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411.
Siew Wei Tho Yau Yuen Yeung Rui Wei Ka Wing Chan Winnie Wing-mui So 《International Journal of Science and Mathematics Education》2017,15(7):1217-1236
Laboratory work, particularly the latest remote laboratories (RLs), has been assumed to have a general positive effect on science education because practical work can provide diverse learning experiences and enhance thinking skills suitable for the 21st century. However, there has not been a synthesis of the science education research to support this assumption. The objective of this study is to systematically review the growth of educational research on laboratory work, particularly in RLs, utilizing a series of review processes with innovative software for visualizing structural relationships. The combined use and support of HistCite and CiteSpace software enabled the visualization of the citation structure and history of articles. The findings revealed that RLs were a state-of-the-art subset of laboratory work and a new way of conducting laboratory work that has gained fairly wide research attention in engineering education over the past two decades. Thus, this innovative literature review process has established a solid background for future research and development efforts on RLs in science education dealing with scientific and engineering practices. 相似文献
412.
初步探讨了在人工模拟海洋生态系统条件下,珊瑚和海葵生长、繁殖的条件和影响因素。结果表明:光照、温度、水深、盐度、pH值是影响珊瑚、海葵生长发育的重要生态因素。在同一环境条件下,海葵的适应性更强,在实验条件下能进行分裂生殖和有性生殖。 相似文献
413.
Shek Kam Tse Ference Marton Wing Wah Ki Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406
This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters
by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils
are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child
usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed
an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters.
Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil,
attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational
clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise
crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After
an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that
yields strong support for the efficacy of the approach. 相似文献
414.
This mixed-methods study employed Hargreaves and Fullan’s (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that facilitate transformational change in instructional practices empower teachers to embrace ambiguity, conflict, and risk to improve both student and teacher development. In contrast, PLCs that disseminate instructions for implementation produce reifying change. The findings illustrated that, in Singapore’s hierarchical cultural context, teachers participating in PLCs with high professional capital demonstrated transformational practice. These PLCs differed from most others in teacher cultural disposition toward uncertainty, unequal relationships, and risk. The findings imply that PLCs have the potential to support transformational change in practice, even when the cultural context endorses hierarchical relationships. However, this potential is moderated by the teacher cultural dispositions that prevail in PLCs. PLCs that possessed medium professional capital were the majority, demonstrating efforts to reify instructional change. Low professional capital PLCs also differed in teacher cultural disposition from the middle majority, but demonstrated neither the transformational practices of high professional capital PLCs, nor the reifying practices of medium professional capital PLCs. Recommendations are given in this paper to PLCs situated in similar hierarchical cultures on the types of adjustments required to support transformational change in practice. 相似文献
415.
Models of technology growth are often conceived in terms of long-run trends in performance and price because, in general, short-run parameter stability and even the form of the growth function have proved elusive. Yet short-run growth models are arguably more useful for managers and research scientists, because the majority of their decisions are concerned with discretionary spending and operations rather than longer run strategic plans and investments. Our research explores short-run growth in microcomputer technologies by specifying growth models and parameter estimates for six commercially important computer technologies over short time periods with weekly data. Observations were acquired in a homogeneous market, limited to a collection time frame of less than two years. Data was collected at granular, weekly intervals, with concurrent tests to determine whether parameters were stable over successively longer intervals; conversely candidate growth models from longer ‘strategic’ planning horizons were tested to determine whether they scaled down to operational planning horizons. We found that an exponential model of performance-to-price growth is supported over short time horizons in all but one microcomputer technology (nonvolatile RAM). The exponential model and technology specific parameter estimates that are valid over short horizons were found to accurately scale up to longer planning horizons. We expect our results to contribute to more accurate price-performance forecasting at the corporate and product level; better decision making concerning inventory management, capacity utilization, lead and lag times in supply-chain operations, and efficiency of logistics. 相似文献
416.
Yuen Yi Lam 《Cambridge Journal of Education》2017,47(2):155-165
This study compared the effects of social persuasion from parents and teachers on students’ self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and negative feedback that were described as coming from their teacher, mother and father. Students decreased their self-efficacy after receiving negative feedback and the source of feedback did not make a statistically significant difference. Conversely, positive feedback led to an increase in self-efficacy with the mother’s positive feedback leading to a higher increase in self-efficacy than feedback from the teacher and the father. No statistically significant difference was noted in the change in self-efficacy after receiving feedback from the father and the teacher. Parents and teachers should increase the use of positive feedback and decrease that of negative feedback. Implications for collaboration between teachers and parents in providing positive feedback on students’ academic performance were discussed. 相似文献
417.
418.
本文对近二十年来发展起来的、新的语言学分支——跨文化语用语言学及其形成和发展、对跨文化语言交际的关系、对外语教学的实际作用进行了分析探讨,指出大学英语教师应着重培养学生的语用能力和在跨文化交际中的语用意识。 相似文献
419.
“TeleNex” is a computer network set up to enhance the professional development of inservice English teachers in Hong Kong
by allowing them to access and share curriculum materials and to communicate with teacher educators at The University of Hong
Kong and fellow teachers in other schools. This paper reports a study on the characteristics of the interactions in the public
conferences on “TeleNex” during its first 16 months of full operation and the possible factors contributing to these characteristics.
In order to analyze the various aspects of conference interactions, including teacher participation, initiation and response,
response patterns and message types, a framework of message analysis was developed, drawing on concepts in conversational
and discourse analysis. To investigate the possible contributing factors, a questionnaire was designed and administered to
all users at the end of the 16-month period. The interaction analysis results and the questionnaire results confirmed the
findings in previous studies carried out by the authors that social and psychological factors were very important in shaping
the network interactions.
TeleNex (Teachers of English Language Education Nexus) is a computer network set up by TELEC with a generous donation from the Hong
Kong Telecom Foundation. The Hong Kong Language Fund provided further funding for its third year of operation (1995-96). The
research side ofTeleNex is funded by the Research Grants Council of The University Grants Committee of Hong Kong. The authors wish to thank the Hong
Kong Telecommunications Foundation and the Hong Kong Language Fund for their generous support. They also wish to thank all
colleagues at TELEC who have worked tirelessly to set up the network. In particular, they wish to thank Suzi Nicholson for
her comments on the draft. Finally, they wish to thank the editor Steven Ross for his detailed comments and suggestions for
revision. 相似文献
420.
This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9301 students (4712 from Hong Kong and 4589 from Taiwan) revealed that independent reading in school made a distinctive contribution to the reading performance of Hong Kong and Taiwan students after controlling for the effects of students’ and parents’ reading attitudes, the availability of supportive home educational resources and student engagement in a range of reading practices. Out-of-school informational reading was found to be negatively associated with students’ reading attainment for both Hong Kong and Taiwan students. There was evidence that reading aloud in class in Taiwan classrooms significantly contributed to the Taiwan students’ poor reading performance. 相似文献