午睡对大学生午后学习效率的影响     

孙长滨  王洪斌  王志军 《大连大学学报》2013,(6):38-40

为研究午睡对大学生午后学习效率的影响,选择26名在校大学生进行自身前后对照研究。结合正常教学工作,安排两次实验教学,每次4节实验课。第一次为不午睡,稍作休息后上课。两周后,进行第二次午睡后实验教学。在每次课程结束前,临时通知学生进行图片结构辨认测试,并安排5min时间专业英语词汇记忆测试。结果显示午睡后的图片结构辨认成绩明显好于未午睡时（P=0．01）,午睡后的专业英语词汇记忆成绩与未午睡时无明显差异（P〉0．05）。说明午睡能够对午后的学习效率产生影响,但是对于任务简单、时间较短的学习无明显影响。  相似文献   

The Unity of Teaching,Learning, and Doing (November 2, 1927)     

《Chinese Education & Society》2013,46(4):66-69

The unity of teaching, learning, and doing is our school's instructional policy. Our school's foundation stands upon this slogan, and there is no task more important than making this slogan crystal clear. But, strangely enough, I never gave a speech about this theme in my school, and my comrades never expressed serious questions about the slogan. Everyone seemingly believed this to be the daily diet at Hsiao-chuang School, and there was no point in wasting breath discussing it. But recently I ran across two things which made me feel that among our comrades there were some who really did not understand the meaning of our instructional policy. One occurred when I saw one instructor's notes. His activities were divided into three phases, called the teaching phase, the learning phase, and the doing phase. This is the separation of teaching, learning, and doing, not the unity of teaching, learning, and doing. The second occurred when I read an article by a colleague on Hsiaochuang School in Notes on Rural Education [Hsiang-chiao tzuhsün]. In it he says, "The extracurricular activities at Hsiaochuang School are the teaching, learning, and doing of agriculture." But, there is no term "extracurricular activities" in the dictionary of the school that unifies teaching, learning, and doing. "Extracurricular activities" is a declaration that life is divorced from curriculum and that teaching, learning, and doing are divorced from one another. This spring Mr. Shen Hung started an education unit for movie performers. On the enrollment announcement it said they used the "teaching," 'learning," and "doing" methods. When I saw the announcement, I felt that Mr. Hung had not completely understood the unity of teaching, learning, and doing. If he had really understood, he certainly would have written the "teaching, learning, and doing" method and certainly would not have written the "teaching," 'learning," and "doing" methods. His misunderstanding is of the same sort as the two misunderstandings mentioned above. Having experienced these two reminders in succession, I felt that unless I talked this matter over thoroughly with everyone beginning with the fundamentals, there might be a really great misunderstanding. If there is misunderstanding in thought, contradictions will inevitably arise when applying the thought. Therefore, it is imperative to discuss this matter at least once. When I came back to the country and saw that teachers here just concerned themselves with teaching and students just concerned themselves with receiving teaching, I knew for sure that there was need for reform. This situation was worse in the universities. The instructors were called professors [literally, transmitters of teaching], and everyone thought that to be called "professor" was an honor. Their methods were called pedagogy [literally, teaching transmission methods]. It was as if they were using knowledge as a rescue operation. It was at that time that I proposed replacing "teaching transmission" with "teaching and learning." At the Nanking Upper-Level Normal School discussion meeting on educational affairs, I stood at the podium for two hours but could not get it passed, and, as a result, I did not get the title Chairman of Educational Curriculum. But, in 1919, in response to an article in Shih Pao [a Shanghai newspaper] by Chiang Monlin, a leader of the new educational tide, I wrote an article on the unity of teaching and learning, advocating that teaching methods ought to be based on learning methods. At this time, the head of education in Soochow approved the use of the teaching-learning method. After the May Fourth Movement, our colleagues at Nanking Upper-Level Normal School became incomparably stronger, so I changed all of the "teaching methods" in the curriculum to "teaching-learning methods." This was the beginning of putting the unity of teaching and learning into practice. Later, when the new education system was promulgated, I went one step further and proposed that as things are done, so they are learned, and as they are learned, so they are taught. Therefore, teaching methods should be based on learning methods and learning methods on doing methods.  相似文献   

语言测试的反拨效应理论与实证研究     

亓鲁霞 《外语教学理论与实践》2011,1(4):23-28

过去二十来年,语言测试反拨效应研究成果可观。理论研究涉及测试影响的属性、范围、层面和运行机制,还涉及其强度、长度、具体性、意图与性质,为实证研究提供了操作框架。实证研究反过来验证理论,主要发现有：反拨效应体现在教学的各个环节和层面,如教学内容、方法、教材编写等,正面负面影响兼而有之。相比之下,测试对学习效果的影响研究不多,两者之间的关系有待探明。此外,反拨效应的一些理论模型仍有欠缺,尚需完善,以增强解释力。  相似文献   

From Implementation to Efficacy: Factors Affecting Kenyan Secondary Teachers’ Technology Integration     

Joanna O. Masingila  David W. Khatete  John N. Maundu  Alan R. Foley  Sophia M. Ndethiu  Nicholas W. Twoli 《Africa Education Review》2019,16(1):58-87

Teaching is a complex practice that requires teachers to draw upon their content knowledge, pedagogical approaches and strategies, and knowledge about learners in order to support learning. Integrating technology into the teaching and learning practice of a classroom is a strategy that many teachers are drawing upon. This article reports on the initial findings on information communication technology (ICT) implementation in Kenyan secondary schools and discusses factors affecting effective technology integration. The study used questionnaire and classroom observation data to examine what types of ICTs for education are available in secondary schools in Kenya and what training teachers have had in using ICTs for education; teachers’ perspectives regarding the role of ICT in teaching and learning; and what factors might influence ICT integration in teaching and learning in public secondary schools in Kenya. The study found that while few teachers are integrating ICT into their teaching and learning, many teachers are implementing ICT in their teaching.  相似文献