Effects of different sequences of examples and problems on motivation and learning

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.     

化工设计课程的教学改革与实践

化工设计是化学工程与工艺专业的最具综合性的课程,能体现复杂工程问题中的基础理论运用能力。通过教学改革,在夯实课程基础及完善课程内容的基础上,通过改善化工设计课程的教学方法,提高授课教师水平,进而在不同层面提升了学生的设计能力和工程思维能力,以达到满足新时代经济社会对人才质量要求的目的。     

21世纪以来中日高等教育改革比较分析

普及高等教育和提高高等教育质量是21世纪高等教育改革的重要课题。本文对21世纪社会与经济的发展背景下中日两国高等教育的体系和师资、高等教育质量、高等教育费用等几方面问题进行了比较分析,归纳了中日两国高等教育在重组与合并、人才培养方案改革、高等教育经费多元化、国际化教育等方面的不同改革措施,提出了日本高等教育改革对我国高等教育改革与发展的启示。     

对电视文化产业若干问题的思考

开掘“注意力”,提升“文化力”,追求“创新力”,是电视文化产业中的几个重要问题。“注意力”、“文化力”与“创造力”是可以转化的,也是密切相关不可分割的。湖南广播影视“航母”已经起航。开掘“注意力”,提升“文化力”,追求“创新力”,是“舰上人”思考着的生死存亡的问题。     

晏阳初科学思想探析

晏阳初从事的平民教育和乡村建设运动是一场科学普及运动。他非常重视科学的作用，提出了科学普及的原则和途径以及“中国化的社会科学”的概念。事实上，科学成为他的平民教育的精髓。     

从张问陶的爱情诗窥其对“性灵说”的继承与发展

张问陶的爱情诗,“情”极为真挚深厚,而丝毫不涉及“欲”,体现了他既重真情又重气骨的诗歌理论主张,对“性灵说”既有继承又有发展。     

The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences

We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge.     

参古定 望今制奇－评刘锡庆的写作理论

刘锡庆对现代写作学的理论贡献是多方面的,从基础理论到文体认,纵教学论到史论,都有建树,尤其在基础理论方面,他用力最勤,成就最大,他“望今制奇,参古定法”,把“以文为本”的传统文章学转换为“以写为中心”的现代写作学。     

谈化学教学中问题的设计与创造性思维能力的培养

素质教育呼唤培养有创造力的学生，培养创造性思维的主阵地在课堂,合理有效的课堂教学问题设计对学生的创造性思维能力培养至关重要。