Enhancing learning from hypertext by inducing a goal orientation: Comparing different approaches

As learning from hypertext requires a highdegree of self-monitoring, having a clearlearning goal in mind should enhance learning.Our concern in this study was to investigatethree different kinds of approaches forinducing learning goals: A Tutorial providedexternal and specific learning objectives, aGoal-Based Scenario (GBS) for inducing externaland general learning goals, and a Strategytraining leading to internal goal generation. Ahypertext resource was combined with each ofthese three learning arrangements. The threeconditions were compared regarding learningoutcomes and motivational effects. A total of 60adults participated in our study.Results suggest that GBS students are moremotivated, acquire a better overview and arebetter able to apply their knowledge in anargumentation task. Students in the Tutorialperformed better in fact-relatedknowledge-tests as a result of their directaccomplishment of learning objectives, butfailed to create a coherent overview on thetopic and were less motivated. Participantsthat received a strategy training onself-questioning failed to apply thismeta-cognitive strategy in order to formulatetheir own learning goals when working with thehypertext.     

Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School

I will analyse the individual and collective activities of fourth grade students while trying to explain a schoolfellow's mistake in the use of a geometrical schema (shared by the class) of the sunshadows phenomenon. The study aims at detecting productive links between context-related argumentation, mathematical modelling (here concerning sunshadows) and conceptualization (inclination of a straight line to a plane), as well as discussing their relevance for mathematics education. This revised version was published online in July 2006 with corrections to the Cover Date.     

某均质土坝的安全评价

通过对某水库运行以来存在的各种问题,结合土工试验和调查资料,从防洪标准复核、渗流安全分析、结构安全复核、现场调查等方面对该水库的安全状况进行了分析评价,可为同类工程提供参考。     

ALES： An innovative argument-learning environment

This paper presents the development of an Argument-Learning System （ALES）. The idea is based on the AIF （argumentation interchange format） ontology using ＂Walton theory＂. ALES uses different mining techniques to manage a highly structured arguments repository. This repository was designed, developed and implemented by the authors. The aim is to extend the previous framework proposed by developing an intelligent tutoring environment for argument learning that aims to： （1） guide the students during argument learning; （2） aid in improving the students＇ argument skills; and （3） offer an argument classifier agent that retrieves the most relevant results to the subject of search. This paper focuses on the environment development specifying the status of each of the constituent modules.     

Biology instruction using a generic framework of scientific reasoning and argumentation

We investigated biology instruction—using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities—on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.     

Is It Logical?——英语写作小议

根据学生在英语写作过程中所出现的逻辑错误,提出了一系列改进措施,即命题正确、读写结合。     

论逻辑连接词在英语议论文写作中的应用

大学英语写作作为四项基本技能之一备受关注。尤其在近几年，人们更多关注英语中的各种考试试题并对其进行了大量的研究且取得了令人瞩目的成就。但不可否认，在学生的写作中语篇连贯仍是一个突出的问题。而逻辑连接词的正确恰当的使用是达到语篇连贯的手段之一。为此，本文将着重介绍逻辑连接词在议论文中对句子的连贯作用，并分析了学生们在使用过程中所存在的问题。     

课堂科学辩论实施探究——以中美中小学科学课堂案例比较分析为例

科学辩论是理论性探究的主要途径之一,而国内外中小学科学课堂缺少科学辩论,已成为"现代教育的严重问题"。在我国中小学科学课堂讨论中,虽然意见分歧常常出现,形成了科学辩论的契机,但科学辩论却不能有效展开。通过中美课堂案例的比较分析,提出并探讨展开课堂科学辩论的两个必要条件:第一,应避免限制学生理性思维的课堂活动预设;第二,"磋商"应成为课堂科学讨论的基本互动模式。同时,还必须对科学课堂的教学目标和师生角色都进行调整,才能满足这两个条件,在科学课堂上有效开展科学辩论。     

庄子哲学中的辩学思想探讨

目前学术界对庄子辩学思想的整理数量相对较少,且多为否定性的负面评价。文章凝合了诸多学术成果,针对庄子＂辩无胜＂观点作概括评介,并从认识论和方法论等多角度探讨这一辩学观点的逻辑思维理论。