Children's concepts of gears and their promotion through play

The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (d_TD = 0.337, d_TS = 0.758) than in the free play group (d_TD = 0.224, d_TS = 0.158).     

Introducing and Developing Professional Standards in the Information Systems Curriculum

In light of growing concerns in the public and recent mandates from business program accrediting bodies and curricular task forces, the importance of teaching ethical topics in information systems programs is discussed. Innovative strategies used for teaching the application of ethical criteria to common situations are reviewed. Results of a survey of information systems faculty members in the US are presented and are compared to previous studies that related primarily to computer science and software engineering programs. Insight is provided into the topics, techniques, degree of coverage, and assessment techniques currently used when teaching ethics in computing-related programs. Key concerns and future work is also outlined.     

学前教育美术专业教学探析

绘本剧是一种艺术性的表演模式,从表演中可以获得学前美术学习的方法和经验,这是培养学前教师自主性和创新性的一种全新的教学方式。利用这种方式在学前教育美术课堂的教学活动中可以其提高美术教学质量,探索出适应学前教师的身心发展和美术课程要求的有效性路径,要不断改进教学方法、学习方法、引导自主思考,让教师沉浸在乐于探索、勤于动手的学习环境里,从而培养积极而持久的学习兴趣、创新思维和实践能力。     

“项目式”教学法在“微生物学检验技术”中的实践

本文分析"项目式"教学方法在我校生物科学专业特色选修课"微生物学检验技术"教学中的应用问题,分别从三个方面进行讨论,从浅到深,从理论到实践再到创新,论证了"项目式"教学方法对教学工作中起到的引导作用,以及教学过程中反思其有效性,并结合实际课堂教学行为提出具体的实施方式方法,将传统教学模式改革,基础知识与实际项目案例相结合,课内课外教师充当指导角色。采用项目驱动方式,让学生参与其中,充分发挥学生的主观能动性,培养学生创新能力、团队协同作战能力及组织协调能力。     

国外有关儿童游戏的文化研究概述

不同文化中的儿童游戏呈多样化趋势,理解儿童游戏,势必理解儿童所处文化.儿童游戏的文化研究主要集中在概念和经验领域,并围绕性别差异、父母影响、游戏缺失等问题展开.     

浅谈影视高等职业教育教师主体作用的发挥

影视高等职业院校教师作为一个群体,要在教育目标和人才培养层面上,在教育目标和人才培养的过程中,特别是在课程改革中发挥主体作用。而这种主体作用的有效发挥,需要影视高等职业教育教师必须具有相应的素质保障。     

题材创新与艺术拾穗——电视剧《恰同学少年》双解

电视剧《恰同学少年》在重大革命历史题材剧上有着新的突破:别具一格的切入点,与青春偶像剧成功对接,贴近社会现实;在艺术上,《恰》剧的成功主要表现为:写实与写意相结合的叙事风格,在差异中塑造人物形象,神似与形似相统一的表演创作等。     

双刃剑、双重视阈与审美价值——论知识经济时代数字技术对影视艺术的影响

针对知识经济时代数字技术在影视艺术生产实践中所体现出来的“双刃剑”特性,文章在“双重视域”的学理审视下分析了数字技术对影视剧艺术的积极影响和消极影响,并主张回到影视剧艺术生产的文化语境,在审美情境中贯注生动的历史具体性,弘扬人文精神的审美价值理想。     

维果茨基游戏理论述评

维果茨基是前苏联一位才华横溢的心理学家。他的游戏理论主要包括对游戏的社会性本质的认识、游戏与幼儿发展的关系、游戏的关键特征、游戏的作用等。他的游戏理论为人们理解游戏提供了新的视角但同时也存在一定的局限性。