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91.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
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Lina?KashyapEmail author 《International journal for the advancement of counseling》2004,26(4):337-339
In 2001, for the first time in the history of the International Association for Counselling, International Conference was held in a developing Asian country–India, with the theme Families in Transition–Counselling in Transition–Meeting the Challenges Ahead. This special issue contains some of the presentations made by Indian participants during this conference which best reflect the challenges and diversities of counseling efforts with families in India. The first article was specially written for this issue in order to give an international relationship of this journal an in depth contextual understanding of Indian families in transition and the challenges they pose to the contemporary Indian counselor. Two articles are reflected to counseling families affected by socio-politial and economic changes. Five authors have written on counseling related to physical and mental disability/addiction and last two articles are reflected to authors experiences as family counselors. 相似文献
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95.
H. T. G. Van den Hurk A. A. M. Houtveen W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249
The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction. 相似文献
96.
Eveline de Boer Fred J. J. M. Janssen Jan H. van Driel 《Journal of Science Teacher Education》2016,27(3):303-324
To increase the teacher efficacy of student teachers, they need positive classroom experiences: mastery experiences. These mastery experiences have to be created by the student teachers themselves. Therefore, student teachers need a tool to better understand problematic teaching experiences and help them create positive classroom experiences. Nine student biology teachers used this attribution support tool when reflecting on multiple lessons taught in classes they considered difficult. They scored their lessons and filled in a teacher efficacy questionnaire after each lesson. The results show that teacher efficacy increased and the number of failures during the lessons decreased; on average, the self-awarded marks per teacher per lesson increased, indicating an increase in mastery experiences. Therefore, the attribution tool seems to be a promising tool for student teachers to enhance their teacher efficacy and to support reflection on problematic teaching experiences. 相似文献
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Kinetic knowledge is of great importance in achieving good control of the pyrolysis and gasification process and optimising
system design. An overall kinetic pyrolysis scheme is therefore addressed here. The kinetic modelling incorporates the following
basic steps: the degradation of the virgin biomass materials into primary products (tar, gas and semi-char), the decomposition
of primary tar into secondary products and the continuous interaction between primary gas and char. The last step is disregarded
completely by models in the literature. Analysis and comparison of predicted results from different kinetic schemes and experimental
data on our fixed bed pyrolyser yielded very positive evidence to support our kinetic scheme.
Project (No. 2001CB409600) Supported by the National Key Basic Research Program (973) of China 相似文献
99.
普通话二字组词语不同的声调组合方式 ,使前后位声调产生不同的动态变化形式。前位声调的动态变化明显表现在上声调变为低降调和中升调上 ;后位声调的动态变化则表现在调值的明显改变上。后位声调的动态变化更为普遍 ,应该引起足够的重视 相似文献
100.