共查询到20条相似文献，搜索用时 15 毫秒
1.
陆茜 《中学课程辅导(初一版)》2000,(7):26-26
初一第一册Unit4 L．esson 16中，当Ma Li 问到Mrs Read的年龄时，Mrs Read说“Ah，it，sasecret!”为什么年龄是个秘密呢?原来在西方，女子根据年龄段分别被称为girl(女孩)，young lady(年青女士)，lady(女士)。即使她很老，一般也被称为lady，而年龄是不会被问及的。有句笑话说：“你可以问一个女人的生日，但不能问她的年龄”就有此意。 相似文献
2.
Roy Evans Neil Ferguson Pat Davies Phillip Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):32-36
The study reported in this paper was designed to examine three reliability characteristics of the Harris revision of the Goodenough ‘Draw‐a‐man’ Test when used with five‐year‐old school entrants. The test was individually administered to each of 90 children on two occasions, with an average time‐separation of two weeks. Three persons undertook the administration and scoring of the drawings, and the investigation examined the reliability coefficients associated with i) temporal stability (same tester); ii) temporal stability (different testers); iii) marker error. The results indicate that when experienced testers are used, the reliability of the ‘Draw‐a‐man’ scale is of the same magnitude as that reported in previous studies involving older children as subjects. It is also suggested that with school entrants, the influence of different trained testers on the final rank order of scores is probably quite small. The present study shows too, that with the drawings of five‐year‐old children there is less likelihood of the scorer developing a consistent subjective marking standard than is the case with the drawings of older children. Scoring errors tended to be random rather than systematic due probably to the relatively greater number of occasions when uncertainty exists over the interpretation or naming of basic features of immature drawings. It is suggested that the test is more useful for the comparison of groups rather than individual school entrants. 相似文献
3.
Carmel McNaught W. M. Lau Paul Lam Mark Y. Y. Hui Peter C. T. Au 《International Journal of Science Education》2013,35(9):1017-1036
The paper reports a study for determining a suitable process for converting traditional surface science courses into case‐based learning ones in two universities in Hong Kong. In this preparative study, a set of baseline data was collected on the current level of students’ conceptual understanding and also students’ perceptions about the traditional courses. The student data (from 38 students) came from examination results, the Study Process Questionnaire, a course‐end survey and a focus group meeting; teachers also kept reflective journals. This set of baseline data revealed factors that both support and inhibit case‐based learning. On the one hand, students demonstrate a motivation to be able to solve practical problems in this field; on the other hand, they show an unwillingness to take up a personal responsibility for learning. This finding strengthens our resolve to take into account students’ expectations and beliefs in the implementation of case‐based teaching and learning. 相似文献
4.
Ursula Peukert 《International Journal of Early Years Education》1999,7(3):213-221
The objective of early childhood education is to address the totality of issues and areas of activity relevant to young children. In spite of the considerable growth in knowledge concerning children and childhood, this objective has yet to be attained at the theoretical level. Proceeding from the vantage point of a retrospective of the conceptions of the two classical theorists, Rousseau and Frobel, the case is made for grounding early childhood education in the dimensions of subjectivity, intersubjectivity, society and history in order to be able to analyse its various tasks in their respective specificity and reciprocal dependence. The attempt is made to characterise the challenges facing such a theory and to outline the resulting systematic issues for a pedagogy of early childhood. 相似文献
5.
This article examines what happened within one Church of England primary school during an action research project concerning sexualities. No Outsiders aimed at exploring how teachers developed classroom practices that promoted greater inclusion of sexual minorities, at the same time as working to eradicate homophobic bullying and heterosexism. This examination engages current research methodologies, including post‐structural analytics and narrative ethnography, to consider the viewpoints of headteacher and researcher, with a particular reference to faith issues. Various intersections are considered – between different faith positions and between different theoretical approaches – to conclude that while there are risks involved in straddling critical boundaries, there are also benefits in terms of creativity and motivation. 相似文献
6.
Jyrki Suomala 《Scandinavian Journal of Educational Research》2013,57(4):291-309
A LOGO teaching period was arranged for 38 eight‐year‐old Finnish pupils. After the teaching period the pupils’ problem‐solving processes were videotaped in an open LOGO problem‐solving situation. The data analysis focused on the occurrence of the pupils’ social problem solving, effectance motivation and information processing. Cluster analysis was used to identify three clusters which are based on the variables present in the problem‐solving processes. The different clusters’ associations with school readiness and school achievement were analysed. The results indicated that during the problem solving the passive pupils (n = 16) needed a lot of teacher support, the independent pupils (n= 10) displayed considerable self‐directivity and rule making, and impulsive pupils (n = 12) had an off‐task behaviour. The school‐readiness and school‐achievement scores were highest among the independent group, moderate among the impulsive group and lowest among the passive group. The results suggest that LOGO promotes the development of problem‐solving skills, if each pupil receives sufficient support from the teacher. 相似文献
7.
As it were是一个插入语,意思是“似乎”、“可以说是”,用来表示一个词或一句话表面上不太确切或并非如此,但实际上可以这么说。它的作用是表示那个词或那句话是个比喻说法,借以缓和或冲淡语气。此表达不受时态限制,通常位于句中,也可间或用于句末。在形式上,它是as if itwere so的缩简。英语中还有大致相当的其他短语,如if one might so put it,so to speak,in otherwords,in a manner of speaking,as one mightsay,metaphorically speaking等。例如: 相似文献
8.
Maria Nikolajeva 《Cambridge Journal of Education》2010,40(2):145-159
This semiotically informed article problematizes the concept of literacy as an aesthetic activity rather than reading skills and offers strategies for assessing young readers’ understanding of fictional texts. Although not based on empirical research, the essay refers to and theorizes from extensive field studies of children’s responses to literature. The concept of the implied reader, derived from reception theories, is employed to explore the skills demanded in order to make meaning from fictional texts. The essay presents a number of interpretative codes, including anticipatory, narrative, hermeneutic, semic, symbolic and referential. The implication of these codes is investigated in their relevance for texts specifically addressed to young readers. The article argues that literary competence is an essential component of a child’s intellectual growth that should be trained and encouraged, and that the acknowledgement of this competence it is of overall importance for educational research as well as for practitioners. 相似文献
9.
Stan Zakrzewski Christine Steven Chris Ricketts 《Assessment & Evaluation in Higher Education》2009,34(4):439-454
There are three purposes for evaluation: evaluation for action to aid the decision making process, evaluation for understanding to further enhance enlightenment and evaluation for control to ensure compliance to standards. This article argues that the primary function of evaluation in the ‘Catherine Wheel’ computer‐based assessment (CBA) cyclic model is evaluation for action and secondary functions are evaluation for understanding and control. By studying segment and cyclic dependencies, conducting a risk analysis and identifying key stakeholders it is possible to identify where action evaluation has the most effect, what is required to be evaluated, who will perform the action and how it will be controlled. Each segment and cycle in the CBA model must therefore be monitored and the observations made must have meaning for the elimination or reduction of pedagogic, operational, technical non web‐based, web‐based and financial risks. It is important to consider stakeholders because they have differing views on what is most important in the evaluation process and inevitably will be involved in the evaluation process itself. CBA system stakeholders include management, academic, support and administrative staff together with external verifiers and students. The information gained from these stakeholders provides quality enhancement and assurance and forms the basis for change. 相似文献
10.
This essay is a response to the special issue call on the theme of Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning. In this essay, the author first described the needs of student-centered learning that emerged from the current full-scale online teaching and learning practice due to the pandemic. With these needs, the author revisited the published article of A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (Lee and Hannafin, in Educ Technol Res Dev 64(4):707–734, 2016), discussed its value, application, and future development.
相似文献11.
Ruth Heilbronn 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):62-65
The article briefly reports on a school‐based training group, citing it as illustration of a development shared by other schools which have evolved partnerships with higher education. It suggests that good mentoring practice has existed in previous years and that there is a pool of expertise in schools, which can be tapped for the benefit of teacher training in the new courses. (Implementation of Circular 9/92). 1 相似文献
12.
13.
14.
Assertion‐reason multiple‐choice testing as a tool for deep learning: a qualitative analysis 总被引：1，自引：1，他引：0
Jeremy B. Williams 《Assessment & Evaluation in Higher Education》2006,31(3):287-301
This paper reflects on the ongoing debate surrounding the usefulness (or otherwise) of multiple‐choice questions (MCQ) as an assessment instrument. The context is a graduate school of business in Australia where an experiment was conducted to investigate the use of assertion‐reason questions (ARQ), a sophisticated form of MCQ that aims to encourage higher‐order thinking on the part of the student. It builds on the work of Connelly (2004) which produced a quantitative analysis of the use of ARQ testing in two economics course units in a flexibly‐delivered Master of Business Administration (MBA) program. Connelly's main findings were that ARQ tests were good substitutes for the more conventional type of multiple‐choice/short‐answer type questions and, perhaps more significantly, ARQ test performance was a good predictor of student performance in essays—the assessment instrument most widely favoured as an indicator of deeper learning. The main focus of this paper is the validity of the second of these findings, analysis of questionnaire data casting some doubt over whether student performance in ARQ tests can, indeed, be looked upon as a sound indicator of deeper learning—student reactions and opinions suggesting instead that performance might have more to do with one's proficiency in the English language. 相似文献
15.
Eric Hewton 《教育政策杂志》2013,28(4):305-314
The financial constraints imposed upon local government over the past decade have forced many authorities to make savings rapidly and in conditions of considerable uncertainty. Education, as the largest spender and with falling pupil numbers, has often provided the bulk of these savings. In many authorities these have been made in an unplanned, piecemeal fashion and have seriously damaged the service. This paper considers the possibility of a ‘cuts culture’ in which continuing contraction is planned for as part of corporate policy. It raises important questions about the nature of schooling, the relationship between schools and the community and control over the financing of education. It suggests that a case might be made for substantial change, but not unbridled, insensitive reform. The importance of defending, as well as reforming the system is stressed, and the organizational implications of this are considered. 相似文献
16.
Thomas C. Reeves 《高等教育研究与发展》1999,18(2):219-232
This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem‐based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill‐defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem‐based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally significant differences in “problem‐solving” between two classes of ENGR 110 students and two control classes of sophomore engineering students. 相似文献
17.
There is increasing emphasis in higher education on preparing students for the workplace and recognising the learning that occurs in the workplace. Workplace learning has been exemplified in aspects of traditional courses by work experience, practicum, sandwich courses and practice‐based courses. Recently, however, academic attention has focused on the development of subjects and degree programs that are entirely workplace‐based. Such programs are negotiated with organisations to meet their own learning needs and promote the learning of individual company employees in the performance of their everyday work. Workplace‐based courses have developed in response to employer demand, restricted government funding for higher education and the need for universities to appeal to new markets. These factors have created a context of considerable tension between traditional academic practice and beliefs, and those that accompany this new approach. These tensions present challenges for universities as they attempt to respond in ways that maintain rigour and integrity while meeting the demands created by contemporary economic, political and social pressures. 相似文献
18.
Previous research has documented a need for the development of a sex education programme in Turkish schools in terms of adolescence readiness and the presence of misconceptions regarding critical aspects of sexual issues. Currently no school‐based sex education is available for Turkish adolescents. This paper presents the development of a contemporary sex education programme for 12‐year‐old to 14‐year‐old adolescents, entitled ‘The Human Development Program for 12–14 Year Old Adolescents’. A five‐step programme development model was used including reviewing internationally recognised sex education programmes for this age group. Sexuality Information and Education Council of United States guidelines were chosen as an educational framework, and Turkish cultural values were integrated into the curriculum. The sex curriculum consists of an eight‐session interactive programme in which parental permission and involvement is required. Five units are presented: human development, relationships, sexual behaviour, sexual health, and society/culture. The programme and a related knowledge assessment tool were reviewed by a group of Turkish professionals and the validity of the educational content was received. The programme was piloted with a group of Turkish adolescents with positive results. Future recommendations include school counsellors implementing this sex educational programme into Turkish schools. 相似文献
19.
20.