共查询到20条相似文献，搜索用时 15 毫秒
1.
Robert Thornberg 《教育心理学》2010,30(5):583-603
This study investigated 202 elementary school children’s judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school‐rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social‐cognitive domain theory research on children’s socio‐moral reasoning. 相似文献
2.
Rina Zazkis 《Educational Studies in Mathematics》1999,40(2):197-209
Students' belief that a larger number has more factors is outlined as a particular example of the more of A, the more of B intuitive rule. Robustness of this belief is discussed by demonstrating students' tendency to perceive conflicting evidence as an exception to the rule. Some pedagogical approaches are considered.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
3.
Rats received three-trial series on a T-maze consisting of extended visually distinct left-black and right-striped side runways.
During the first phase of training, when allowed to select baited runways within these series, they predominantly alternated
their choices. During the second phase, rats received forced-choice serial pattern training of series consisting of two rewarded
(R) trials and one nonrewarded (N) trial in two fixed orders, RRN and RNR. In Experiment 1, the rats in the runway shift rule
group always received the second R trial when forced down a runway opposite that on the preceding trial in the series and
the N trial when forced down the same runway. The rats in the runway stay rule group always received the second R trial when
forced down the same runway and the N trial when forced down the opposite runway. In Experiment 2, each rat was conditionally
trained with both runway outcome rules as determined by the central alley lighting and the type of food in the side alleys.
The rats took longer to reduce their running speed on the N trial within each sequence under the runway stay rule than under
the runway shift rule. They also took longer to acquire serial pattern responding for the RNR than for the RRN series only
under the runway stay rule condition. When subsequently reexposed to series of free-choice trials on the final phase, rats
maintained spontaneous alternating choice patterns under the runway shift rule conditions but either seldom alternated their
choices (Experiment 1) or greatly reduced choice alternations (Experiment 2) under the runway stay rule condition. We discussed
these effects in terms of rats’ natural foraging strategies and as a factor that interacts with other within- and between-series
variables that affect serial pattern behavior. 相似文献
4.
Ting-Hong Wong 《British Journal of Sociology of Education》2017,38(3):364-383
Bernstein’s theory of the pedagogic device has two under-developed elements as far as its treatments of evaluative rules are concerned. It has never explained the processes through which an assessment’s hegemony is erected, and it overlooks the fact that evaluations can also be crucial apparatuses in social selection and exclusion. Using the historical example of state exam reforms on Chinese middle schools from the late-1950s to the mid-1960s, I seek to rectify these deficiencies in this article. I contend that assessments could actualize official pedagogic discourse more effectively when they also exert profound impacts on allocation of valued social positions and educational opportunities. My contention is illustrated by the case of postwar Singapore, where the ruling regime had more success in replacing the Sino-centric pedagogic discourse of Chinese institutions with a more Singaporean-centered one after state-run exams targeted to students’ futures in education and employment were imposed. 相似文献
5.
Ariana Orvell Giulia Elli Valerie Umscheid Ella Simmons Ethan Kross Susan A. Gelman 《Child development》2023,94(1):159-171
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. 相似文献
6.
Up until the 1960s, Catholic schools throughout most of the English‐speaking world were dominated by members of religious teaching orders, including female religious. For over a century following their establishment in 1866, one of the most prominent female religious teaching orders in Australia was that of the Sisters of St Joseph of the Most Sacred Heart of Jesus. The first part of this paper contextualises the emergence of this particular religious order in terms of the development of Catholic education internationally and in Australia, and the associated ‘religious formation’ of nuns as teachers. Part two is centered on the most significant text used to guide the ‘religious formation’ of members of this order both as religious and as teachers, namely, that of their ‘rules and customs’. Drawing on an analytic approach based on a theory of social semiotics, it analyses both the sets of practices and the textual mechanisms through which the identity of members of the order as teachers was constructed. 相似文献
7.
Luciana Benincasa 《Ethnography and Education》2016,11(1):1-20
This paper is about people's relationship to laws, rules and regulations in a Greek town. The aim is to describe specific traffic policies, point out the underlying pedagogical assumptions and assess their potential effect in relation to the goals of a democratic education. The study springs from the author's experience as a non-native inhabitant of Greece. It is the result of daily, 15-year-long participant observation. Faced with drivers who disregard most rules of the Highway Code, especially concerning parking, the authorities in a Greek town have screwed traffic devices to the ground. Functioning like obstacles, such devices are designed to make violations materially impossible. I argue that this policy eventually teaches people not to respect traffic regulations and rules in general, thus being in conflict with the goals of a democratic education. 相似文献
8.
《中学英语之友(新教材高一版)》2010,(4):28-30
决不要把黑色与棕色或深蓝色搭配在一起、如果你是红发就不要穿红、永远不要穿紧身裤和露脚趾的鞋……如果你和我一样,在成长过程中,穿着不符合妈妈或者奶奶的标准,就会从她们那里听到这些说辞。你也许认为自己的打扮还不错,但这样的规矩很值得我们重新思量一下。 相似文献
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Ileana Enesco Purificación Rodríguez Mª Oliva Lago Cristina Dopico Ana Escudero 《European Journal of Psychology of Education - EJPE》2017,32(3):483-500
This study addresses the influence of schoolteachers’ testimonies on children’s conceptions about unconventional correct counts or pseudoerrors. A total of 158 kindergarteners and second graders were individually interviewed: Fifty children participated in the baseline group (to determine their judgments about pseudoerrors without the presence of informants), and 108 children participated in the experimental group. There were two sessions—2 weeks apart—for the experimental group: in session 1, children faced the conflicting claims provided by three teachers vs. a dissident teacher about the correctness of different pseudoerrors made by the characters of a computer game. The participants had to decide which of the informants was right, providing a rationale for their choice. In session 2, children evaluated the same types of pseudoerrors but in absence of informants (similar to the baseline group procedure). We assessed the relative influence of the majority, and whether the presentation of teachers’ controversial judgments improved children’s understanding of counting. The findings revealed that children’s own ideas prevailed over the pressure of the majority: at both ages, children tended to endorse claims that considered pseudoerrors as incorrect counts, regardless of the source of information (majority or dissenter), and their tendency to reject pseudoerrors remained firm in session 2. Overall, results from the experimental and the baseline groups suggest that children’s adherence to the conventional rules of counting is strong and little susceptible to influence and revision. We discuss the educational implications of these findings as well as the limitations of the experimental paradigm used in this and other studies in the field of testimony. 相似文献
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林菊芳 《浙江教育学院学报》2001,(3):100-104
From my teaching experience, I have come to notice that students have found it very difficult to do multiple choices in listening comprehension. I have also found that if we teach students to do main -idea prediction, it might be quite easy for them to do multiple choices after listening to the passages.…… 相似文献
14.
李梦雅 《张家口职业技术学院学报》2000,(3)
By analysis of Doolittle in Pygmalion, we can not only fully understand the character, but also learn the purpose of the writer by presenting him. Furthermore, we may have a touch of the writer's writing style. 相似文献
15.
《英语自学》2000,(7)
Ever since the founding of the People's Republic of China in 1949, great attention has been attached tothe development of sport in the country. As a result, great achievements have been made in both masssports as well as competitive sports.More than 560 thousand sports facilities of various types have been built since 1949. At present, 400million Chinese people are regularly taking part in physieal exercises. 相似文献
16.
《中山大学学报论丛》1995,(3)
Irrigationisthelifebloodofagriculture,"ThisisoneofthefundamentalpolicieswhichChinagovermentformulatetodevelopagriculture.EachirrgationfacilityinChinahadproducedamarkedeffect.Itistheguaranteeforagricu1ture'scontinuousdevelopment.InsouthpartofChangjiang,almostallkindsofbankanddamezittwosortsoftermites,whichbuildlargenest,blackwingedtermitesandyellowwingedtermites,especiallytheformer.Blackwingedtermitesbuiltitsnestundertheground,varyindepthfrom1.0mto3.0m.Thesenestshaveonevitalnestandseverlvicen… 相似文献
17.
杨茹 《高等教育与学术研究》2006,(2)
1. Introduction Jerome David Salinger is one of the most famous and influential American writers after World War II. Though his literary output is fairly small, his authentic writing about disillusioned, alienated American youth won him a significant position in modern American lit- erature. His novel The Catcher in the Rye is a story of a sixteen-year old boy who runs away from his mid- dle-class private school and spends four days roaming around New York, searching for truth and goodne… 相似文献
18.
Christine Sorsana Nathalie Guizard Alain Trognon 《European Journal of Psychology of Education - EJPE》2013,28(4):1453-1475
Ten trios of children from 4 to 6 years old were observed in a situation where one child (the expert) who had learned the rules of a game explained these rules to two other children at the same time (the novices): one with whom s/he had a positive relationship and the other with whom her/his relationship was negative. Within this asymmetrical situation created artificially, the children functioned on the basis of a complex tutorial contract. The results indicated that, at these young ages, children are capable to strongly manage three dimensions of the explanatory goal: interactional, ideational (management of the object), and linguistic. However, the errors made by the novices were regulated differently, depending on the type of relationship and gender: the experts in boy trios intervened less frequently when errors were made by the novice with whom the relationship was negative (i.e., the not-friend novice) than with the other novice; conversely, the experts in girl trios intervened less frequently when errors were produced by the novice with whom the relationship was positive (i.e., the friend novice) than with the other novice. An analysis of the communicative strategies observed here highlights early sophisticated pragmatic skills in this interactive assigned design. 相似文献
19.
Victoria Crisp Ezekiel Sweiry 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):139-154
Background When an exam question is read, a mental representation of the task is formed in each student's mind. This processing can be affected by features such as visual resources (e.g. pictures, diagrams, photographs, tables), which can come to dominate the mental representation due to their salience. Purpose The aim of this research was to investigate the effects of visual resources in exam questions and, in particular, to investigate how and when students use images and whether subtle changes to these salient physical features can affect whether a question is understood and answered in the way intended by the question-setters. Sample The participants were 525 16-year-old students, with a range of ability, in four secondaryschools. Design and methods Experimental test papers were constructed including six questions based on past examination questions and involving graphical elements. For five of the six questions, two versions were designed in order to investigate the effects of changes to visual resources on processing and responses. A sample of the students were interviewed afterwards. Results Where two versions of a question were trialled in parallel, the differences in the visual resources significantly affected marks for one question and had smaller effects on marks and the nature of answers with some of the others. There were mixed views from students over whether a visual resource that is not strictly necessary should be used. Some considered it reassuring, whilst others deemed it unnecessary. Evidence in the literature suggests that caution may be needed since there is a risk that some students may pay too much attention to the image. Findings from one question (question 6) indicated that visuals can increase the likelihood of students making unhelpful interpretations of a question. Students were seen to have sensible expectations regarding when to use information from a visual resource and what is important in an illustration. In addition, more use tended to be made of a technical diagram (in question 12) in comparison to pictures or sketches, and it was found that if an image provides a clue to an answer, this may be used in preference to information in the text. Evidence regarding the use that students made of a table (question 1) indicated that the data in the table cells were given more attention than some of the preceding text and text in a header. This might apply similarly to other resources like graphs and charts. Conclusions It is important to ensure that the inclusion of a visual resource is carefully considered and appropriately designed. If a visual resource is not strictly needed in a question, the writer will need to balance the advantages and disadvantages. Authors should also consider whether and how students are likely to use or be affected by the particular visual resource chosen. The findings and suggested implications of this study are most applicable to high-stakes testing but may also be useful to those preparing school textbooks and to teachers in their preparation of classroom materials. 相似文献