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61.
胡大白 《黄河科技大学学报》2003,5(4):32-36
新世纪知识经济快速发展,培养创新型人才是高校的根本任务,对德育工作提出了 更高要求。用“三个代表”重要思想武装当代大学生的头脑是德育的出发点和落脚点。必须加强党 建工作和精神文明建设,不断提高青年学生的道德水平。 相似文献
62.
数学问题解决中视觉空间表征研究的综述 总被引:1,自引:0,他引:1
数学问题解决中的视觉空间表征往往相对于言语分析表征而得到广泛的研究.根据视觉空间表征与成功解题之间的不同关系,视觉空间表征可分为图式表征与图像表征.视觉空间表征与言语分析表征相互作用的理论模型把两种表征看作是解题过程中互补的成分.视觉空间表征的影响因素可以归为两类:题目因素与个体因素. 相似文献
63.
A new lighting and enlargement on phase spectrogram (PS) and frequency spectrogram (FS) is presented in this paper. These representations result from the coupling of power spectrogram and short time Fourier transform (STFT). The main contribution is the construction of the 3D phase spectrogram (3DPS) and the 3D frequency spectrogram (3DFS). These new tools allow such specific test signals as small slope linear chirp, phase jump case of musical signal analysis is reported. The main objective is to and small frequency jump to be analyzed. An application detect small frequency and phase variations in order to characterize each type of sound attack without losing the amplitude information given by power spectrogram 相似文献
64.
Maaike E. Prangsma Carla A. M. Van Boxtel Gellof Kanselaar 《Instructional Science》2008,36(2):117-136
Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value
of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning
outcomes of pupils who co-constructed textual representations, visual-textual representations, or visual-textual representations
integrated in a timeline. 85 pupils in pre-vocational secondary education, aged 12–13, worked in dyads on a series of four
history tasks. All pupils took a pre-test, post-test and retention test. Results show that working on visual-textual representations
integrated in a timeline leads to higher short-term results than co-constructing textual representations. Dialogue analyses
for two dyads working in the condition with visual-textual representations integrated in a timeline indicate that the extent
to which pupils verbally integrate textual and visual information differs for the four different tasks. 相似文献
65.
This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur. 相似文献
66.
Anders Kluge 《International Journal of Science Education》2019,41(8):1071-1095
This article investigates how interactive representations can be used to enhance conceptual learning. It is a naturalistic study of 14 students in four groups aged 16–17 years working with an interactive simulator. The article is based on qualitative data to enable analyses of the students’ processes of conceptual learning as interactive sense-making, as discussions, verbalisation and use. The activities of the learners are studied in detail from a socio-constructive perspective with regard to how they relate previous knowledge and experiences to theory, investigating the progress of conceptual learning inspired by the notion of a coordination class (diSessa, A. A., &; Sherin, B. L. [1998]. What changes in conceptual change? International Journal of Science Education, 20(10), 1155–1191. doi:10.1080/0950069980201002). This process brings design issues related to conceptual learning to the fore. The study points towards a revised inquiry approach in which a digital representation can be used to negotiate a meeting point between theory, previous experience and knowledge, and be instrumental in conceptual sense-making. 相似文献
67.
Knowledge Integration in Science Teaching: Analysing Teachers' Knowledge Development 总被引:1,自引:0,他引:1
This paper tests the utility of a new sociocognitive frame for analysing the development of teachers' knowledge – the knowledge integration perspective (Linn, Eylon, & Davis, in press; Linn & Hsi, 2000). In doing so, the paper describes one prospective elementary teacher's developing knowledge and highlights its complexity. The prospective teacher demonstrates relatively well-integrated science subject matter knowledge, but she makes some problematic links to lessons and develops some instructional representations that show where she needs to distinguish between different scientific ideas. She also, however, links science concepts to appropriate real-world experiences, indicating that she has nascent useful pedagogical content knowledge. The paper discusses what teacher educators can learn about their learners from this analysis, argues for the utility of the knowledge integration perspective for conducting similar analyses, provides ideas to help science teacher educators apply the perspective easily as they teach their students, and points to areas ripe for future research. 相似文献
68.
王明夏 《遵义师范学院学报》2002,4(2):5-7
在改革开放和社会主义现代化建设的新征途中 ,如何充分尊重民心民意 ,凝聚民智民力 ,关心民生民利 ,也就成为摆在每一个共产党人面前的一项历史使命。本文试图以人民群众在弘扬先进文化和开拓先进生产力方面的突出作用 ,说明全心全意为人民服务 ,是实践三个代表的基本要求 相似文献
69.
《Literacy》2017,51(1):26-35
This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher's role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher‐driven transaction with a poem and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students' metacognition in relation to the reading process itself. The article shows how Text World Theory's status as a socio‐cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction. 相似文献
70.
《Information processing & management》2022,59(5):103011
Nowadays, stress has become a growing problem for society due to its high impact on individuals but also on health care systems and companies. In order to overcome this problem, early detection of stress is a key factor. Previous studies have shown the effectiveness of text analysis in the detection of sentiment, emotion, and mental illness. However, existing solutions for stress detection from text are focused on a specific corpus. There is still a lack of well-validated methods that provide good results in different datasets. We aim to advance state of the art by proposing a method to detect stress in textual data and evaluating it using multiple public English datasets. The proposed approach combines lexicon-based features with distributional representations to enhance classification performance. To help organize features for stress detection in text, we propose a lexicon-based feature framework that exploits affective, syntactic, social, and topic-related features. Also, three different word embedding techniques are studied for exploiting distributional representation. Our approach has been implemented with three machine learning models that have been evaluated in terms of performance through several experiments. This evaluation has been conducted using three public English datasets and provides a baseline for other researchers. The obtained results identify the combination of FastText embeddings with a selection of lexicon-based features as the best-performing model, achieving F-scores above 80%. 相似文献