Computer-based collaborative problem-solving assessment in Taiwan

Abstract

The current study explores students’ collaboration and problem solving (CPS) abilities using a human-to-agent (H-A) computer-based collaborative problem solving assessment. Five CPS assessment units with 76 conversation-based items were constructed using the PISA 2015 CPS framework. In the experiment, 53,855 ninth and tenth graders in Taiwan were recruited, and a multidimensional item response analysis was used to develop CPS scales and represent the students’ collaboration and problem solving performance. The results show that the developed H-A approach is feasible for measuring students’ CPS skills, and the CPS scales are also shown to be reliable. In addition, the students’ CPS performance scores are further explored and discussed under the PISA CPS framework.     

张承志作品的意象群落

张承志独特的人生经历与情感体验 ,表现为其作品的意象群落的殊异性 ;其创作主体以人自身理想为准绳 ,表现为其作品的意象群落的排它性 ;随着他疾丑扬美的理想及螺旋递进的人生观的不断成熟 ,表现为其作品的意象群落的整体性及其指向性     

利用淘汰仪器开发实验项目的尝试

为实现实验教学体系的改革，培养具有社会适应能力、竞争能力和创新能力的高素质的人才，结合学校自身特点，在利用淘汰仪器开发实验项目进行了尝试，并从中得到了几点启示。     

The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction

The effects of different approaches to learning Chinese characters were investigated. Ninety-two high-school students were randomly assigned to one of five treatment groups: translation, verbal mnemonics, visual mnemonics, dual coding mnemonics, or self-generated mnemonics. All groups received instruction and completed posttests in a computer-based environment. The results indicate that participants who generated their own mnemonics demonstrated higher posttest performance than those in visual coding, verbal coding, and translation groups; subjects in the dual coding group scored higher than those in the translation group. Those who generated their own mnemonics spent more time on task than any other group, and those in the verbal coding group took more time than those in the translation group. Survey and qualitative data suggest that learners' interpretations of the Chinese characters were rooted in their cultural backgrounds and personal experiences.     

Effect of Marangoni Convection on Mass Transfer in Liquid Phase

Marangoni effectis of interestto the chemical en-gineers from both scientific and practical points ofview[1—6]. The Marangoni convection contributes tothe renewal of the interfacial surface and is capable ofincreasing the mass transfer rate, resulting in intensi-fication of separation processes such as distillation,extraction, absorption, and desorption. The theoretical studies of Marangoni instability inthe past were focused on determining the critical tran-sition point. The critical condit…     

乾隆时期的小溪沟与碧峰门

乾隆时期承德植被极好,参天蔽日的树环绕避暑山庄。夕阳西下,老槐古柳极富诗意。小溪沟、碧峰路是天然通风道使城市十分凉爽。现在山庄旁边高楼林立是所不宜。     

Children's use of analogy during collaborative reasoning

This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development.     

从东京大学的发展看日本政府对高等教育的态度

东京大学是日本历史最悠久、规模最大的国立大学,是日本政府为了与欧美强国抗衡而建立的综合性大学,它在其发展的各个时期都对国家和民族的发展有重要贡献。从东京大学成立之日起,日本政府就对它寄予厚望,给予种种优待,以此为基础,东京大学日益发展,成为世界著名的高等学府。从日本政府对待东京大学的态度,可以窥见其对待高等教育的态度。     

Practice makes better? A study of meditation learners in a classroom environment

The study investigates the effect of length of meditation history on various factors, namely learning motivation, learning outcome and classroom climate. Data were collected from working adult learners (n = 450) attending meditation classes in two large cities in Taiwan. The investigation categorized learners based on meditation experience, namely <1 year, 1–3 years, 4–6 years, 7–10 years and >10 years. The study investigated how experience affects learners in their perception of motivation, learning outcome and classroom climate, using one‐way ANOVA and post‐hoc analysis. Results showed a non‐linear ordered response—longer meditation experience does not in all cases increase benefits gained from meditation. A follow‐up group discussion with learners identified learning fatigue as a possible factor for the non‐linear results. In addition, through canonical correlation analysis, the study also showed that learning motivation and classroom climate is strongly correlated with learning outcome. The paper concludes with a discussion of results.