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731.
栗文忠 《大同职业技术学院学报》2004,(2)
体育锻炼伴随着人的一生。在不同的年龄阶段有不同的目标、内容和方法,学校体育是终身体育的基础,终身体育要放眼未来,首先要着眼于学校体育。 相似文献
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李红霞 《大同职业技术学院学报》2004,(2)
中等卫生学校的学校发展要准确定位,走特色办学的道路,教学模式和教学方法要有创新,要从理论和实践的结合上走出一条新路。 相似文献
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The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results. 相似文献
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Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Learning and Instruction》2009,19(6):455-465
Structural features of learning tasks are relevant for problem solving but not salient for novice learners. Feedback in the form of Knowledge of Correct Response (KCR) during practice is expected to help learners recognize the structural features and to profit from learner control over the selection of learning tasks. A 2 × 2 factorial experiment (N = 118) was conducted to study the effects of the KCR feedback (present and absent) and control over the selection of learning tasks (learner control and program control). The presence of the KCR feedback yielded higher efficiency on a near-transfer test as well as higher learner motivation. An interaction between feedback and control, indicating extra beneficial effects of feedback when learners control the selection of learning tasks, was not found. Theoretical and practical implications are discussed. 相似文献
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Päivikki Jääskelä Seija Nykänen Päivi Tynjälä 《Journal of Further & Higher Education》2018,42(1):130-142
This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones. 相似文献
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Fatma Betül Kurnaz Esin Ergün Hale Ilgaz 《Education and Information Technologies》2018,23(4):1719-1736
This study aimed to develop a rubric to assess participation of students in online discussion environments. For this purpose, the study included 168 students who participated in a course offered online during the spring semester of the 2015–2016 academic year. Developed based on the literature, the rubric consists of two parts (Form and Content, and Number and Density) and seven criteria in total. “Form and Content” consists of congruity of the message in terms of subject, clarity of the message, original value of the message, interactional value of the message, and directing the subject; whereas, “Number and Density” consists of the number of messages and their density. Four different discussion subjects were presented to the students in an online discussion environment. The researchers analyzed the students’ messages individually. Exploratory Factor Analysis was performed in order to obtain evidence for construct validity. After conducting the factor analysis, results showed that the first dimension, which is “form and content” sub-factor, is unidimensional. The “number and density” sub-factor was included in the graded scoring key based on the literature and expert opinion. The findings show that the graded scoring key is reliable and valid. 相似文献