共查询到20条相似文献，搜索用时 15 毫秒
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Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
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Inferring False Beliefs from Actions and Reactions 总被引：1，自引：0，他引：1
Current evidence suggests that young children have little understanding of false belief. Standard false belief tasks, however, may underestimate children's ability for 2 reasons. First, the only cue to belief in these tasks is a protagonist's lack of perceptual access to some critical event, and this may not be a very salient cue for young children. Second, the standard tasks require children to make forward-looking predictions from the causes of a belief (e.g., from what a protagonist has or has not perceived) to either the protagonist's belief or the protagonist's action, and children may not be very skilled at making such predictions. In 2 experiments we investigated whether 3-year-olds would do better on tasks in which the belief cues were stronger, and in which they could reason backward to the belief from its effects (e.g., from a protagonist's actions and reactions). Even on these easy tasks, however, they did not perform well. These findings provide strong support for the view that children of this age do not fully understand the representational nature of belief. 相似文献
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John H. Flavell Eleanor R. Flavell Frances L. Green Louis J. Moses 《Child development》1990,61(4):915-928
Recent research on the development of children's knowledge about the mind has shown that young 3-year-olds have difficulty inferring that another person holds a false belief about a matter of verifiable fact, even when provided with considerable help. 4 studies tested the hypothesis that they would have less difficulty inferring that another person holds an odd, nonnormative belief about a matter of taste or value--one which, like the false fact belief, they themselves do not hold. On fact-belief tasks, an experimenter acted as if, or even explicitly stated that, she believed that the contents of a container were other than what the children knew to be the case. On value-belief tasks, she behaved as if she believed that a stimulus had a good or bad taste, smell, or appearance, whereas they thought it had the opposite. The results of all 4 studies confirmed the hypothesis. 相似文献
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Perry L. Glanzer Theodore F. Cockle Britney Graber Elijah Jeong Jessica A. Robinson 《Christian Higher Education》2019,18(3):207-223
Throughout American history, scholars called Christian higher education by other names. They used terms such as “denominational,” “sectarian,” “church-related,” “church-sponsored,” “church-based,” and “church-affiliated” higher education to describe Christian higher education. What these terms failed to include, however, were the increasing number of nondenominational institutions that began to emerge in the nineteenth century.In The Dying of the Light, James Burtchaell (1998) did include these institutions in his argument. He suggested that nondenominational colleges and universities had the same weakness as denominational institutions that abandoned their church connections. In fact, compared to institutions that kept their church ties, in Burtchaell’s eyes, they appeared to be weaker institutions since they lacked direct denominational support.Apart from Burtchaell’s one historical case study, very little empirical literature exists that supports this argument. This study explores this claim empirically, and compares faculty attitudes, theological beliefs, and religious behaviors at denominational and nondenominational institutions that are part of the Council for Christian Colleges &; Universities (CCCU). Respondents included 1,999 full-time faculty from 49 CCCU institutions. Contrary to what certain scholars claim, results demonstrated that faculty at nondenominational institutions did not significantly differ in their theological beliefs from their denominational counterparts. Further empirical research is needed to understand the reasons for this outcome, although we offer some possible hypotheses. 相似文献
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张生祥 《吕梁高等专科学校学报》2005,21(1):74-76
根据光谱分析图和董仲舒的三统论以及马克思对人类社会的划分,根据天人合一思想和当代天文学的发现,推导出宇宙红移人类也红移的结论.从生产工具的颜色角度以及根据我国古代五行相克的原理对上述观点作了进一步的解释.因为还有许多不确定因素的存在,所以只能实事求是地说这仅仅是一种猜想. 相似文献
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陈嘉映 《中山大学学报论丛》2010,3(2)
本文的主导问题是:我们为自己已经具有的看法进行论证是否多余甚至虚伪?为回答这一问题,我们需要澄清关于论证的一些误解.论证并不只是为了说服别人.从根本上说,论证是把东一处西一处的道理联系起来,使我们获得整体的眼光,或曰综观.尽管我们在着手论证之前已经有为之进行论证的看法,但获得了论证的看法,在上述意义上,是一种新的看法.即使我们并没有通过论证达到"共识",论证也并非徒劳,因为它可能有助于多样性之间的相互理解. 相似文献
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蝴蝶的行为 总被引：3，自引：0，他引：3
字应伟 《思茅师范高等专科学校学报》2008,24(3):13-15
蝴蝶的行为是蝴蝶适应其生活环境的一切活动方式的总称,对蝴蝶适应多变的自然环境条件,保证个体生存和种族繁衍是必不可少的.常见的蝴蝶行为有体温调节行为、飞行行为、访花取食行为、生殖行为、防御行为、扑泥行为等,这些行为在保证蝴蝶的个体生存和种族繁衍中发挥了重要作用.蝴蝶行为知识对人工养殖和保护蝴蝶均有重要参考价值. 相似文献
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Nikita D. Patterson Karen S. Norwood 《International Journal of Science and Mathematics Education》2004,2(1):5-23
The mathematics education community, in its call for reform, underscores the importance of mathematics instruction emphasizing the use of multiple representations in the presentation of concepts. The focus of the study was how teacher beliefs affect their ability to implement a multiple representations curriculum. The novice instructor's attitude remained neutral while the experienced instructor's attitude remained somewhat positive. Of the eight students in the study, six of them showed a more positive attitude towards technology use and multiple representations by the end of the semester. The students increased their calculator use in both classes, particularly in the experienced teacher's class. Implications for further research were that teacher training is essential if reform curricula are to be properly implemented. 相似文献
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畲族族源有炎帝说、秦献公之后和高辛之后等说法。闽南畲族分布于漳浦、华安、晋江等地,虽然汉化程度较深,但是,其民间信仰以盘瓠为中心的祖宗崇拜,同时也信仰汉族神明,可是不喜欢塑雕像供奉;重视巫术“做生”,其信仰与汉族有较大的区别。这些带有浓厚的民族特点的做法,表现了独特文化心理,值得学界进一步探讨。 相似文献
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Elwood Craig Davis 《Quest (Human Kinetics)》2013,65(1):7-12
The overrepresentation of African Americans in particular sport activities has been the focus of numerous theories and research studies. Researchers have provided anthropometric, physiological, psychological, and sociological explanations for the observed disparity. In this paper, theoretical and empirical contributions to racial differences in sport performance are examined, and a framework for viewing race as a movement self-schema is described. The influence of racial self-schemata on movement self-schemata and how this influence may account for much of the variability in sport performance and activity choices between African Americans and Euro-Americans is examined. The roles of television, modeling, expectation theory, and sociological influences are discussed as possible activators of racial movement self-schemata. 相似文献
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Beliefs About Academic Knowledge 总被引：9，自引：0，他引：9
Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study. 相似文献
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在美国大学校园,对终身教职后评估众说纷纭。多数教师认为,在评估中只得到很少甚至完全没有得到有效的业绩反馈,评估对教师的业绩没有影响。这些研究结果可用来反思并改进我国高校的教师考核工作。 相似文献
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民办高校经营理念研究 总被引：1，自引：0，他引：1
本文全面阐述了民办高校经营理念问题。具体论述了民办高校办学必须树立教育供求理念;民办高校办学必须树立教育"产品"的生产与营销理念;民办高校办学必须树立成本——质量效益理念。同时提出了民办高校同"双重调节"机制相适应的"双适应"应变之策,民办高校进行教育生产与产品营销的市场化运作机制,民办高校通过优化人、财、物、技术等教育资源配置及绩效管理等措施来降低教育成本,提高教学质量与办学效益、按市场机制经营学校与依法规范办学行为必须相统一。 相似文献