developmental differences in memory for orientation, although all age groups could discriminate accurately between familiar pictures and completely new ones. In studies 2a and 2b, training concerning the relevance of orientation improved second and fourth graders' long-term memory for this characteristic, but training effects were minimal for kindergartners. However, even kindergarten children showed accurate short-term memory for orientation on the task used for training. In contrast to study 2, study 3 produced accurate long-term memory for orientation in kindergarten children by using a verbal training procedure. Results are discussed in terms of the range of memory factors involved in children's mirror-image confusions and in terms of general implications for the development of recognition memory.     

Learning Styles: An overview of theories,models, and measures

Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the research is conducted, and the varied aims of the research, the topic has become fragmented and disparate. This is almost certainly how it must appear to practitioners and researchers new to the area, with its complexities and convolutions difficult to comprehend and assimilate. As such, it is perhaps timely to present an account of the central themes and issues surrounding learning style and to consider the instruments available for the measurement of style. This paper aims to provide such an account, attempting to clarify common areas of ambiguity and in particular issues surrounding measurement and appropriate instruments. It aims to bring together necessary components of the area in such a way as to allow for a broader appreciation of learning style and to inform regarding possible tools for measurement. It is anticipated that such an account will promote research in the field by presenting it as more accessible and by developing a greater appreciation for the area across disciplines and in researchers and practitioners new to the area.     

The unfortunate human factor: A selective history of human factors for technical communicators

Human factors Is an important discipline for technical communicators to explore, but an examination of its historical bias toward the technological system and away from the user should be part of this exploration if we are to effectively use human factors methods in print and on‐line document development. Beginning with the advent of formal human factors in the early twentieth century, this essay reviews moments in the history of human factors that are especially relevant to technical communicators. The essay concludes with a discussion of human factors research that is most applicable to technical communications, specifically qualitative usability research, minimalism, and human activity interface design.     

The construction of national identity through primary school history: the Irish case

Much recent sociological work on education makes reference to gender, sexual, ethnic, local and political ‘project’ identities, yet there remains a need to bring the nation, and the state, back in; to also question the way in which ‘national’ identities are constructed in a context of globalisation and localisation. Through an analysis of Irish primary history curriculum statements from 1971 and 1999, I identify some key features of the state’s response to identity construction in a globalised context. They include a focus on pupils becoming skilled in reflexively producing identity, and a focus on a ‘boundless’ globalised identity. These changes are not unproblematic.

You will know all too well that Ireland is a country at war with its past—or, at least, with conflicting versions of its several pasts. But we are each of us in a struggle with those … on a much more deeply personal level than we sometimes know. (The character ‘Sr. Mary Rose Kennedy’ in Joseph O’Connor’s novel Inishowen) (O’Connor, 2000 O’Connor, J. 2000. Inishowen, London: Secker & Warburg.  [Google Scholar], p. 42)     

Visual recognition memory: a predictor of later cognitive functioning in preterms

A number of preterms who had participated in a study of visual recognition memory when they were 6 months of age were seen at older ages to assess the predictive validity of the early visual measures for cognitive outcome. The Bayley scales were administered at 6, 12, and 24 months, the Stanford-Binet at 34 and 40 months, and the WISC-R at 6 years. Novelty scores, which reflect the relative amount of time infants look at new compared to familiar stimuli, constituted the measure of infant visual processing. These scores, obtained by averaging over performance on the 3 or 4 problems administered at 6 months of age, were consistently and significantly related to cognitive measures from 24 months to 6 years, with correlations ranging from r = .53 to r = .66. Parental education, which was unrelated to novelty scores, bore a strong relationship to outcome beginning at 24 months. Although both measures contributed uniquely to the variance in cognitive outcome at 24 months and 6 years, visual novelty scores made a stronger contribution than did parental education. Neither 6- nor 12-month Bayley scores, nor various perinatal variables, were related to outcome.     

Re-visiting Hiroshima: The Role of us and japanese history textbooks in the construction of national memory

This paper originates from the perspective that school textbooks are crucial organs in the process of constructing legitimated ideologies and beliefs and are a reflection of the values considered important by powerful groups in society. This claim is explored through investigating the manner in which a selection of history textbooks in use in US and Japanese schools invites students to understand the dropping of the atomic bomb on Hiroshima. Linking narrative with historical analysis, the paper presents evidence which suggests that US and Japanese children are provided with a narrow view of the past which in promoting asense of unity and patriotism limits the development of a critical historical consciousness.     

Relating students' reasoning to the history of science: The case of chemical equilibrium

In this study, the reasoning of students, who are introduced to the concept of chemical equilibrium, was related to the historical development of this concept. In the first stage of the study, remarkable similarities were observed between students' reasoning on the issue of incomplete chemical conversions and the reasoning of 19th-century scientists, especially when molecular notions were included. In the next stage of the study, some authentic problems and questions, that were essential in the historical development of chemical equilibrium, were presented to students. It appeared that they recognised the significance of these problems and questions. Moreover, most students were eager to find explanations. Students, reasoning in molecular terms, would sometimes explain these problems in terms similar to historical explanations. Other students, however, suggested explanations in non-molecular terms, which, although chemically valid, did not appear to have historical antecedents. It was concluded that the study of authentic historical sources may inspire the design of effective teaching activities.     

Remembering: The role of extraneous reinforcement

In two experiments, pigeons' responding on an extraneous task was explicitly reinforced during delayed matching-to-sample trials. In Experiment 1, red or green sample stimuli were followed by retention intervals of 0.2, 1, 4, or 12 sec, during which pecks to a white center key were reinforced with 2.5-sec access to wheat according to extinction, variable-interval 30-sec, and variable-interval 15-sec schedules in different conditions. A proportion of .2, .5, .7, or .9 of subsequent red or green choice responses that matched the sample were reinforced with 3-sec access to wheat. The result was that increasing center key reinforcement, or reducing reinforcer probability, lowered overall accuracy. Initial discriminability fell, but with no change in the rate of forgetting. In Experiment 2, initial discriminability was affected by extraneous reinforcers that were contingent on center key pecking, but not by noncontingent reinforcers. A plausible conclusion is that initial discriminability decreases when reinforcers strengthen competing behaviors.     

The choose-short effect in pigeon memory for stimulus duration: Subjective shortening versus coding models

A symbolic delayed matching procedure may be used to study memory for stimulus duration in pigeons. Short and long presentations of a light sample stimulus are mapped onto the choke of visually differentiated comparison keys. When delay is varied in such a symbolic delayed matching procedure, pigeons show increasing preference for the short-sample key as the delay becomes longer (choose-short effect), even after a long sample stimulus has been presented. Two theoretical explanations of the choose-short effect are suggested. A subjective shortening model holds that the choose-short effect arises from progressive shortening of the memory of stimulus duration as the delay proceeds. An alternative coding model suggests that the choose-short effect arises from stimulus generalization after an initial response instruction to peck the long-sample key has been forgotten. These two models were tested by training pigeons to peck a third comparison key after no sample stimulus had been presented. Shifts in key preferences over delays ranging from 0 to 21 sec clearly supported the coding model.