《电视教材编制过程与人员》情景教学设计与实践

《电视教材编制过程与人员》是教育技术专业专业课《电视教材编导与制作》第三章的内容,笔者利用教学内容自身特点,巧妙地设计了“模拟招聘会”的情景,让每个学生参与到了电视节目制作部门岗位应聘的活动中来,取得了非常好的教学效果。本文对这节情景教学课的设计思路和实践步骤做了详细的介绍。     

情绪交互对在线协作学习者知识建构的影响

情绪交互可以在一定程度上决定在线学习者协作知识建构的成效。为了探究情绪交互的网络结构特征及其对在线学习者协作知识建构的影响程度,研究综合采用社会网络分析法和内容分析法,从整体网络视角分析在线协作讨论中情绪交互的网络结构特征,并依据Gunawardena提出的知识建构模型对在线学习者协作知识建构水平进行了分析。研究发现,情绪交互的连通性较低、密度整体不高、中心势偏高,而且在线学习者的协作知识建构总体水平也不高,主要集中于知识分享和知识分析层次。其次,情绪交互密度和中心势不仅与知识协商和知识修改之间存在显著相关关系,而且在一定程度上可以预测在线协作知识建构水平。鉴于此,文章从情绪交互视角提出了提升在线学习者协作知识建构水平的策略。     

Motivation and performance within a collaborative computer-based modeling task: Relations between students’ achievement goal orientation,self-efficacy,cognitive processing,and achievement

Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In order to test the model, group measures of mastery-approach goal orientation, performance-avoidance goal orientation, self-efficacy, and achievement were employed. Students’ cognitive processing was assessed using an online log-file measure. As predicted, mastery-approach goal orientation had a significant positive effect on achievement, which was mediated through students’ use of deep processes. No significant relationships could be found between performance-avoidance goal orientation and surface processing and between surface processing and achievement. Results are discussed with respect to general theoretical implications and lead to suggestions for the design of appropriate scaffolds.     

Thinking with Posthuman Perspectives in Self-Study Research

In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon.     

论设计美学中的"三美"

设计美学涉及功能之美、科学之美与技术之美。功能不仅是实用功能,亦包括人们精神上的愉悦和享受,因此功能美的因素,一方面与材料本身特性的发挥联系着,另一方面标志着感性形式本身符合美的形式规律;科学与艺术是密切相联系的,科学家亦在探求美;技术美界于自然美与艺术美之间,它通过工艺材料、形式和功能三方面表现出来。     

电子技术实验教学改革与创新

介绍了兰州理工大学电子信息科学与技术专业电子技术实验教学的概况，提出在电子技术实验课程中引入EDA（电子设计自动化）设计技术，加快专业技术基础实验建设，深化实验课程改革，提高教学质量，强化创新教育，逐步实现开放式教学模式，培养电子类宽口径复合型人才。     

机械零件的摩擦学设计

本文叙述了摩擦学设计这门边缘学科;介绍了摩擦学设计在工业中的应用意义;并偿试了将摩擦学设计的计算方法引入到机械零件的设计中。     

Media Naturalness and Online Learning: Findings Supporting Both the Significant- and No-Significant-Difference Perspectives

Is the use of an online course delivery format, when compared with the more traditional face‐to‐face format, good or bad in the context of university education? Those who subscribe to the no‐significant‐difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant‐difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no‐significant‐ and significant‐difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face‐to‐face condition. At the end of the semester, no significant differences were found.     

《高中信息技术课》多媒体教学资源设计的研究——自主学习型课件的设计

本文通过对高中信息技术课自主学习型课件设计开发背景的分析,指出自主学习型课件的设计开发势在必行.文章阐述了设计的原则和思想,提供了自制课件的方法,以提高高中教师的课件制作水平,加快我省高中信息技术课程改革的步伐.     

中小学体育教学环境的构想与设计

本文通过对中小学环境的概念、功能和内容的分析,以“以人为本”教育理念来构想和设计当前中小学体育教学环境,进一步体现基础教育改革的主旋律。