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101.
从封闭到开放——学校组织变革的分析 总被引:8,自引:0,他引:8
进入21世纪,作为一种重要的社会组织的学校必然要变革。其变革内容包括目标、方法、策略等。“学习型学校”正是学校组织变迁的目标。 相似文献
102.
用有差异的同类事物的刺激图片为实验材料,采有全部呈现刺激图片和逐一呈现刺激图片以及有无样例图片的方法,在4-9岁儿童的被试中探讨儿童分类依“相似性”向依“理论性”转变的问题及影响分类结果的因素,结果表明:儿童依“相似性”分类向依“理论性”分类的转折点是8岁,两种呈现刺激方式的对儿童的分类结果没有造成显著性差异;按目标图分类方式(有样例)的分类结果显著好于自由分类方式(无样例)的分类结果。 相似文献
103.
Bernhard Clau?en 《Zeitschrift für Erziehungswissenschaft》2001,4(1):138
104.
This paper discusses a model-based approach to validate software requirements in agile development processes by simulation and in particular automated testing. The use of models as central development artifact needs to be added to the portfolio of software engineering techniques, to further increase efficiency and flexibility of the development beginning already early in the requirements definition phase. Testing requirements are some of the most important techniques to give feedback and to increase the quality of the result. Therefore testing of artifacts should be introduced as early as possible, even in the requirements definition phase. 相似文献
105.
New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data 总被引:1,自引:0,他引:1
The present study combines a standardized diary approach with time-series analysis methods to investigate the process of self-regulated learning. Based on a process-focused adaptation of Zimmerman’s (2000) learning model, an intervention (consisting of four weekly training sessions) to increase self-regulated learning was developed. The diaries were applied to evaluate this intervention. A sample of 40 civil engineering students participated and 21 of them answered questions in standardized diaries over a five-week period. The effectiveness of the intervention was demonstrated using trend analyses that evinced significant improvements in self-regulatory behavior. In addition, interrupted time-series analyses and control group comparisons confirmed essential treatment effects. The results demonstrate the advantages of using standardized diaries to obtain ecologically valid data on daily learning. 相似文献
106.
卫崇文 《山西师大学报(社会科学版)》2001,28(2):88-91
关于<山海经>产生于何时何地,众说纷纭.本文主要用文化人类学的方法,从先秦社会发展演变入手,探讨<山海经>各部分的特点,认为<山海经>成书于战国中后期,其中<五藏山经>所记诸神多是比较古老的原始自然神,而<海荒经>中所记诸神,多是战国中后期由方士把历史人物神话化的结果. 相似文献
107.
Nadine Großmann 《International Journal of Science Education》2019,41(6):759-781
Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (Mage?=?13.02?±?0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples. 相似文献
108.
109.
Research in Science Education - In self-determination theory, Ryan and Deci (2017) propose that psychological well-being is based on three innate psychological needs: relatedness, competence, and... 相似文献
110.