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1.
Gerard Bossuet 《欧洲师范教育杂志》1982,5(1-2):101-105
L'auteur décrit son expérience de travail avec le système informatique logo au niveau de l'école primaire. LOGO est évidemment un outil très puissant mais il pose la question quant à une formation appropriée des enseignants et pour son utilisation.
The author describes his experience of working with the LOGO computer language at Primary level. LOGO is clearly a very powerful tool but its very power raises major questions about its use and about an appropriate training for teachers. 相似文献
2.
Robert W. Lawler Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):20-30
Robert Lawler is one of the key figures in the development of thinkable models and educational games. In this interview, dedicated to Seymour Papert, Marvin Minsky and Oliver Selfridge, he comments on his research notes and provides fascinating insights into the early days of artificial intelligence applications in education. 相似文献
3.
The pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.
相似文献4.
讲述如何利用 BIOS(基本输入输出系统)的修改工具对主板的 BIOS 信息进行修改如设置万能密码个性化启动画面以提高对公共机房的管理效率． 相似文献
5.
This study explored the utility of computer-aided, self-instruction training for enhancing reflective problem-solving among impulsive hearing-impaired adolescent students. Sixteen moderate to severely hearing-impaired students were randomly assigned to either a treatment or control condition. The self-instruction treatment condition consisted of training to solve visual problems using a modified version of the LOGO computer language (REFLECT) and videotape feedback. The control condition consisted of LOGO problem-solving without self-instruction. Instruction took place over 12 weeks. On two dependent measures of impulsive problem-solving behaviors, students in the treatment condition demonstrated significantly improved problem-solving ability. 相似文献
6.
章太炎的魏晋六朝学术思想 总被引：1，自引：0，他引：1
高俊林 《咸阳师范学院学报》2005,20(1):20-22
作为晚清时期著名的“有学问的革命家”,章太炎对于魏晋六朝的推崇,一方面固然有其民族革命的功利动机在内,另一方面,也是他在认真考察中国学术发展史后所得出的关于魏晋六朝“其言循虚,其艺控实,故可贵也”的学术结论使然。 相似文献
7.
William Winn Frederick Stahr Christian Sarason Ruth Fruland Peter Oppenheimer Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42
Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006 相似文献
8.
Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
9.
时国强 《渭南师范学院学报》2014,(21):56-59
江淹对《楚辞》的学习与运用,主要体现在三个方面：一是学习《楚辞》语言;二是学习《楚辞》结构;三是学习《楚辞》艺术手法。江淹模拟《楚辞》主要有三个原因：一是江淹长于拟古,喜欢拟古;二是汉魏以来有模拟《楚辞》的传统;三是江淹的身世遭遇与屈原有相似之处。 相似文献
10.
In temporal discriminations tasks, more than one stimulus may function as a time marker. We studied two of them in a matching-to-sample task, the sample keylight and the houselight that signaled the intertrial interval (ITI). One group of pigeons learned a symmetrical matching-to-sample task with two samples (2 s or 18 s of a center keylight) and two comparisons (red and green side keys), whereas another group of pigeons learned an asymmetrical matching-to-sample task with three samples (2 s, 6 s, and 18 s) and two comparisons (red and green). In the asymmetrical task, 6-s and 18-s samples shared the same comparison. In a subsequent retention test, both groups showed a preference for the comparison associated with the longer samples, a result consistent with the hypothesis that pigeons based their choices on the duration elapsed since the offset of the houselight (i.e., sample duration + retention interval). Results from two no-sample tests further corroborated the importance of the ITI illumination as a time marker: When the ITI was illuminated, the proportion of choices correlated positively with the retention interval; when the ITI was darkened, choices fell to random levels. However, the absolute value of choice proportions suggested that the sample stimulus was also a time marker. How multiple stimuli acquire control over behavior and how they combine remains to be worked out. 相似文献
11.
Konstantinos Vryzas 《Learning, Media and Technology》2002,27(1-2):9-17
The purpose of this paper was to explore the degree of children's access to home computers. From this perspective research was carried out into the following: the initiative to purchase a home computer; the child's familiarisation with a computer at home; the child's computer activities. The research was based on a random sample of 993 children, of whom 305 had a home computer. The children learned about the computer through their older siblings or parents. The computer at home was used by children mainly for games but also in combination with other applications. The results of the research raise questions about the connection between the different use of the computer at home and at school. 相似文献
12.
赵光贤先生治学严谨,学问精深,他将从陈垣先生那里学到的一丝不苟的研究态度与考证方法继承发扬,在史学研究方面达到很高造诣。并将这套行之有效的方法原汁原味地传授给学生们,使他们终生受益无穷。 相似文献
13.
This article addresses the often‐observed sensitive nature displayed by gifted children and the effects this sensitivity can have on the child, particularly during the pre‐adolescent and the adolescent periods. This issue is explored through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. His exceptional sensitivity is clearly evident through his writings, and the effects this awareness and emotionality have on his life are manifested in accounts of his home and school experiences. Implications for the education of individuals like Geoffrey are discussed, placing emphasis on support of the child's heightened sensitivity rather than on curricula learned or talents exhibited. Special consideration is given to the middle school years when pre‐adolescent and adolescent behavior can significantly affect gifted individuals. 相似文献
14.
In his book Mindstorms (1980) Papert discusses Turtle Geometry as ego-syntonic or fitting the ways of thinking of the child as a geometric knowledge builder. The van Hiele theory (Wirzup, 1976) looks at geometric knowledge building as occuring through a necessary sequence of levels. Thus if Turtle Geometry is ego-syntonic it would seem that one could apply these van Hiele levels to better describe and understand this form of geometry. It is the first purpose of this paper to provide such an analysis.Using Logo to do Turtle Geometry requires that a child (or learner at any level) do geometry through the deliberate use of language. Thus one ought also to be able to relate theoretically levels of language use to Turtle Geometry. It is a second purpose of this paper to relate a language use framework suggested by the work of Frye (1982) to the language activities of Turtle Geometry. 相似文献
15.
李迪先生（1927-206）是中国数学史、科学史界德高望重的学术大师,是国内外享有盛誉的著名科学史家。他走过的学术道路是：矢志不移、锲而不舍;读万卷书、行万里路;专题起步、纵向开拓;扩大战果、横向开拓。这条道路对于从事学术研究,具有普遍的、深远的意义。 相似文献
16.
余怀是明末清初的一位著名文学家。他终生未仕,学识渊博,多才多艺,尤擅诗文。由于种种原因,他的许多著述未能刊刻流传。本文比较详尽地评述了余怀的生平事迹,全面系统地考证了余怀著述情况。 相似文献
17.
Notes on writing subjects of action research 总被引：1，自引：1，他引：0
Dennis J. Sumara 《Educational Action Research》2013,21(2):309-320
In this article, the author playfully represents his role as reader and interpreter of an article sent to him for review by editors of the journal Educational Action Research. By representing the specificity of his reader responses, the author shows how literacy practices function to create the identities of readers and writers. It is argued that a post-structural view of reading and interpretation helps those engaged in action research projects to understand that knowledge and identities are co–specified. Reports of action research, then, are not merely reports of what is learned through shared inquiry; they also reveal traces of how the subjects involved in action research are affected by their work. 相似文献
18.
Eduardo Martí 《Infancia y Aprendizaje》2013,36(26):47-64
ResumenEl autor considera al LOGO como un prototipo de la utilización educativa de los microordenadores que hace hincapié en la autonomía del aprendizaje y a sus aspectos heurísticos.Desde postulados teóricos de la psicología genética de Piaget, analiza algunas de las particularidades psicológicas y pedagógicas de LOGO: unidades de base significativas para el niño, carácter constructivo e interactivo del aprendizaje, estatuto positivo del error, posibilidad de reflexionar sobre la propia actividad de aprendizaje.Estos puntos son ilustrados con ejemplos de conductas de niños aprendiendo a programar con LOGO. 相似文献
19.
LOGO的应用一直是CIS导入的基础和最直接的表现形式,其重要性是不言而喻的,网络标识的设计尤其如此.从LOGO的设计基础、设计原则、设计标准等方面做了一些简要的阐述. 相似文献
20.
张学正 《天津师范大学学报(社会科学版)》2002,(4):50-54
新中国成立以来，特别是新时期以来，对孙犁的研究已取得了许多成果，并成为文坛的一个热点，然而，孙犁研究仍存在着一些尚未涉及或研究较薄弱的领域，如：“文革”后孙犁作品的研究，作家的本体研究（孙犁的心理，气质，人格研究，孙犁文化意识研究，晚年孙犁研究）；孙犁的文学个性及在中国现代，当代文学史中的定位，孙犁研究中的方法论问题等，这些问题的解决将有助于把孙犁研究推向一个新阶段。 相似文献