4～6岁儿童人际问题解决策略的发展及其教育启示

从济南市槐荫区实验幼儿园随机选取4～6岁儿童260名，采用个别测查法考察其人际问题解决策略，结果发现：（1）4～6岁儿童的“交友”“言语沟通”“让步或脱离，中突”策略随年龄增长而增多，且以“言语沟通”为首选策略；（2）策略的有效性在4～6岁儿童中不存在显著的年龄差异，策略的适当性随年龄增长而提高；（3）发起交往情境中，策略的有效性显著低于冲突解决情境。其适当性则显著高于冲突解决情境。     

几类复杂的数学公式的编排建议

数学公式的编排因无专门的国家标准作强制要求,故在实际排版中会出现很多问题．从节省版面、方便转行、规范统一等角度出发,对几类复杂的数学公式的排版提出若干建议,并加以举例说明．     

创设适宜创造力训练的物理问题情境

在界定创造性问题内涵的基础上 ,提出适宜“问题解决”模式应用的问题标准 ,列举了几种有代表性的物理问题类型 ,并阐述了设计创造性物理问题的基本理念     

基于Agent仿真的团队重组与集体问题解决关系

个体由于认知能力的限制,通常集体完成复杂任务,表现出群体智能的现象,而如何提高群体智能一直是重要的研究问题。基于NK模型建立多主体仿真实验,探究隔离团队重组对集体问题解决能力的影响。仿真结果表明,团队重组频数与集体表现呈倒U关系,即适当的团队重组可以提高集体问题解决的能力;同时与半隔离团队对比发现,团队重组可以媲美半隔离团队的功能,并且在集体表现上具有更强的稳定性,因此团队重组具有更强的操作性。权变理论分析发现,不存在团队重组时,群体应当保持较大的团队规模和较小的人员流动、较小的个体学习速率;存在团队重组时,群体应该保持较小的团队规模和较小的人员流动率、,适当的个体学习速率。此外,在复杂问题面前,团队重组对提高群体解决问题能力的作用更为显著。     

数学解题策略的教学方法

在数学教学中,解题是最重要的活动形式之一。学生对数学概念的形成、数学命题的掌握、数学思维方法和技能技巧的获得以及学生智力的培养和发展,都必须通过解题教学来实现。     

英语阅读理解题解题思路技巧谈

英语考试的阅读理解题型是对考生心理素质和分析判断能力的一种重要测试,只有保持良好的心志,依据题型特点,抓住中心,透章,重视语感,猜测等解题方法,才能收到准确快速的答题效果。     

User Action and Social Interaction Mediated by Direct Manipulation Interfaces

In this paper we discuss a theoretical framework which aims to specify the conditions under which the mediation offered by an educational system (based on a direct manipulation interface) is effective for teaching and learning activities. We have worked out this framework on the basis of experience we have developed in designing, implementating and experimentating with systems for mathematics education. © IFIP, published by Kluwer Academic Publishers     

Manipulatives and number sentences in computer aided arithmetic word problem solving

In this study we investigated the relative contribution of two main components often used in the instruction of arithmetic word problem solving to first-grade children and children with learning problems, external representation with manipulatives and formal mathematical representation with number sentences. Four computer aided treatments were developed along these dimensions. Furthermore, an assessment control group was formed.It was shown that performance improved significantly after treatment in comparison to the performance of the assessment control group. Comparison of the different training conditions showed that a number sentence treatment was the most effective training component. However, this effect was only present with the relatively high competent children and not with the relatively low performing children.     

Computer technology and complex problem solving: Issues in the study of complex cognitive activity

Goals and plans organize much of complex problem solving behavior and are often inferable from action sequences. This paper addresses the strengths and limitations of inferring goals and plans from information that can be derived from computer traces of software used to solve mathematics problems. We examined mathematics problem solving activity about distance, rate, time relationships in a computer software environment designed to support understanding of functional relationships among these variables (e.g., distance =rate × time; time=distance/rate) using graphical representations of the results of simulations. Ten adolescent-aged students used the software to solve two distance, rate, time problems, and provided think-aloud protocols. To determine the inferability of understanding from the action traces, coders analyzed students' understanding from the computer traces alone (Trace-only raters) and compared these to analyses based on the traces plus the verbal protocols (Traceplus raters). Inferability of understanding from the action traces was related to level of student understanding how they used the graphing tool. When students had a good understanding of distance, rate, time relationships, it could be accurately inferred from the computer traces if they used the simulation tool in conjunction with the graphing tool. When students had a weak understanding, the verbal protocols were necessary to make accurate inferences about what was and was not understood. The computer trace also failed to capture dynamic exploration of the visual environment so students who relied on the graphing tool were inaccurately characterized by the Trace-only coders. Discussion concerns types of scaffolds that would be helpful learning environment for complex problems, the kind of information that is needed to adequately track student understanding in this content domain, and instructional models for integrating learning environments like these into classrooms.Members of the Cognition and Technology Group at Vanderbilt who have contributed to this project are (in alphabetical order) Helen Bateman, John Bransford, Thaddeus Crews, Allison Moore, Mitchell Nathan, and Stephen Owens. The research was supported, in part, by grants from the National Science Foundation (NSF-MDR-9252990) but no official endorsement of the ideas expressed herein should be inferred.     

“概率论与数理统计”课程教学改革思考

＂概率论与数理统计＂是应用性和实践性很强的一门课程,从学生、教材、课时、教学及考核等方面分析了该课程的现状,提出了分层次教学、编写合适教材、合理安排课时、改变教学手段和考核方式等教学改革措施.