《教育技术学》课程的教材调研分析报告

该报告是在对41本《教育技术学》教材调研基础上得到的,主要包括教材内容及分析,理论基础详述,出版年限统计,教材存在的问题,目的是为《教育技术学》的教学和研究人员提供一点实实在在的讨论材料。     

运用现代教育技术建构“自主、互动、创新”教学模式的探讨

该文运用现代教育技术和建构主义理论提出了一种“自主、互动、创新”的新型主体性物理教学模式:围绕目标,创设情境;自主探究,自主建构;互动协作,优化建构;引导实践,创新提高,以便更好地培养学生的自主学习能力、探究能力、与人合作能力及创新能力。     

教学设计的内涵及其应用

教学设计的内涵随着社会的发展得到不断的深化,对此不但可以从狭义和广义两方面来理解,还可以从绩效技术的发展、教学设计的科学性和艺术性等角度来认识。通过对教学设计的应用层面、应用模式等基本要素的简要分析,阐述了教学设计应用的两个现实问题。     

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.     

基于三角模型的四足机器人距离测定方法

针对RoboCup四腿机器人足球比赛中如何测定目标物体距离的问题，本文提出了一种基于三角模型的距离测定方法，与基于区域色块的距离测定算法相比，该方法不再依赖于图像色块信息，实现了在色块信息不可用情况下对目标物体距离的准确测定。在三角模型的基础上，通过加速传感器滤波，对机器人建模，结合机器人的位姿变化，利用坐标变换测定机器人和任意目标点之间的距离。实验结果证明了该方法的有效性和准确性。     

关于内角平分线与边长的几个不等式

建立三角形内角平分线与边长的几个不等式,并推证文[1]中的几个猜想不等式．     

关于平面多边形有向面积的一些定理

本文给出多边形有向面积的一个定值定理和多边形中线三角形的一些性质,把文［２］定理４和三角形中线定理等结论推广到更一般的情形。同时还给出了多边形有向面积公式的初等证明。我们约定,本文所指的多边形是指边不自交的平面多边形     

The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?

Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students.     

Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach

Algebra is considered key to success in secondary mathematics, yet instruction remains mostly teacher-centered and procedurally oriented, with limited opportunities for students to develop algebraic understanding. This study draws on a large sample of video-recorded ninth grade U.S. algebra lessons to explore the nature of learning opportunities that may help deepen students’ algebraic understanding. I highlight aspects of opportunities to learn algebraic procedures and describe instruction that can enrich these opportunities. I posit that this holds promise as an incremental improvement approach—relatively small adjustments in teachers’ current practices that can serve as a bridge to more ambitious teaching.     

典型实验教学视频案例制作的教学设计——以“乙酰水杨酸的制备”为例

典型实验教学视频案例为提高高校实验教学效果,促进实验教学改革起到重要推动作用。针对实验教学视频案例的制作,文章从教学设计的视角,以个案研究的方法,对典型实验教学视频案例的概念特点以及如何应用教学设计做了详细介绍。