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991.
Tamara van Woezik Jur Koksma Rob Reuzel Debbie Jaarsma Gert Jan van der Wilt 《Assessment & Evaluation in Higher Education》2020,45(4):513-526
AbstractTo foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident. 相似文献
992.
Louisa R. Peralta Donna O’Connor Wayne G. Cotton Andrew Bennie 《Teaching Education》2016,27(3):248-266
In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies. 相似文献
993.
Jacqueline Specht Donna McGhie-Richmond Tim Loreman Pat Mirenda Sheila Bennett Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed. 相似文献
994.
本文就大学生听力训练的三种学习模式进行了实验,并结合认知学习论和“母语-英语知识-认知双元结构”的相关理论,对实验的相关数据进行了分析,同时,针对不同的学生提出了不同的学习策略和教学模式. 相似文献
995.
袁盛勇 《青海师范大学学报(哲学社会科学版)》2001,(1):91-96
本文通过对于黄土坡塬上的精神哲学-“白鹿精魂”-及其理想人格范型的解读,从一个侧面论述了回归传统是《白鹿原》的文化本性。文章指出,《白鹿原》并没有提供富有现代人文价值的文化观念,并没有最大可能地开掘人物灵魂的深度,它的成功在于以貌似丰厚沉静的鲁钝品性回应了九十年代文化民族主义的主潮。回归传统既成就了它,也埋葬了它。从这一角度言,《白鹿原》无疑是一部资质平庸的作品。 相似文献
996.
The Inductive Query By Example (IQBE) paradigm allows a system to automatically derive queries for a specific Information Retrieval System (IRS). Classic IRSs based on this paradigm [Smith, M., & Smith, M. (1997). The use of genetic programming to build Boolean queries for text retrieval through relevance feedback. Journal of Information Science, 23(6), 423–431] generate a single solution (Boolean query) in each run, that with the best fitness value, which is usually based on a weighted combination of the basic performance criteria, precision and recall. 相似文献
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学习型组织及其财务与会计解决方案初探 总被引:1,自引:0,他引:1
阐述了学习型组织及其产生的社会背景、理论渊源,探讨了建立学习型组织的重要意义和学习型组织与公司财务会计的相互关系,提出学习型组织主要是学习型公司的财务会计解决方案。 相似文献