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1.
The current study focuses on developing the learning progression of number sense for primary school students, and it applies a cognitive diagnostic model, the rule space model, to data analysis. The rule space model analysis firstly extracted nine cognitive attributes and their hierarchy model from the analysis of previous research and the mathematics textbook used in Beijing. A cognitive diagnostic test for number sense was then developed based upon the cognitive attributes. Finally, the model was used to analyse a sample of 1207 Chinese primary school students’ observed item responses to identify their knowledge states and to validate and modify the hypothesised learning progression. The results showed that the test was of good psychometric quality, and that the hypothesised learning progression was generally validated. By applying the rule space model, the hypothesised learning progression was modified at each level. The results also showed that students in grade 3, grade 4 and grade 5 were mainly classified into level 1 and level 2, level 2–level 4 and level 5 of the modified learning progression, respectively. These results suggest the feasibility and benefits of using cognitive diagnostic models to develop learning progressions. 相似文献
2.
This study investigated Chinese children’s development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198 kindergartners, 172 second graders and 165 fifth graders. Children’s strategies in using positional, phonological, and semantic cues of radicals varied across grades. The higher the children’s grade level, the more commonly children used semantic and positional cues of radicals. Regression analyses showed that the contribution of semantic radical awareness for explaining Chinese character reading increased as children’s grade increased, whereas the contribution of positional regularity awareness decreased. These findings suggest that learning Chinese characters involves a transition from a sound- and position-based approach to a meaning-based approach. 相似文献
3.
The purpose of the present study was to investigate developmental differences in lexical processing and sensitivity to the positional information of constituent morphemes with reference to Chinese word-reading ability. One hundred mainland Chinese children (50 s graders and 50 third graders) and 22 high school students were tested with a lexical decision task. The primary school children were also tested for Chinese character reading, morphological awareness, phonological awareness, and non-verbal intelligence. We found that although both primary school children and high school students performed worse in the reversed condition (i.e., the pseudo-words were created by reversing the order of the two characters in real Chinese words) than in the real (i.e., real Chinese compound words) and random conditions (i.e., the pseudo-words were constructed by randomly combining the characters in the reversed condition), the performances of high school students in the reversed condition were closer to their performances in the other two conditions. Correlational analyses conducted on the primary school children revealed that the responses of second- and third-grade children on the lexical decision task were moderately correlated with their Chinese character reading. We also found that, after controlling for age and non-verbal IQ, the reaction time difference between the real and reversed conditions significantly predicted Chinese character reading. The results were discussed by exploring the nature of the lexical decision task, the sensitivity of Chinese children to the positional information of morphemes inside compound words, and the association of such sensitivity with their word-reading performance. 相似文献
4.
This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities. 相似文献
5.
ABSTRACTThis study aimed to explore the features of mobile learning behaviors among Chinese elementary school students, and relationships between mobile learning behaviors and personal characteristics in mobile learning environment. The current study designed and developed a game-based educational mobile environment and conducted an experimental research. Eighty-three elementary students participated in this study. The results revealed the features of elementary school students’ mobile learning behavior including: 1) the students had reasonable login frequencies and learning time duration with appropriate guidance from the teachers, and satisfying learning performance by self-learning; 2) higher grade, learning style with active information processing and higher test scores in the conventional Chinese subject course had positive impacts on the mobile learning behaviors, but no gender difference was found. Regrettably, students showed more digital consuming than digital creating in the current study. The results could provide necessary suggestions on mobile learning for young learners. 相似文献
6.
廖红 《内江师范学院学报》2012,27(4):40-44
通过对中学生学习倦怠的调查,了解中学生学习倦怠的年级和性别特征,探索其发展变化规律.采用《个人基本情况调查表》和《中学生学习倦怠问卷》对353名中学生进行测查,发现中学生学习倦怠处于中等水平,学习低效能感和生理耗竭因子得分偏高;师生疏离因子性别差异显著,男生的师生疏离程度高于女生;初一到高三中学生学习倦怠的水平基本呈直线上升趋势,高二在6个年级中倦怠水平最高;学习倦怠的年级差异显著,初一、初二与高中各年级均存在显著性差异,年级与性别之间的交互作用显著.中学生学习倦怠处于中等水平;学习倦怠水平随年级的增高呈直线上升趋势;学习倦怠的年级差异显著,年级与性别之间的交互作用显著. 相似文献
7.
Wen-Min Hsieh 《International Journal of Science Education》2013,35(3):274-298
ABSTRACTThis cross-sectional study explored students’ conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students’ drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the ‘Activity’ and ‘Emotions and attitudes’ categories in students’ drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students’ positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders’ unfruitful conceptions of science learning warrant educators’ attention. Moreover, further investigation of girls’ more positive emotions and attitudes found in this study is needed. 相似文献
8.
Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children 
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下载免费PDF全文 Ying Wang Catherine McBride Yanling Zhou R. Malatesha Joshi Jo Ann M. Farver 《Journal of Research in Reading》2018,41(3):511-524
How do native Chinese‐speaking (CS) and non‐Chinese‐speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions – copy, radical, phonological and look–say. Results showed that the copying condition best facilitated writing of Chinese characters for both groups, whereas radical knowledge facilitated only CS children's writing. NCS children benefited more from the phonological condition than from the look–say condition in learning to read Chinese. These results highlight the effectiveness of copying practice for all children learning to write Chinese. However, approaches to reading and writing Chinese may differ somewhat depending on the Chinese background knowledge of the children as well. Teaching children Chinese should be geared towards the strengths of different groups for learning. 相似文献
9.
New teachers learning in rural and regional Australia 总被引：1，自引：0，他引：1
Margaret Somerville Margaret Plunkett Michael Dyson 《Asia-Pacific Journal of Teacher Education》2010,38(1):39-55
This paper reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning to ask: How do new teachers learn to do their work and how do they learn about the places and communities in which they begin teaching? In this paper, we focus on data from the first year of the three-year longitudinal study, using a place-based survey and ethnographic interviews. We found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management. Analysis of these storylines reveals the ways in which the community and classroom are not separate but intertwined, and the process of learning about their communities began through the children in their classes. 相似文献
10.
The spacing effect describes the robust finding that long‐term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5‐ to 7‐year‐olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum. 相似文献
11.
以自编修订的《儿童元认知问卷》,对420名儿童（其中学习不良儿童96人）进行测试,结果发现：该阶段非学习不良儿童元认知发展上六年级显著高于四、五年级,不存在性别差异;学习不良儿童元认知发展不存在年级差异,他们在元认知整体水平以及六个维度上均显著落后于一般儿童和成绩优秀儿童;此外,以小学四年级学生为被试,考察了开展元认知训练的意义。研究发现,元认知训练可以较好地促进该阶段儿童元认知水平的提高,元认知训练对学生学业成就有着积极影响。 相似文献
12.
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among boys, good text comprehension skills in grade four predicted good math word problem-solving skills in grade seven. Among girls, good text comprehension skills in grade four predicted their subsequent mathematical word problem performance in grade nine. The practical implications of the results are discussed as well. 相似文献
13.
《Africa Education Review》2013,10(4):696-712
ABSTRACTStudent network is a teaching strategy introduced as cooperative learning to all educational levels above the upper primary schools (grade 5 and above) in Ethiopia. The study was, therefore, aimed at investigating to what extent the student network in Ethiopia is actually practiced in line with the principles of cooperative learning. Consequently, data collected from 156 secondary and 315 upper primary school teachers revealed that the student network is rarely practiced in line with the principles of cooperative learning. And this was found with statistically significant differences between the upper primary and secondary schools. The upper primary schools seem better in practicing the student network in line with the principles of cooperative learning than the secondary school. Accordingly, the study concluded that, albeit the student network remained a canon strategy to improve students’ learning in Ethiopia and its practices are supposedly recommended to be in line the principles of cooperative learning, challenges related to parents, students, school administration and teachers seem to cripple its smooth practice in line with the cooperative learning principles. 相似文献
14.
Jan-Erik Romar Ida Enqvist Janne Kulmala Jouni Kallio Tuija Tammelin 《Journal of Adventure Education & Outdoor Learning》2019,19(1):28-42
In this study, we aimed at comparing Finnish primary school students’ physical activity and sedentary time during outdoor-learning and traditional school days. Outdoor learning is defined as purposeful and planned learning experiences in the outdoors . The study population consisted 20 students in grades 1–6 at one primary school. Physical activity was measured objectively by hip-worn accelerometers. The amounts of physical activity and sedentary time were compared for the same students between five school days with outdoor learning and four traditional school days. The study’s main findings show that, moving from traditional classroom teaching to an outdoor-learning environment decreases students’ sedentary time and increases light- and moderate-intensity physical activity during the school day. No differences were observed in leisure-time physical activity on school days with or without outdoor learning. Thus, outdoor learning is an effective complement to traditional classroom teaching in promoting physically active children. 相似文献
15.
The purpose of this research was to understand better how morphemic units are encoded and auto-organised in memory and how they are accessed during writing. We hypothesised that the activation of morphemic units would not depend on rule-based learning during primary school but would be determined by frequency-based learning, which is a process that automatically encodes whole orthographic forms encountered during reading. To evaluate gradual changes in the impacts of each process, the ability to inflect a verb was investigated in a spelling-to-dictation task utilising simple sentences that included past participle inflections in three participant populations: 2nd to 5th primary-school graders, 6th and 8th secondary-school students with varying print linguistic abilities and young adults. Two frequency indicators were manipulated: past participle inflection frequency (the frequency of a particular suffix irrespective of the word root) was used to index the use of a rule-based procedure, and orthographic-form frequency was used to index the use of a frequency-based procedure. The results revealed the following: (a) the younger spellers mainly used a frequency-based procedure that produced many spelling errors that were mostly due to the selection of the most frequent orthographic forms in their orthographic lexicon; (b) the rule-based procedure is notably late and led to fewer errors only at the 5th grade in primary school; and (c) the frequency-based procedure is still operating in the less skilled spellers of grades six and eight. The results are discussed in light of statistical learning, which seems to jeopardise the use of an efficient grammatical processing by younger children and less skilled spellers. 相似文献
16.
Remote learning during the COVID pandemic has led to short- and long-term consequences for students' learning. So far, data on learning loss in early schooling have been limited. In this paper, we evaluate the effect of remote learning on 1st graders' school readiness skills and 2nd–8th graders’ performance in mathematics, reading and science using rich data collected in Hungary before and during the pandemic (n ≈ 55,000). The results show that kindergarten children and 1st–4th-grade students were significantly negatively affected by COVID restrictions compared to their older peers. This difference was extremely large in schools with a high share of disadvantaged students. More specifically, 1st–4th-grade low-SES students made little or no progress while learning from home. 相似文献
17.
Balancing theoretical and practical issues in the measurement of SRL remains a challenge. This is especially the case for large-scale studies among primary school children’s SRL. In this respect, the present study describes the development and validation of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI) consisting of nine components. A multistep process was used to develop the questionnaire, including reviews by a teacher and expert panel, cognitive interviews with upper primary school children, and a large-scale administration. The original 109-item questionnaire was then presented to 504 fifth and 463 sixth graders (sample 1). Subsequent to exploratory factor analyses on each component, the factor structure of each component was confirmed by confirmatory factor analyses using an independent second sample (409 fifth and 314 sixth graders), leading to a questionnaire of 75 items. Further, the factor structure of the different components is found to be invariant across boys and girls. The implications of the results and potential avenues for future research are presented and discussed. 相似文献
18.
Hong Li Jie Zhang Linnea Ehri Yu Chen Xiaotong Ruan Qiong Dong 《Reading and writing》2016,29(7):1363-1381
Previous research has shown that the presence of English word spellings facilitates children’s oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more direct semantic-orthography mapping but less consistent orthography and pronunciation correspondence in Chinese. The current study aims to examine whether semantic and phonological information provided by character radicals affects oral vocabulary learning of Chinese children. Twenty-four second graders studied made-up associations between 12 spoken labels and pictures accompanied either by accurate phonological information characters, misleading phonological information characters, or no orthography. Half of phonologically accurate or misleading characters were semantically accurate or misleading. Pictures prompted recall of spoken labels without orthography present on tests. Results showed that exposure to characters which accurately represent sounds and meanings during learning did not enhance recall of the spoken labels compared to no orthography in early trials. But exposure to characters, which misrepresent sounds and meanings, significantly impeded vocabulary learning compared to no orthography. 相似文献
19.
Caroline Lodge 《Learning Environments Research》2007,10(2):145-156
This article explores drawings of learning in the classroom made by a class of 6 to 7-year-olds in a UK primary school. The
drawings were analysed by considering the choices that children made in their drawings in terms of four themes: self and social
relations in learning, the physical environment, learning activities, and learning and behaviour. These are discussed using
five drawings as examples. A wide range of images was used by the children, although some drew common views of learning. The
article warns against assuming that we know how a young person views their learning, or that a class of children share a common
view of it. It is also suggested that talk about such drawings can make a contribution to a joint exploration of understandings
of learning by teachers and children. 相似文献
20.
Parents play a significant role in the education of children with special needs. Recent national policies have aimed to improve support for students with specific learning difficulties and their families in Hong Kong. Literature on the experiences of children with specific learning difficulties in Hong Kong is scarce. This study, by Kim Fong Poon‐McBrayer of the Hong Kong Institute of Education and Philip Allen McBrayer of the University of Guam, attempts to capture a glimpse of the support for students with specific learning difficulties through their parents' account of experiences with school practices. Findings indicated parents' frustration over the use of grade retention as a remedial method, the use of expulsion as a disciplinary strategy, limited instructional support, and a lack of school‐initiated communication to inform, engage or support parents in the special education process which in turn resulted in a poor home–school relationship. Recommendations centred on policy enforcement, reducing class size and teacher workload, and improving home–school relationships. 相似文献