中学教师网络信息行为的调查研究

文章通过问卷调查法和文献调查法,对中学教师使用网络服务、网络信息检索和与教学相关的信息行为等方面的情况进行了调查研究。结合利用SPSS统计分析软件对调查数据进行了频次分析,探索在网络环境下中学教师网络信息行为的特点及规律,并针对发现的问题提出了若干建议,旨在为提高网络信息服务水平和教师信息素质提供参考依据。     

Can constrained relevance feedback and display strategies help users retrieve items on mobile devices?

Searching online information resources using mobile devices is affected by small screens which can display only a fraction of ranked search results. In this paper we investigate whether the search effort can be reduced by means of a simple user feedback: for a screenful of search results the user is encouraged to indicate a single most relevant document. In our approach we exploit the fact that, for small display sizes and limited user actions, we can construct a user decision tree representing all possible outcomes of the user interaction with the system. Examining the trees we can compute an upper limit on relevance feedback performance. In this study we consider three standard feedback algorithms: Rocchio, Robertson/Sparck-Jones (RSJ) and a Bayesian algorithm. We evaluate them in conjunction with two strategies for presenting search results: a document ranking that attempts to maximize information gain from the user’s choices and the top-D ranked documents. Experimental results indicate that for RSJ feedback which involves an explicit feature selection policy, the greedy top-D display is more appropriate. For the other two algorithms, the exploratory display that maximizes information gain produces better results. We conducted a user study to compare the performance of the relevance feedback methods with real users and compare the results with the findings from the tree analysis. This comparison between the simulations and real user behaviour indicates that the Bayesian algorithm, coupled with the sampled display, is the most effective. Extended version of “Evaluating Relevance Feedback Algorithms for Searching on Small Displays, ” Vishwa Vinay, Ingemar J. Cox, Natasa Milic-Frayling, Ken Wood published in the proceedings of ECIR 2005, David E. Losada, Juan M. Fernández-Luna (Eds.), Springer 2005, ISBN 3-540-25295-9     

Creating Better Learners Through Learning Science: A Sample of Methods

This article proposes the incorporation of learning science into the programming and operation of public libraries. Learning science, a multidisciplinary field spanning cognitive science, psychology, neuroscience, economics, anthropology, and linguistics, has identified proven methods for enhancing learning at any age. The article highlights some of the tools and insights that are most relevant to libraries in their role as centers for informal learning.     

新课改背景下教师权威的消解与重构

随着新课程改革的不断推进，教师权威受到严峻的挑战。教师权威的存在是客观且有其合理性的。新课程消解了教师的知识权威、传统权威和法定权威。重建教师权威，需要从转换教师角色、改善知能结构、完善人格等几个方面着手。     

教师培训新形式:案例教学

对案例教学的内涵,案例研发以及案例教学的实施进行了探讨。     

高职专任师资实践能力建设的问题与构想

提升我国高职专任师资的实践能力,不仅关系到高职院校核心竞争能力的培育,更关系到当前社会对高技能人才巨大需求与供给矛盾的化解。针对高职专任师资实践能力薄弱的问题,政府、行业、企业和高职院校在加强高职专任师资实践能力建设上,应创新制度设计、加大经费投入、丰富培训资源、加强培训考核评价,以满足高职教育人才培养质量不断提高的新需要。     

Handwriting isolated cursive letters in young children: Effect of the visual trace deletion

This study assesses the handwriting of isolated cursive letters in five-year-old children and the effect of a modification in visual feedback. Sixty-four children copied twelve cursive letters with an inking pen and a non-inking pen. Reducing visual feedback decreased the mean number of penlifts, and increased mean velocity and fluency. However, it increased the size of the letters (trajectory length) and reduced their quality. We suggest that processing visual feedback of the emerging visual trace may interrupt the fluency of the movement, while writing without seeing the trace may place greater emphasis on motor control and the use of somatosensory feedback. This study supplies reflection about sensory feedback and the moment when it should be provided in handwriting instruction. Practitioners should be aware that variation in the writing environment (surface, tools …) modifies sensory feedback and affects handwriting learning (gesture and outcome) in different manner.     

The impact of a professional development programme on teachers' attitudes towards inclusion

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.     

教研室管理视域下的大学英语教师素养提升

教研室工作的核心力量是教师。教师整体素养的提升，是教研室工作得以顺利展开的关键。在提升教师素养方面，大学英语教研室可以开展如下工作：引导探究大学英语教师素养的内涵；组织分析优秀教师个人素养提升的案例；保持团队的持续发展与影响。     

Assessing the special education professional development needs of northern Malawian schoolteachers

This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education.