浅谈多媒体教学及其在英语教学活动中的应用

本简述了多媒体教学(CAI)的发展现状，列举了它的诸多优势，讨论了制作CAI课件的要素和在英语教学活动中的应用。同样提出了一些关于如何更好地使用CAI的建议。     

用虚拟现实技术制作CAI课件

本文综述了虚拟现实技术的发展和定义。详细介绍了虚拟现产的建模语言VRML。说明用VRML制作CAI课件的方法。给出部分源程序并阐述了自制完成的解析几何CAI系统。     

用Delphi开发"选择题练习"教学软件

随着计算机的普及，各种教学软件的应用使教学手段发生了全新的变化。在众多的应用程序开发工具中，Delphi是开发Windows应用程序最为强大的工具之一。本文通过一个“选择题练习”的实例来介绍如何用Delphi开发教学软件。     

英语辅助教学VOD技术探究

英语电化教育引入VOD技术,能将英语辅助教学中声像信息的传播过渡到互联网的网络数字化视频传播,这是网络环境下英语教学现代化辅助手段的科学发现和技术革新,因此探讨英语辅助教学VOD技术的实施具有积极意义。     

Control of feedback in computer-assisted instruction

Although considerable research has been conducted on both learner control and feedback, very little research has addressed the effect of giving learners control over the feedback that they receive. The purpose of this study was to examine the effect of learner control over feedback in a CAI lesson. Subjects used one of four CAI programs which provided either program control or learner control over verification or elaboration feedback. Results indicated that subjects who received elaboration feedback during instruction performed better than students who received verification feedback. Type of control did not have a significant influence on performance. However, when subjects selected feedback for items answered incorrectly during instruction, subjects under learner control/elaboration performed better on the posttest than subjects under learner control/verification. Implications for the design of CAI are discussed.     

基于FlashMX的物体斜上抛运动的编程方法

用Flash MX中的ActionScript实现物体斜上抛运动,绘制出运动轨迹和函数图形,制作出交互 式多媒体课件,可以动态再现物理教学的过程。论文阐述了斜上抛运动课件的编程方法及设计思想,给出 部分原程序。     

Creative arts outreach initiatives in schools: effects on university expectations and discussions about university with important socialisers

ABSTRACT

For youth in disadvantaged schools, university expectations and participation are often limited by access to social and cultural capital that support expectations. This study investigated the utility of creative arts outreach initiatives (CAI) in supporting students’ university expectations and building cultural capital in homes, schools and neighbourhoods in the southwest corridor of Perth, Western Australia. Cultural capital was operationalised as discussions about university with parents, teachers and friends as important socialisers. The CAI provided task-based programs that connected students with industry professionals and university academics to access new social and cultural capital, develop skills that satisfied learning objectives and increase navigational capacity for higher education participation. Multi-group latent growth models were estimated for university expectations across 3 time points and university discussions with important socialisers at time 3 using a propensity-score matched sample comprising 176 students aged between 11 to 18 years from eight high schools (program group?=?88, control group?=?88, females?=?64%). Results indicated stability in levels of university expectations for program participants and increased discussions about university with parents, teachers and friends. Findings support the inclusion of people-rich, co-curricular creative arts programs such as CAI in disadvantaged schools to build social and cultural capital that supports and potentially widens higher education participation in this region.     

The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilities.

The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.     

Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in kinematics

The purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement-time and velocity-time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non-organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper-pencil teacher-made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two-way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention.     

用FlashMX中的ActionScript模拟迈克尔逊干涉仪

用Flash MX中的ActionScript模拟迈克尔逊干涉仪,制作出交互式多媒体课件,提高了物理实 验教学的质量。本文阐述了迈克尔逊干涉仪的原理及其模拟过程的编程方法,并给出部分原程序。     

计算机辅助教学的特点与难点——谈谈CAI课件制作及在英语教学中的应用

随着近几年来计算机的普及运用 ,越来越多的教育工作者 ,尤其是教学第一线的任课教师正在着手于计算机辅助教学的尝试、研究和实施工作 ,学习制作自己的CAI课件。计算机辅助教学集文字、声音、图像和动画一体 ,生动、直观 ;能创设教材难以提供的情景 ,还能较完美地体现多媒体的综合效果 ,能够改善教学环境、优化教学结构 ,易激发学生的学习兴趣     

Comparative effects of ability and presentation mode in computer-assisted instruction and programed instruction

Summary The duration of the current experiment was admittedly quite short—30 minutes to an hour of learning time. A longer program may have produced more pronounced differences. Sixty-four students including 32 high and low ability males and females were randomly assigned to programed instruction and computer-assisted instruction programs on the topic of Significant Figures. The results indicated that the students using programed instruction performed significantly better than those using CAI. This difference was attributed primarily to the very poor performance by the low ability students in the CAI group. There was also a significant ability effect. The posttest and retention test results, as well as number of errors in the actual learning sequence, indicated there was a trait by treatment interaction which was interpreted primarily as a very poor performance by low ability students on CAI, with almost equal performance by high and low ability students utilizing programed instruction. The data would not support such explanations as the use of recognition responses or the inability to achieve any particular concepts in the program for the performance of low ability students on the CRT-oriented CAI. Further research is suggested. The work reported herein was sponsored by the Florida State University Computer-Assisted Instruction Center and the Office of Naval Research under Grant No. N00014-68-A-0494.     

Cumulative versus rapid introduction of new information

This study investigated the way new information is presented to students. Subjects were 60 elementary and middle school students, most with learning disabilities. Students used two versions of a specially designed computer-assisted instruction (CAI) program. One version rapidly presented students with seven pieces of information (rapid-introduction group); the other cumulatively presented smaller "chunks" of information (cumulative-introduction group). Both groups worked to mastery level successfully but students in the cumulative group spent one-third the time, required fewer responses, showed less frustration, and made fewer errors in the process. Results suggest that students with learning disabilities need much more practice than most commercial CAI programs supply.     

基于CAI课件制作基础理论的研究

阐述了行为主义学习理论、认知主义学习理论以及建构主义学习理论，根据这些理论提出了CAI设计的行为主义原则、认知主义原则和建构主义原则。指出，这些理论和原则为CAI的形成和发展奠定了坚实的基础。     

Development of CAI Presentations for Science Teaching and Overview of Research Findings

Research suggests that information and communication technologies (ICT) used in the form of computer assisted instruction (CAI) may benefit student learning. There is, however, limited research about the application of CAI in non-Western educational contexts. Here I describe the use of CAI in the learning of science in India. Evaluation of student learning by quantitative and qualitative means suggests that CAI has led to enhanced learning for a variety of science topics in this educational setting. I also reflect on issues germane to the Indian context and provide guidelines for the use of CAI in science instruction in countries for which ICT facilities in schools are somewhat compromised.     

CAI versus paper and pencil-discrepancies in students' performance

Differences were identified in students' performance of similar arithmetic tasks in two media: paper-and-pencil (P&P) and computer-assisted instruction (CAI). Performance of elementary school students on P&P was compared with their performance in CAI work in two widely used CAI systems-an Israeli and an American; in two types of practice-either mixed from a variety of types of exercises or of fixed-type exercises; with two types of task arrangement-either strictly or loosely hierarchical; and with two criteria-either level of performance as defined in the CAI curriculum or the percent of correct answers. Results show that for both CAI systems, for both criteria, for both types of task arrangement, and for either type of practice, the majority of students performed with P&P better than in their simultaneously current CAI work. However, there were students who achieved the opposite results for tasks arranged in loose hierarchy. These two contradictory trends are discussed and explained on the basis of prolonged observations of several students working with the two CAI systems involved.     

多媒体CAI课件的常见类型简析

多媒体计算机辅助教学现已深入到越来越多的学校,而多媒体CAI课件则是实现计算机辅助多媒体教学的关键。本就当前常见的几种不同类型的多媒体CAI课件在使用目的、制作思想、技术方法、应用范围等方面进行简要叙述和分析,目的是使当前正在或准备制作多媒体CAI课件的广大教师和教育工作者,特别是初次接触多媒体CAI课件者,对多媒体CAI课件的制作有更加广泛的了解。     

球磨机CAI课件的研制

论述了球磨机CAI课件的开发过程。在课件开发过程中，课件所具备的功能、课件内容的系统性、科学性和正确性。课件应符合的规律及课件在学生使用时的学习方法。同时还阐述了球磨机CAI课件的脚本编写，软件制作，软件打包等内容。     

传感器与检测技术CAI课件优化与学生实践能力培养

论证了通过传感器与检测技术CAI课件优化来弥补实践环节教学的不足,以加强学生实践能力培养的必要性与可行性;给出了课件优化的实用方案;比较、分析了课件优化前后的教学效果。     

展示类CAI在思想政治课教学中的应用

不同的学科有不同的特点、教学内容和应用场合，如何合理选择一种适合本学科的CAI教学模式，充分利用和发挥计算机的特点，避免课本搬家等形式主义倾向，是每一个利用CAI进行教学的教师都必须重视的问题；在CAI实践的基础上较全面的就思想政治课应用CAI的必要性和重要性、原则等方面进行了论述。