工程力学课程互动式教学研究

论述互动式教学模式的内涵。工程力学课程教学各环节中应用互动式教学法的具体做法。互动式教学法在工程力学教学过程中可以使教师与学生双方都能发挥自身的主观能动性,调动学生参与教学、主动学习的积极性。     

基于互动交换理论的彝人古镇旅游体验研究

由于旅游者的文化素养不断提高等原因,以高层次的精神需求为特点的旅游者不断增多,传统的＂走马观花式＂的观光旅游逐渐向深层次的参与式＂体验型＂旅游方式转变。体验型旅游方式的最大特点在于旅游者对景区文化符号进行深层次的解读。＂彝人古镇＂是云南省楚雄市的一个仿古建筑群,包含了以彝族文化为核心的众多的文化元素,是旅游者进行文化消费的理想的文化空间。互动交换理论以其商品性与互动性的理论特色,可以解读旅游者在这一空间里的体验选择、体验形式与体验内容,加深对旅游体验的认识,以此构筑的体验模型为彝人古镇的进一步发展提供了可参考建议。     

国内旅游局微博应用现状研究

微博作为Web2.0的典型代表,已引起旅游管理部门的广泛关注。本文以大陆31家省级旅游局官方微博2015年全年的博文数据为研究样本,采用内容分析法对其进行分析和挖掘,归纳出概况类、特色类、服务类、生活类4个大类,并形成了目的地概况、新闻资讯等14个具体类目。在此基础上展开分析,发现粉丝对不同类目的微博反馈有所不同,且不同旅游局官方微博在信息内容选择上也存在差异。因此,本文提出旅游局在开展微博应用时应制定微博管理制度,加强微博形象建设,宣传特色旅游,强化粉丝服务能力。     

Providing external feedback and prompting the generation of internal feedback fosters achievement,strategies and motivation in concept learning

The Interactive Two Feedback Loops Model (Narciss, 2008, 2013) suggests that not only providing external feedback but also prompting students to generate internal feedback may influence learning and motivation. This study aims at investigating the effects of internal and external feedback on achievement, strategy, and motivation in concept learning. Using a 2 × 3 experimental design with 121 teacher students we investigated the effects of combining internal feedback (i.e. self-explaining why a task solution is correct or incorrect) with three types of external feedback (no feedback; knowledge of result (KR); KR + knowledge about mistakes (KM)). Combining internal and external types of feedback was more beneficial for concept learning achievement, strategy use, as well as students’ intrinsic motivation, and perceived competence, than providing either internal or external feedback. Most notably, if students are asked to generate internal feedback in terms of self-explaining their responses, simple external KR feedback is as beneficial as elaborated KM-feedback.