Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.     

学习共同体生成的若干基本问题思考

本文主要阐述了学习共同体生成的若干基本问题,论述了学习共同体的意涵及相关概念的关系,学习共同体生成的价值,同时提出了学习共同体的生成原则和把握要点。     

Does STES‐Oriented Science Education Promote 10th‐Grade Students’ Decision‐Making Capability?

Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent.     

Measured lives: the rise of assessment as the engine of change in English schools

The year 2000 marks the end of compulsory education for the first cohort of students to experience the National Curriculum throughout their school careers. This article describes their experience of assessment and compares it with the testing regime that those children who start school in 2000 are likely to experience. Changes in policy from the early Task Group on Assessment and Testing proposals are analysed, especially the increasing priority given to the use of assessment for monitoring and evaluating the performance of teachers, schools and local education authorities. This shift is interpreted in terms of underlying assumptions about effective strategies for change. While Conservative and Labour governments have pursued somewhat different goals, they have used a similar change strategy. This explains why the general thrust of policy has continued in a broadly similar direction - towards ever more testing in schools and the use of results as performance indicators. It is argued, however, that this strategy cannot be pursued indefinitely. After a point, further improvements will only be made if teachers are helped to work ‘smarter’, not just harder. Policy-makers need, therefore, to look again at the contribution that formative assessment - or assessment for learning as part of pedagogy - can make to lifelong learning, in a more coherent, balanced and ‘educational’ system.     

Broadening access to the curriculum through using technology to link home and school: a critical analysis of reforms intended to improve students' educational attainment

This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction.     

大学历史学科"四个一"方案的探索与实践

大学历史学科“四个一”方案指的是通过四个相互关联阶段的学习 ,使历史专业的学生从各个方面提高自身素质 ,从而更广泛地适应社会需要的方案。该方案可操作性强 ,实施效果比较明显     

MPEG-7与数字图书馆的信息检索

MPEG 7称为“多媒体内容描述接口” ,主要由描述器 ,描述方案和描述定义语言组成。MPEG 7与数字图书馆之间具有许多协同性 ,MPEG 7中定义的多媒体内容描述将使数字图书馆的信息检索具有更大的效率 ,也可以较好地解决目前不同数字图书馆中的互操作性和没有统一标准的问题。图 2。参考文献 9。     

数字化图书馆建设初探

阐述了数字化图书馆建设的意义,所需的采集及存储设备,以及多媒体信息的特点和之间的关系及其表示方法,并提出了设计多媒体数据库时应考虑因素以及信息检索技术,对推广和发展数字化图书馆提出了几点看法。     

高校排球理论课多媒体课件的设计与应用

21世纪高校体育教育的改革,不仅是教学方法的改革,而且要运用先进的教学手段进行教学。多媒体技术是以图像、声音和文字等综合形式向使用者传播信息的过程,它的生动性、集成性与交互性特点,极大地调动了学生学习的积极性和主动性,促进了教学质量的提高。本文就排球理论课多媒体课件的设计与应用作简介,为不断加快多媒体技术在高校体育理论课中的应用提供参考。     

计算机技术在学校体育工作中的应用

体育教学是普通高等学校体育工作的主旋律,是培养全面发展人才的重要组成部分。计算机技术进入学校体育工作,提高了体育教学效果。网络技术的迅猛发展使学校体育管理工作、体育多媒体教学趋于网络化,在拓宽学生的体育文化知识,提高体育教学质量上发挥积极的作用。