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101.
远程教育的全球化趋势——论远程教育系统(四) 总被引:6,自引:2,他引:6
丁兴富 《广播电视大学学报》2001,(4):110-113
开放与远程教育的全球化趋势和现状,在趋同与一体化的同时,多元化与多样化是全球化中同时并存、相辅相成的两大趋势,中国加入世贸组织后,人才共享、教育共享将加速中国的现代化进程,同时使我们对人类明的进步作出更大的贡献。 相似文献
102.
通过在教学过程中对美国优质本科教育七原则的实践,提出有效运用现代教育技术,辅助传统课堂教学,构建教师指导下的以学生为中心的新型教学模式,以实现优质本科教育。 相似文献
103.
齐宏亮 《青海师范大学学报(哲学社会科学版)》2004,(3):17-19
图书市场的竞争日趋激烈,不管愿意与否,出版社已被推入了全面参与市场竞争的现实。如何在市场中求得生存和发展,是出版社面临的挑战。本文从出版社宏观管理的层面提出制定明确的发展战略,准确的市场定位和产品定位,持续的选题开发能力,锻造良好的品牌形象是出版社实现竞争优势的着眼点和途径。 相似文献
104.
Ronna F. Dillon 《Contemporary educational psychology》1985,10(4):387-395
The study reported herein was designed to use eye movement data, collected during solution of complex figural analogies, to test the premise that enhanced feedback mechanisms and opportunities for dual coding of figural stimulus information result in the allocation of an increased percentage of information-processing resources to rule application activities. Subjects were given items from the Advanced Progressive Matrices under elaborated feedback, subject verbalization, or standard procedures. Results indicate that elaborative testing conditions, involving elaborated feedback or subject verbalization, enhance the rule-governed nature of information processing during inductive reasoning by augmenting feedback and dual coding. 相似文献
105.
A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted. 相似文献
106.
107.
廖义杰 《衡阳师范学院学报》2005,26(6):101-103
地图印前技术是GIS桌面制图与印前系统紧密结合并共同前行的一项技术。本文从分析GIS空间数据的特征及其应用于地图印前的欠缺之处出发,探讨了基于GIS空间数据的地图印前技术中图层的组织、符号库的管理、字库的选择、地图标注的应用等关键问题, 相似文献
108.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
Mark G. StorzEmail: |
109.
在新课程理念下物理学史与以往相比具有更多的教育功能,因此有必要对物理学史进行再认识,从克服传统物理课程弊端的角度来讲,需要将物理学史运用到物理教学中,而教育重演论为物理学史的应用提供了直接的理论依据。在新课程理念下将物理学史融入物理教学中,可以激发学生的兴趣,有利于学生的“终身学习”;帮助学生理解物理规律,提高问题解决的能力;提高学生的整体科学素养;发挥物理课的德育功能并促进学生的社会性发展等。可以说,物理学史在教学中是对知识与技能,过程与方法,情感、态度与价值观三维目标的有效整合。教师应更新观念;克服三个不利倾向:重视近、现代物理的发展;在教学上灵活处理。 相似文献
110.
Derek A. Muller Manjula D. Sharma John Eklund Peter Reimann 《Instructional Science》2007,35(6):519-533
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account
students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine
how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative
conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical
phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic,
and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an
expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments
and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video. 相似文献