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121.
冉清文 《锦州师范学院学报(哲学社会科学版)》2007,29(3):96-100
构建社会主义和谐社会与全面建设小康社会是中国特色社会主义的重要组成部分。二者相互联系,相互影响。尽管它们在中国特色社会主义中的地位不同,奋斗目标不同,但它们的历史过程是同一的,而且奋斗目标和发展要求具有互补性和互动性。 相似文献
122.
对高职高专精品课程建设的探讨 总被引:5,自引:4,他引:5
通过详实的资料阐述了高职高专精品课程建设的意义,教师参加精品课程建设的做法,指出目前我国精品课程建设过程中存在的问题及改进措施。 相似文献
123.
Guided by the belief that anonymity inevitably breeds the kind of uncivil discourse that hurts their readers, many news organizations have chosen to ban anonymous comments sections on their websites in recent years. Unfortunately, little empirical research has been conducted to assess whether exposure to anonymous comments actually does influence people's attitudes. In this paper, we address this oversight by asking: do anonymous comments posted on a newspaper website shape how internet users feel about the media? Using an online experiment to systematically manipulate exposure to anonymous comments attached to a “hard news” report, we find strong evidence that exposure to non-attributed posts—regardless of their tone—leads internet users to feel more negatively towards specific news organizations and the media in general. 相似文献
124.
现在的远程教育还未能充分地利用现有通讯技术,且对这些技术的利用也还存在许多困难,使其与传统课堂的交互程度相比仍有很大的差距。同时,目前网络技术的应用,虽使远程教育在一定程度上实现了教育资源的共享,但远不能满足个人自主化学习的需要,其中一个主要的原因是通过网络实现的共享程度仍很低,很多教育手段仍无法通过现有的传媒方式实现资源的共享。要使现代远程教育得到进一步发展,人们必需在上述两个问题上所有突破。 相似文献
125.
126.
When teachers or instructors create computer-based learning environments, they often solely consider technical aspects of interactivity. As a consequence, learners’ main role is to respond to requests of the learning environment (e.g. by answering multiple-choice questions). This aspect of interactivity is, however, not sufficient to understand the complex benefits of interactivity for learners’ knowledge acquisition. In order to create a higher level of interactivity, an instructional task that encourages learners to design learning materials for fellow learners is used in this paper. We will show that this instructional task can induce interactive elements because learners are encouraged to take not only their own perspective into account when designing. In addition, we investigated if the quality of source material affects knowledge acquisition in design tasks. In a two-by-two design, students (n?=?108) had to design either a learning environment for others (i.e. to perform perspective-shifting), or a representation of acquired knowledge for themselves (no perspective-shifting) with less or more coherent information sources. Results indicate that performing perspective-shifting can be a powerful technique for eliciting interactive learning behavior and, thus, for learning. The quality of information sources does not influence knowledge acquisition to a great extent. 相似文献
127.
Aileen Schulte 《Innovative Higher Education》2003,28(2):107-118
Asynchronous courses (taught exclusively via computer-mediated communication) present particular pedagogical dilemmas. This article builds on the assumption that interactivity (regular patterns of written communication between the instructor and students and among students) is an important strategy to facilitate learning and reduce isolation in asynchronous courses. Based on my experiences as an instructor in this medium, I discuss my attempts to initiate and promote discussion. Data from three semesters of my asynchronous course reflect a general increase in interactivity as well as a decrease in problematic patterns of interaction. 相似文献
128.
The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment 总被引:4,自引:3,他引:1
Diane Jass Ketelhut 《Journal of Science Education and Technology》2007,16(1):99-111
This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated
in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined
the relationship between students’ self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering
behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side
database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study
found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with
high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student
self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE,
initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students’ level of self-efficacy
did not affect how many different sources from which they chose to gather data. These results suggest that embedding science
inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students’ self-efficacy and learning
processes.
相似文献
Diane Jass KetelhutEmail: |
129.
戴心来 《教学研究(河北)》2003,26(2):149-151
本阐述了模拟电子技术MCAI课件的功能特点,并结合该课件的研制,探讨了在教学课件开发过程中应注意脚本挖掘、交互性设计等若干关键环节。 相似文献
130.
成功的英语口语课堂教学需要注意三点:运用建构主义理论指导口语教学;交际分组,克服班大人多困难;实现互动,达到积极表达目的。 相似文献