试论知识迁移的广义相似说与体育教学

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。     

Open-book tests in a university course

In the few available studies on the use of books in examinations, open-book tests have been found to reduce pre-test memorization and anxiety during examinations without affecting academic performance. However, these studies were made with students in non-book systems, whereas systems which allowed books in all exams might be thought likely to create a non-fact-learning attitude in students. The present study was undertaken in a book-allowing system with 120 students during a regular course in physiology at a medical school. Each group sat two parallel 60-item multiple choice tests and used books in one test but not in the other. The tests took place about four weeks prior to the final examination, which is of the same type as the experimental tests. Recall items could yield less than 15% of maximum points, so that interpretation and problem-solving items predominated. Total test points with and without books did not differ significantly. An analysis of variance showed that the effect of books on recall items was only slight and that the two tests varied in difficulty, in spite of efforts to secure equality.     

Beyond traditional school value-added models: a multilevel analysis of complex school effects in Chile

School value-added studies have largely demonstrated the effects of socioeconomic and demographic characteristics of the schools and the pupils on performance in standardised tests. Traditionally, these studies have assessed the variation coming only from the schools and the pupils. However, recent studies have shown that the analysis of academic performance could significantly benefit from additional complexity in the model structure, incorporating non-hierarchical and unexplored levels of variation. Using data on secondary students from the Chilean National Pupil Database (2004–2006), this study shows how the traditional value-added models fall short in addressing the complex phenomenon of academic performance, because they largely overestimate school effects. A 4-level contextualised value-added model for progress in Mathematics was implemented and shown to avoid the masking of classroom and locality effects found in the traditional models. We also analyse the effects of important structural factors in Chile such as family income and school type.     

Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?

ABSTRACT

This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to operate. The extent of the child's participation seemed to relate to what he was doing and who he was with; overall, limited social inclusion amongst peers being achieved. Results indicated that predictable frameworks and teacher support increased participation. We discuss how participation for children with autism can be promoted. Our study points toward the need to extend current adaptations and support to children with autism within the educational settings, to enable a more inclusive practice.     

Lifelong learning among older professionals: How competence strategies and perceptions of professional learning affect pastors’ participation

One of the challenges of keeping older employees up to date and ensuring their continued involvement in the workplace is to provide them with relevant learning opportunities. This article aims to understand the usefulness of the concept of LLL for a group of older employees (50+). This is done using interviews and a document study on the Church of Norway (CofN) to understand how the concept of LLL is interpreted and acted upon by employers and older pastors. We assume that changes occurring outside the Church provoke the need for new knowledge and new ways of working. We ask how these older professionals perceive their learning opportunities and try to ascertain how the concept of LLL is helping them to tackle the ongoing changes. The article adds to the research on the interplay between competence strategies of employers and attitudes of older employees in a well‐established profession. Results of our study show that new strategies open up for greater participation. However, older pastors’ greatest motivation for learning seems to be their ordination vows, which include a commitment to continued learning through personal studies. This influences the kind of activities in which they participate, their expectations concerning the recognition of their learning and their views on the Church as a learning organisation. We conclude that older pastors do benefit from LLL initiatives in the workplace, but they also benefit from belonging to a profession with a conscious commitment to learning.     

A comparative study of the effect of behavioral objectives on class performance and retention in physical science

This experiment was designed to assess the effects of behavioral objectives on class achievement and retention. Eight experimental classes received instruction in physical science with stated behavioral objectives and six control classes received the same instruction without knowledge of the objectives. The subject matter used in this ninth-grade investigation was the third unit of the program, Interaction of Matter and Energy. Behavioral objectives and their accompanying assessment tasks were written by the investigator for the subject matter areas of heat energy, light energy, and phases of matter. The experimental classes obtained higher mean scores than the control classes on both achievement and retention tests. The overall mean differences due to treatment was found to be significant at the 0.01 level of confidence. The results of the study support the thesis that providing classes and teachers with behavioral objectives prior to instruction can enhance the performance on achievement tests. Also, the data strongly suggest that behavioral objectives and their accompanying assessment tasks will cause a resistance to forgetting.     

如何制订面向全体学生的课堂教学目标

体育课的教学目标应该是面向全体学生的,考虑到学生的个体差异,教学目标应该表现为:方向目标与达成目标的统一;学生目标与教师目标的统一;个体目标与群体目标的统一.