用建构主义理论指导设计性物理实验教学

在设计性物理实验教学中,以建构主义理论为指导,在实验项目的选取和抛锚式教学法的运用方面 提出了设想,以达到设计性物理实验教学培养学生创新能力的目的.     

Empathic design: imagining the cognitive and emotional learner experience

Educational technology research and development - In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design....     

Aesthetics and e-assessment: the interplay of emotional design and learner performance

The purpose of this study has been to examine the impacts of aesthetic design on learner experience in an e-assessment environment, specifically on cognitive load and task performance. Sixty-six postsecondary students were randomly assigned to one of two aesthetic design configurations of the e-assessment environment: (1) an environment with low consideration to aesthetic design (i.e., designed to provide the utility and usability necessary to complete the tasks), and (2) the same environment (i.e., identical utility, task objectives, and task media) designed with several aesthetic enhancements to heighten the learner experience. Findings suggest that aesthetic design significantly decreased participant cognitive load and increased participant satisfaction, willingness to continue use, voluntary self-assessment time, and task performance. Qualitative data support these findings. The results of this study provide practical insights for designers exploring the valuable relationship between aesthetic design and the learner experience.     

Performance by design: The systematic selection,design, and development of performance technologies that produce useful results

Ryan Watkins is associate professor of educational technology at George Washington University in Washington, DC. He designs and teaches courses on instructional design, systems analysis and design, research methods, and technology management for online and classroom delivery. He has written several books and more than 60 articles and book chapters on strategic planning, return‐on‐investment analysis, and evaluation. Performance by Design (ISBN: 0–87425–949–5) is published by HRD Press and ISPI (price: $19.95). The publisher may be reached online at http://www.hrdpress.com or by phone at 800‐822–2891.     

Contextual and strategic knowledge in the acquisition of design expertise

This study examines the acquisition of expertise in designing and developing information systems. The aim was to investigate how practical experience is related to contextual and strategic knowledge in problem-solving. Using a combination of expert–novice comparisons and longitudinal methods, professional systems analysts were compared with novices at the beginning and end of a seven month project-based course. The results show that during the course, the novices acquired a good deal of strategic competence in using domain-specific methods. Compared to the novices, the experts showed a more comprehensive and higher level of awareness of clients' contextual constraints. The study demonstrated qualitative variation in the subjects' solutions to design problems. Five distinct solution patterns were found; these appeared to originate mainly from the settings of the subjects' practical work.     

Technology, math, and the early learner: Models for learning

As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early learning educators as well as parents with models for replication.     

Architectural design and the learning environment: A framework for school design research

This article develops a theoretical framework for studying how instructional space, teaching and learning are related in practice. It is argued that a school’s physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching and learning. Supporting evidence for this argument is drawn from research on school climate and organisation, as well as from the author’s study of three open-plan high schools. Facilities design, educational practice, school culture, and student learning are found to be interrelated aspects of a school’s total learning environment.     

Statistical design,models and analysis for the job change framework

The author wishes to thank David R. Black and Teri A. Loughead for their invitation to contribute this paper, and for stimulating his interest in models of job change. Research on this paper was supported, in part, by NSF grant DMS-8901922.     

Designing the framework conditions for assuring academic standards: lessons learned about professional, market, and government regulation of academic quality

The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic quality assumes three primary forms: “oversight” or direct regulation; “competition” or steering of market forces; and “mutuality” or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the academic profession to assure academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring academic quality in universities, we outline the essential components of a national framework for assuring academic standards.     

Content and Criticism: the aims of schooling

A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth-century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed to rebut the attack on critical thinking can in large measure be found in the literature from Dewey on.     

Religious studies,religious education and the aims of education

This article interacts with a recent article by Denise Cush and Catherine Robinson in which they call for a new dialogue between religious studies in universities and religious education, and identify a number of developments in religious studies that have implications for the practice of religious education in schools. Cush and Robinson are representative of an influential body of opinion among religious educators that looks to religious studies for inspiration. It is argued that they, along with others, fail to appreciate the difference between the aims of religious studies and those of religious education and that this unrecognised difference leads them both to engage uncritically and superficially with the history of post-confessional religious education and to fail to recognise that the roots of some of the weaknesses in contemporary religious education can be traced to the influence of religious studies over it. Showing that religious education has (and is required to have) a different set of aims from religious studies (though some aims may be held in common) alerts us to its distinctive nature, and this in turn facilitates a clearer understanding of its role in schools, which can serve both to direct and to evaluate educational outcomes.     

Self-processes and learning environment as influences in the development of expertise in instructional design

A major challenge for learning theories is to illuminate how particular kinds of learning experiences and environments promote the development of expertise. Research has been conducted into novice-expert differences in various domains, but few studies have examined the processes involved in learners’ expertise development. In an attempt to understand the development of expertise in instructional design (ID) among graduate students, this study aimed to investigate (1) the patterns of expertise development among ID learners over an extended period; (2) the roles of expert modelling, peer feedback, self-reflection and participation in a supportive learning community in learners’ expertise development; and (3) the interactions of individual differences and the learning environment in learners’ expertise development. A qualitative design was used to investigate students’ expertise development across a range of dimensions. The participants were two cohorts of 11 graduate students in a program on instructional psychology and design. Data, including observations, interviews, design documents, metacognitive essays and peer feedback, were collected for triangulation and in-depth analysis. The results showed that the two cohorts exhibited similar patterns in their ID expertise development. These development processes were influenced by both self-processes and social influences. Self-processes are determined by the perceptions, motivation and prior knowledge that students bring into the learning environment. Social influences are characterised by a learning community that encourages peer interactions and feedback and is supported by expert modelling and scaffolding.     

Formal education,mismatch and wages after transition: Assessing the impact of unobserved heterogeneity using matching estimators

This paper studies the incidence and consequences of the mismatch between formal education and the educational requirements of jobs in Estonia during the years 1997–2003. We find large wage penalties associated with the phenomenon of educational mismatch. Moreover, the incidence and wage penalty of mismatches increase with age. This suggests that structural educational mismatches can occur after fast transition periods. Our results are robust for various methodologies, and more importantly regarding departures from the exogeneity assumptions inherent in the matching estimators used in our analysis.     

我国国有企业产权结构的框架设计

在采取公司制经营国有资产、重构国有资本所有权的基础上，构建以国有资本法人交叉持股形式占主导地位、大力吸收和发展社会资本为重要组成部分、内部职工少量持股再造职工主权机制的国有企业产权结构框架，从根本上解决我国国有企业的产权虚置问题。