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901.
代立红 《山西广播电视大学学报》2005,10(1):108-109
阐述了在交流电路中,采用旨在于高效率的负反馈线路,能在运行中得到具有优良调整率和相当大的输出功率。只需用很少的附加电路,就能使实际效率提高至95%和使调整率降低至0.02%。 相似文献
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Kearney Matthew Treagust David F. Yeo Shelley Zadnik Marjan G. 《Research in Science Education》2001,31(4):589-615
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms. 相似文献
903.
Emma Howard Maria Meehan Andrew Parnell 《Assessment & Evaluation in Higher Education》2019,44(1):97-110
In Maths for Business, a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark. We refer to this process as ‘remediation’. Of the students who had the opportunity to remediate, ~70% did. Through examining learning management system data, we show that the remediation process encouraged students to access module resources. Furthermore, by using a Bayesian hierarchical model to account for students’ level of participation, achievement and prior knowledge, we show that participation in the remediation process positively impacted the final examination marks of moderate to high-achieving students (based on initial continuous assessment marks). However, participation in the remediation process provided limited benefit to low-achieving students. We conjecture this is because these students had not achieved a level of understanding whereby participation in the remediation process could progress their knowledge. 相似文献
904.
Hunter Gehlbach Carly D. Robinson Ilana Finefter-Rosenbluh Chris Benshoof Jack Schneider 《教育心理学》2018,38(3):350-367
Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers’ support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of two approaches to asking 309 teachers how they felt about students evaluating their teaching practice. Control participants responded only to core questions regarding their attitudes towards student-perception surveys. Meanwhile, treatment participants were first asked whether teachers should evaluate administrators in performance reviews and were then asked the core items about student-perception surveys. Congruent with cognitive dissonance theory, this juxtaposition of questions bolstered treatment teachers’ support for using student surveys in teacher evaluations relative to the control group. We discuss the implications of these findings with respect to increasing teacher openness to alternative evaluation approaches, and consider whether surveys show promise as a vehicle for delivering interventions. 相似文献
905.
赵锐 《洛阳师范学院学报》2001,20(3):103-104
以学生为主体的过程教学法 ,教师的主导作用表现在 :写作前消除学生对语言错误的焦虑 ,强调内容 ,帮助学生打开作文思路 ;写作后发挥学生评议作用 ,指导学生按照教师的提示 ,由学生自己改正作文中的错误。 相似文献
906.
张增田 《涪陵师范学院学报》2005,21(6):149-153
对话教学是在我国新一轮基础教育课程改革过程中日渐发展起来的、充分体现了对话时代的理念和精神的一种教学形态。它是一种尊重主体性、体现创造性、追求人性化的教学。对话教学明显具有如下特点:平等意识、真诚倾听、多边互动、建构生成、和而不同。 相似文献
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章通过对RC正弦波振荡器中反馈量与R、C参数关系的讨论,分析了R、C参数数值对反馈量的影响,以及对其放大器性能的影响。 相似文献