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961.
张国峰 《鞍山师范学院学报》2007,9(3):104-105
大力发展职业教育,加快人力资源开发,是落实科教兴国战略和人才强国战略的重大举措,是全面提高国民素质的重要途径,是实现教育事业全面发展的必然要求.大力发展职业教育,需要经济作为坚实的基础.职业教育的目标、规模、手段等受到经济发展水平的制约,同时,职业教育的发展水平也会对社会经济的发展起到重大促进作用. 相似文献
962.
面向过程的学习设计就是具有创新性的学习活动的集合,这些活动包含了教师制定的一系列相互关联的学习任务。文章基于知识管理的理念结合学习设计的过程,提出了一种教师知识管理框架,使教师在不需要编程的情况下就能组合、共享、重复使用和执行面向过程的学习设计。 相似文献
963.
教育技术领域术语提取研究 总被引:3,自引:0,他引:3
近年来,在教育技术领域陆续开展了多项元研究工作,这些研究的一个共同特点就是人工建立一个分类体系,然后将研究样本纳入这些分类体系,这其实就是一个文本分类过程。目前,自然语言处理领域已有较为成熟的文本自动分类技术。但是已有的研究中却没有采用该技术。这与当前缺乏教育技术领域术语词典也有关系。文章以远程教育领域为例,以《开放教育研究》杂志2002年至2006年五年的题录信息为样本,在总结教育技术领域部分术语构成规则的基础上,研制出一种规则和统计相结合的算法来提取术语。测试结果表明,本算法术语识别的准确率为66.7%,召回率为76.7%,与现有的一些术语提取算法结果相近,可以较好的帮助研究者完成术语提取工作,并为及时发现教育技术领域的新术语带来可能。 相似文献
964.
基于解释的协作知识建构过程模型 总被引:3,自引:2,他引:1
文章从解释的视角,把协作知识建构看作是学习者在不断进行自我解释和与他人交互解释中建构知识的过程。文章详细描述了协作知识建构过程中各类知识间的转化和传播,并对此过程中知识形态的转化、成员间知识的产生和获取进行了深入分析,最后从计算机支持的角度建立了基于解释的协作知识建构过程模型。 相似文献
965.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
966.
The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction
are able to implement meta-cognitive processes in a delayed, stressful situation, in our case—being examined on the matriculation
exam; and (b) whether students preparing themselves for the matriculation exam in mathematics, attain a higher level of mathematics
achievement and meta-cognitive awareness (knowledge about cognition and regulation of cognition) as a result of being exposed
to meta-cognitive instruction. Participants were 61 Israeli high school students who studied mathematics for four-point credit
on the matriculation exam (middle level). About half of the students (N = 31) were assigned to meta-cognitive instruction, called IMPROVE, and the others (N = 30) studied with no explicit meta-cognitive guidance (control group). Analyses included both quantitative and qualitative
methods. The later was based on students’ interviews, conducted about a couple of months after the end of the intervention,
immediately after students completed the matriculation exam in mathematics. Results indicated that IMPROVE students outperformed
their counterparts on mathematics achievement and regulation of cognition, but not on knowledge about cognition. Furthermore,
during the matriculation exam, IMPROVE students executed different kinds of cognitive regulation processes than the control
students. The theoretical and practical implications of the study are discussed. 相似文献
967.
结合黑板系统及Agent技术.设计了基于黑板的多Agent系统(MABS)模型,探讨了MABS的体系结构,定义了黑板和知识源地描述语言以及知识交换格式,以及Agent之间通讯语言,此外,提出了多知识源Agent协调决策的处理方法,有助于多个Agent协同求解大规模复杂问题。 相似文献
968.
Pablo D’Este 《Research Policy》2005,34(1):33-45
This paper aims to contribute to the analysis of within industry inter-firm variety. The paper develops two themes: (i) the analysis of intra-industry heterogeneity, and (ii) the extent to which higher performance is associated with the capacity of firms to expand their knowledge base. The main contribution of the paper is empirical, based on a data source consisting of information on documents published in international scientific journals by Spanish pharmaceutical firms. The empirical results support the argument that the firm's knowledge base is a main driver of persistent heterogeneity within industries. We find systematic variety in terms of how firms articulate their research activities, and positive correlation between firms’ knowledge diversification and performance. 相似文献
969.
University-incubator firm knowledge flows: assessing their impact on incubator firm performance 总被引:2,自引:0,他引:2
Technology incubators are university-based technology initiatives that should facilitate knowledge flows from the university to the incubator firms. We thus investigate the research question of how knowledge actually flows from universities to incubator firms. Moreover, we assess the effect of these knowledge flows on incubator firm-level differential performance. Based on the resource-based view of the firm and the absorptive capacity construct, we advance the overarching hypothesis that knowledge flows should enhance incubator firm performance. Drawing on longitudinal and fine-grained firm-level data of 79 technology ventures incubated between 1998 and 2003 at the Advanced Technology Development Center, a technology incubator sponsored by the Georgia Institute of Technology, we find some support for knowledge flows from universities to incubator firms. Our evidence suggests that incubator firms’ absorptive capacity is an important factor when transforming university knowledge into firm-level competitive advantage. 相似文献
970.