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1.
陈中峰 《中国数学教育(高中版)》2013,(3):20-22
陈述性知识、程序性知识、策略性知识在中学数学知识中是如何表征的？学习不同类型的数学知识的心理机制有何异同？探寻不同类型知识的教学策略,进一步优化中学数学教学． 相似文献
2.
陈中峰 《中国数学教育(高中版)》2013,(6)
陈述性知识、程序性知识、策略性知识在中学数学知识中是如何表征的?学习不同类型的数学知识的心理机制有何异同?探寻不同类型知识的教学策略,进一步优化中学数学教学. 相似文献
3.
浅议知识表征类型与学生学习 总被引：2，自引：0，他引：2
刘亚轩 《辽宁师专学报(社会科学版)》2006,(3):71-71,73
本文阐述了知识表征类型，学生学习的根本特点和派生特点及学生学习的知识表征类型特点。 相似文献
4.
教师个人教育知识及教育信息能力初探 总被引：2，自引：0，他引：2
朱华琴 《四川教育学院学报》2004,20(10):6-7
在信息时代 ,教师个人教育知识、教育信息能力是与公共教育知识、一般信息能力相对的概念。文章阐述了教师个人教育知识及教育信息能力的含义和特征 ,并详细分析了它们的类型。 相似文献
5.
多媒体课件类型多种多样,在教学过程中采用何种结构类型的多媒体课件对知识进行表征,将有助于学生获得和运用知识呢？本文从陈述性和程序性两大知识类型来阐述不同类型的多媒体课件的设计制作。 相似文献
6.
谢鸿雁 《太原大学教育学院学报》2014,32(3)
PCK是学科教学知识(Pedagogical Content Knowledge)的简称,它包括教学法的知识和学科内容的知识.针对学习的特点和新课程改革要求,也可以理解为是教师的教学方法和学生的学习方式.根据化学学科特点,化学教师的PCK结构有基于化学科学理解的化学学科知识和关于化学知识的教学策略及表征的知识.对于教学策略及表征知识,不同类型的化学主题知识,会有不同的教学策略及表征知识.文章以高中化学“元素及其化合物”进行教学实践研究,建构“元素及其化合物”的PCK. 相似文献
7.
为考察小学生算术应用题的表征类型及其对问题解决的影响,选择60名四年级小学生为被试,以4种应用题为实验材料进行了实验研究。实验表明:小学生的应用题表征有4种基本类型:关系表征、语词表征、图式表征和图画表征。表征类型与应用题主导特征有密切的对应关系,即不同类型的应用题有与之对应的适宜表征;适宜表征对应用题解决有促进作用,表现为解题正确率高,在解题速度上,语词表征和关系表征普遍快于图画表征和图式表征。 相似文献
8.
教学过程中存在着不同类型知识的传授,采用何种方法更有利于知识的表达、获取和运用呢？文章结合网站设计这门课程,主要从陈述性和程序性两大知识类型来阐述教学过程中如何运用知识表征理论来进行教学。 相似文献
9.
正陈述性知识即描述性知识,是指需要个人有意识地回忆并能直接加以回忆和陈述的知识。主要用以说明事物的性质、特征和状态,用于区分和辨别事物。这种知识具有静态的性质。安德森认为陈述性知识是指有关事实性知识或资料性知识。它是解决"世界是什么"的知识,是一切知识的基础。一、陈述性知识的表征和学习类型1.陈述性知识的表征知识的表征是知识在大脑中的储存和组织方式,心理学家认为陈述性知识主要以命题、命题网络或图式 相似文献
10.
基于网络的教师知识管理研究 总被引：2，自引：0，他引：2
信息时代人类对知识的处理方式发生了变化。本文在分析教师知识类型的基础上,提出了网络环境下教师知识管理的模型,在实践中探索了知识管理的过程和方法。通过分析提出了建立个人门户,与自主专业发展相结合,创建知识共享的单位文化的建议。 相似文献
11.
知识可视化视觉表征的内容构建方法 总被引：3，自引：1，他引：2
知识可视化中更多探讨视觉表征具有可以表达什么知识内容的功能,却没有根据知识传播的属性,探讨视觉表征如何表达知识内容的方法。为此,文章考察了视觉表征与知识内容的关系特征,并根据信息科学中知识的属性与分类,探讨视觉表征内容的建构方法。 相似文献
12.
Stéphanie Caillies Guy Denhière 《European Journal of Psychology of Education - EJPE》2001,16(1):17-31
Our purpose was to compare the effect of two types of textual semantic coherence — causal and teleological — on the organization of the mental representation elaborated after reading by learners with different levels of prior knowledge. Beginners, Intermediates and Advanced in computer domain read either the causal or the teleological version of a text describing three functions of a text editor, then performed a cued recall and a recognition task. We assumed that Advanced learners build a mental representation of the domain organized in a hierarchical goal/sub-goals structure, whereas Beginners and Intermediates have a mental representation organized in a causal path. If this is so, the results should indicate a significant interaction between prior knowledge and the semantic coherence of the texts: for the Advanced learners, recall and recognition of the teleological text should be better, whereas for the Beginners and Intermediates, the reverse was expected. As we assumed, results indicated that a teleological organization of textual information facilitated the comprehension of Advanced participants while a temporal-causal organization facilitated the comprehension of Beginner and Intermediate participants. The Construction-Integration model of Kintsch (1988, 1998) was used to, simulate the recall results and to reproduce the effect of prior knowledge on the retrieval of textual information. 相似文献
13.
《学习科学杂志》2013,22(3):405-441
This study investigates how 2 types of graphical representation tools influence the way in which learners use knowledge resources in 2 different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relation between the use of knowledge resources and different types of knowledge. The type of external representation (content specific vs. content independent) and the collaboration condition (videoconferencing vs. face to face) were varied. Sixty-four university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific external representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence. 相似文献
14.
知识型社会改变了人们传统的知识观,知识管理成为信息时代科技创新的重要手段。研究生是大学知识群体的组成部分,其研究能力的提高和创新思维的培养需要较强的个人知识管理能力作为支撑。隐性知识与显性知识的四种转化方式构成研究生个人知识管理的内在机理,灵感知识管理、过程知识管理、环境知识管理是研究生个人知识管理的重要领域,而体验式教学正是通往知识转化和知识管理的技术桥梁。 相似文献
15.
中文信息处理研究应以应用开发带动理论研究和技术研发。我国中文信息处理研究已在三个方面取得了重要进展：应用理论研究方面,语义的知识表示方法从句子扩展到了句群层面,构建了概念—语句—句群统一的知识表示模型;知识库资源建设方面,建立了达到应用规模的、包括概念知识库、语言知识库和言语知识库的多层次语义知识库资源;中文智能搜索引擎核心技术研发方面,实现了文本的语义分析和多层次的语义索引技术,以及基于语义理解的文本相似度计算技术,使用户可以用最自然的语言提出搜索请求,而不必受关键词的约束。基于语义的新一代中文搜索引擎即将出现大的突破。要提高我国中文信息处理的竞争力,应当重视具有自主知识产权的基于语义的理论和应用研究,加强人才队伍建设,进行科学组织和管理,促进以智能搜索技术发展及应用为主线的中文信息处理产业联盟的构建。 相似文献
16.
一种概念框架: 知识外在表征在教学中的应用 总被引：1，自引：0，他引：1
文章通过概述知识外在表征的定义、教学价值、已有研究和应用实例,对知识的视觉化表征形式提出分类的概念框架,并描述了九种主要的知识的视觉表征形式.虽然该研究有益于视觉学习和课堂教学,但我们仍需在理论原理和概念区分方面对知识的外在表征特性展开更多的研究以促进其在教学中的应用. 相似文献
17.
吴瑜 《深圳信息职业技术学院学报》2004,2(2):9-14
本文从Agent社交能力实现的基础出发，提出面向Web服务多Agent系统的信息建模结构。结合OKRL(基于本体论的知识表示语言)、OML(基于本体论的标记语言)及XML Schema，给出基于本体论的表示和标识语言，以实现Agent系统中信息内容的清晰化表示。 相似文献
18.
知识经济给图书馆带来机遇和挑战。为了适应时代要求,图书馆员应具备一定的创新能力,使自己成为信息资源的导航者,高知识含量信息产品的生产者和传播者,信息能力的教育者。 相似文献
19.
The purpose of this study was to characterize high school chemistry students' ability to make translations between three representations of the structure of matter, and to determine the degree to which the students' ability to make these translations is related to reasoning ability, spatial reasoning ability, gender, and specific knowledge of the representations. Translation between formula, electron configuration, and ball-and-stick model representations of matter were chosen for study because of their promise for adding to knowledge of students' conceptual ecology, and because they may be of practical use for teaching and evaluation in chemistry classrooms. Representations have the characteristic that they embed selected details of the relevant concept or principle, but permit other details to fade. As one example, the chemical formula for water, H2O, explicitly conveys the identity of the constituent elements and their ratio, but does not explicitly convey the bond angle or whether the bonds are single or double. On the other hand, the ball-and-stick model of water explicitly conveys the bond angle and bond orders, but does not emphasize the ratio of the elements. Translation between representations is an information processing task, requiring understanding of the underlying concept to the extent that the individual can interpret the information provided by the initial representation and infer the details required to construct the target representation. In this study, the use of the translations of representations as an indicator of understanding of chemical concepts is developed in terms of (a) its relationship to four variables associated with achievement in chemistry, (b) specific representation error types, and (c) its utility in revealing details of students' conceptions and concept formation. Translation of representation performance was measured by administering, audio recording, transcribing, and scoring individual, task-based, think-aloud interviews. The associated interview schedule was entitled Translation of Representations—Structure of Matter [TORSOM]. Reasoning ability was measured by the Group Assessment of Logical Thinking—short form (GALT-s), spatial reasoning ability by the spatial reasoning subtest of the Differential Abilities Test (SRDAT), and prior knowledge of the representations by a test developed by the first researcher (Knowledge of Representations—Structure of Matter). When each of the hypothetical correlates were regressed on TORSOM individually, results indicated the KORSOM and GALT-s but not gender or SRDAT were statistically significant (alpha = .05). The two-predictor model accounts for 28% of the variance in the TORSOM scores. Representation error types are described and exemplified. 相似文献