教学目标设计理论及模式功能

介绍了教学目标系统设计理论的流派,通过比较具有代表性的两种分类理论,阐述了目标系统设计的结构及模式功能。     

谈化学教学中问题的设计与创造性思维能力的培养

素质教育呼唤培养有创造力的学生，培养创造性思维的主阵地在课堂,合理有效的课堂教学问题设计对学生的创造性思维能力培养至关重要。     

The differential effects of prior knowledge on learning: A study of two consecutive courses in earth sciences

We studied the occurrence and nature of learningin a university first year Introduction toGeomorphology course, and its relations with priorknowledge taught in a prerequisite course, and withthe prior knowledge in the to be learned subjects. Tendimensions of knowledge were tapped before and afterthe course by conventional and cognitive structuremeasures that were derived by the concept mappingmethodology. The fine-grain analysis of learningoutcomes yielded the following results: (a) studentsacquired only a small portion of the content in thecourse Introduction to Geomorphology, (b) the priorgeological and geomorphological knowledge did notaffect the learning of the new geomorphologicalcontents, (c) the minor effects appeared within ratherthan across knowledge dimensions, and they affectedmainly the learning of smaller knowledge units, and(d) concept definition cannot be considereda valid probe of knowledge. The differential effects of prior knowledge question thecentral, global and undifferentiated role that schematheories ascribe to prior knowledge in futurelearning. They call for greater reference to theexposed dimensions of knowledge by suggestingadditional factors to be considered in the sequencingof courses, as well as to the acquisition of complexknowledge with partial meaning of the basic knowledgeunits, and the use of new cognitive structure probesof knowledge.     

A theory of instruction for introductory programming skills

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.     

Network analysis and qualitative discourse analysis of a classroom group discussion

ABSTRACT

A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.     

Effects of different sequences of examples and problems on motivation and learning

Recent research has shown that example study only (EE) and example-problem pairs (EP) were more effective (i.e., higher test performance) and efficient (i.e., attained with less effort invested in learning and/or test tasks) than problem-example pairs (PE) and problem solving only (PP). We conducted two experiments to investigate how different example and problem-solving sequences would affect motivational (i.e., self-efficacy, perceived competence, and topic interest) and cognitive (i.e., effectiveness and efficiency) aspects of learning. In Experiment 1, 124 technical students learned a mathematical task with the help of EEEE, EPEP, PEPE, or PPPP and then completed a posttest. Students in the EEEE Condition showed higher posttest performance, self-efficacy, and perceived competence, attained with less effort investment, than students in the EPEP and PPPP Condition. Surprisingly, there were no differences between the EPEP and PEPE Condition on any of the outcome measures. We hypothesized that, because the tasks were relevant for technical students, starting with a problem might not have negatively affected their motivation. Therefore, we replicated the experiment with a different sample of 81 teacher training students. Experiment 2 showed an efficiency benefit of EEEE over EPEP, PEPE, and PPPP. However, only EEEE resulted in greater posttest performance, self-efficacy, and perceived competence than PPPP. We again did not find any differences between the EPEP and PEPE Condition. These results suggest that, at least when short training phases are used, studying examples (only) is more preferable than problem solving only for learning. Moreover, this study showed that example study (only) also enhances motivational aspects of learning whereas problem solving only does not positively affect students’ motivation at all.     

QFD理论在高校创新创业教育课程设计中的应用研究

我国当前高校创新创业教育课程存在一定的不足,尽管有研究提出了改进对策或建议,但其提出过程缺少科学系统的分析工具,且所提出的对策措施千校一面,缺乏针对性。造成这种状况的本质原因在于未对课程对象(顾客)需求期望进行清晰准确的识别。质量功能展开(QFD)立足于顾客,能有效将顾客需求转化为产品/服务设计要求。因此,将QFD与高校双创课程设计相结合,提出创新创业课程质量功能展开模型(ICQFDM),通过"顾客需求—教学规划"与"教学规划—教学管理"两级质量屋,将顾客对于双创课程的要求转化到课程设计要求中。以南京已开展创新创业课程且互为竞争对手的2所财经类院校为例,演示模型的具体运用过程。结果显示:2所高校创新创业课程设计路径存在较大差异。ICQFDM的提出为高校建设创新创业课程提供了可操作的分析框架,各高校可结合不同实际情况,制定适用于自身的课程建设措施。     

从房建毕业设计图中的常见错误谈绘制规范

本文针对高职房建专业学生毕业设计图纸中存在的常见错误进行分析 ,并对方案图、施工图应具备的内容、规范及设计深度进行阐述     

一个实用的网上投票系统

我们为北仑区电信杯网页设计大赛设计了一个主页。该主页界面简单，主要是一些网页大赛优秀作品的链接，并具有在线投票功能，可以让网友参与评分。现已被北仑港网站（http://www.blport.net.cn）选用。本叙述其设计过程。     

热熔性反光路标涂料配方的优化之一

热熔性涂料是一种环境友好涂料，生产工艺简单，用作路标耐久，易干，夜间能见度高，不含溶剂，以实例说明配方优化方法，取得很好的结果。