多种媒体教学中的几个问题

通过对教学媒体的种类及功能特性的介绍,说明在多媒体教学中选择、使用媒体时应注意的问题.     

Historical Controversy as an Educational Tool: Evaluating elements of a teaching–learning sequence conducted with the text “Dialogue on the Ways that Vision Operates”

This paper describes the development, use, and analysis, of an educational tool inspired by the history of the optical mechanism of vision. We investigated 12‐year‐old students’ reasoning about vision. Most of them explain it as the result of something coming either from the object or from the eye. Moreover, some of them think that light penetrates the eye only when they are dazzled. Such ideas can be found in the ancient and medieval history of science. In particular, the Ancients disagreed about the direction of vision until Alhazen opened the way to a consensus, arguing in the 11th century that light could be a stimulus for the eye. Our tool, a short drama entitled “Dialogue on the Ways that Vision Operates”, refers to those historical elements, especially to the controversy over the direction of vision and Alhazen’s ideas about light. This text was integrated in a teaching–learning sequence and experimented with six pairs of students aged 12–13. The analysis of this teaching–learning sequence shows that the learning process can take advantage of the opportunity offered to the students to identify themselves with the scientists portrayed in the drama.     

Understanding STEM-focused high school students’ perceptions of task importance: The role of “standing out” and “fitting in” in mathematics class

One theoretical extension of Optimal Distinctiveness Theory (ODT;  and ) is that individuals will work toward the satisfaction of their own social identity needs for differentiation (standing out) and assimilation (fitting in). Because these needs serve as driving forces behind the attitudes people adopt, and the behaviors they enact, the motivational properties of these needs are likely to be manifest in achievement contexts. Bridging ODT and Expectancy-Value Theory, this article examines the prediction that academic tasks are seen by students as more important when they contribute to students’ ability to stand out (task differentiation) from and fit in (task assimilation) with their classmates. This prediction was supported among an ethnically diverse sample of STEM-focused high school students who rated the importance of 18 mathematics-related academic tasks. Additional analyses demonstrated that the association between task assimilation and task importance was stronger for students who perceived their academic learning environment to be performance-focused (performance goal structure). There also was a significant interaction between task differentiation and task assimilation, such that the association between task assimilation and task importance attenuated at higher levels of task differentiation. The present study is one of the few investigations to assess how students’ valuing within a single academic domain might fluctuate from one academic task to the next (e.g., taking notes versus working out problems on the board). The Discussion addresses the theoretical and practical significance of acknowledging differentiation and assimilation as vehicles for motivating students in the classroom.     

Benchmarking: the Search for Peers. A Hybrid Library's Experience

ABSTRACT

Although there are established measurements and metricsfor academic libraries, there are few, if any, for presidential libraries, especially hybrid presidential libraries. The presidential library system, part of the National Archives and Records Administration (NARA), administers and defines metrics for 13 libraries documenting the lives and work of U.S. presidents since Herbert Hoover (1929–1933). There is no equivalent system for the non-NARA Presidential Libraries, such as the ALPLM, that documents the lives of earlier presidents. Can the non-NARA Libraries be considered a peer group for benchmarking? This column examines benchmarking and the attempts of the ALPLM to define a peer group.     

Stranger in a Strange Land: A Non-Librarian Expanding Library Collections

This article examines the challenge of creating a collection development policy for a century old historical library which in the last decade was rebranded as a Presidential Library.     

Frequency in usage of FCAT‐approved anatomical terms by North American anatomists

It has been 10 years since the Federative Committee on Anatomical Terminology (FCAT) published Terminologia Anatomica (TA), the current authority on anatomical nomenclature. There exists a perceived lack of unity among anatomists to adopt many FCAT recommended anatomical terms in TA. An e‐mail survey was sent to members of the American Association of Anatomists (AAA) to determine the frequency of FCAT term usage by North American anatomists. The survey consisted of 29 questions, including 25 different sets of synonymic names for selected gross anatomical structures or related terms. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 44.0% of the survey questions. As frequency of use of FCAT terms decreased, the corresponding frequency of use of non‐FCAT terms increased. Some questions showed almost complete compliance with the FCAT preferred terms (highest = 98.4% usage) to almost complete disregard for the FCAT terms (lowest = 0.8% usage). A slight association (P = 0.06) may exist between FCAT familiarity and concern for usage of synonymic terms. The more familiar anatomists were with the FCAT, the more concerned they were with anatomic synonyms. Anat Sci Ed 2:94‐106, 2009. © 2009 American Association of Anatomists.     

Building a Competency-Based Curriculum in Social Work Education

ABSTRACT

The focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the Educational Policy and Accreditation Standard competencies and the assignments designed to assess their attainment is presented. A demonstration of how the alignment of the components of a course reveals integrity in the curriculum is portrayed. How these aspects coalesce to build a competency-based curriculum is illustrated, and how this curriculum fulfills accreditation requirements is presented. The article concludes with the benefits and a cautionary note on this approach to curriculum building in social work education.