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151.
文章分析推荐系统的现状和存在问题,引入关注动态变化、发现隐性关联和弱信号的机会发现理论,依次从收集用户信息、掌握用户兴趣变化和匹配资源方面,探讨机会发现理论对推荐系统的改进。通过改进兴趣模型、建立自适应推荐模块、提供集成推荐等措施,提升推荐系统效率。 相似文献
152.
153.
为了了解和掌握普通外籍人士对图书馆的利用及需求情况,项目组运用调查问卷法及SPSS对其进行了调查和统计分析,结果表明,他们阅读的主要目的是为了获取与就业、教育、社会福利和中国文化相关的信息。但语言和文化的差异在很大程度上影响了他们对中文图书资料的阅读。所以图书馆多元文化建设应照顾不同层次、不同背景读者群的具体需求,在地点设置、馆藏布局、资料采购、服务项目上不断调整和完善,为他们提供更好的有针对性的服务。 相似文献
154.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
155.
156.
Guoyuan Sang Martin Valcke Jo Tondeur Chang Zhu Johan van Braak 《Asia Pacific Education Review》2012,13(3):417-425
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)??developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319?C331, 2004)??was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts. 相似文献
157.
信息媒体数字视频图书馆(TheINFORMEDIADigitalVideoLibrary,简称IDVL)项目是美国数字图书馆创始计划(DigitalLibrariesInitiative,简~,DLI)最初的六个项目之一,由卡内基·梅隆大学于1994年创建。该项目一直在深入地开发数字视频及其相关技术和工具,致力于建立一个庞大的在线数字视频图书馆,为用户提供多媒体信息服务。文章对该数字图书馆的项目概况、资源组织、技术特征和服务特点等进行了综合介绍和评价。 相似文献
158.
Nan Li Himanshu Verma Afroditi Skevi Guillaume Zufferey Jan Blom Pierre Dillenbourg 《Distance Education》2014,35(2):217-233
Research suggests that massive open online course (MOOC) students prefer to study in groups, and that social facilitation within the study groups may render the learning of difficult concepts a pleasing experience. We report on a longitudinal study that investigates how co-located study groups watch and study MOOC videos together. The study was conducted with on-campus flipped classroom students. Our subjects reported an overall high satisfaction with the study group style. The research reveals that students like to stay synchronized in the group while watching MOOC videos. However, they have to find a balance between synchronization, video interaction, and the amount of conversation. Watching MOOCs on a shared display addresses the need of synchronicity, and the distribution of control can increase the video interactivities. 相似文献
159.
Cristianne Lane Mary Jo Surges Prokop Blanche Podhajski Jane Nathan 《Early Years: An International Journal of Research and Development》2014,34(1):67-80
The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous investigation found positive effects of the program on the pre-literacy skills of children in Vermont. The current study extended their work by replicating the training for Head Start teachers (n?=?27) in another state. Teachers were divided into three groups. One group received the training and live mentoring; a second group received training and distance mentoring; and a third group of teachers served as controls. The results indicate that children (n?=?97) served by teachers who received the training (n?=?18) made higher gains on a measure of early literacy skills than those children (n?=?36) served by control teachers. The gains made by children in the treatment groups were consistent for teachers who received either live or distance mentoring. Implications for practice are discussed. 相似文献
160.
Christopher S. Gregg Jo Dale Ales Steven M. Pomarico E. William Wischusen Joseph F. Siebenaller 《CBE life sciences education》2013,12(3):383-393
We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR''s target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader range of institutions. We surveyed the four cohorts; 47 STAR alumni responded to the online survey. The responses were separated into two groups based on the Carnegie undergraduate instructional program categories, faculty from seven associate''s and associate''s-dominant institutions (23) and faculty from nine institutions with primarily 4-yr degree programs (24). Both groups expressed the opinion that STAR had a positive impact on teaching, student learning, and engagement. The two groups reported using techniques of formative assessment and active learning with similar frequency. The mix of faculty from diverse institutions was viewed as enhancing the workshop experience. The present analysis indicates that the SI model for training faculty in scientific teaching can successfully be extended to a broad range of higher education institutions. 相似文献