共查询到20条相似文献，搜索用时 109 毫秒
1.
吕玮 《南宁职业技术学院学报》2014,(3):50-52
中国英语培训市场已经颇具规模,培训产业发展迅速,但依然存在着虚假广告有待治理、培训市场管理力度不够、缺乏合理科学的行业规范等诸多问题。加大师资培训经费支持力度,优化学科扶持政策;进行科学合理的整顿,促进职院形成品牌效应;加强对虚假、违规英语培训市场广告的监管和查处力度等多种方式,有助于中国英语培训产业走上可持续发展的道路,更好地为经济社会发展服务。 相似文献
2.
Prior research has demonstrated renewal, which is the ability of contextual cues to modulate excitatory responding to a Pavlovian conditioned stimulus (CS). In the present research, conditioned lick suppression in rats was used to examine similar contextual modulation of Pavlovian conditioned inhibition. After Pavlovian conditioned inhibition training with a CS in one context, subjects were exposed to pairings of the CS with an unconditioned stimulus (US) either in the same or in a second context. Results indicated that, when the CS was paired with the US in the second context, the CS retained its inhibitory control over behavior, provided that testing occurred in the context used for inhibition training. However, when the CS-US pairings occurred in the inhibition training context, the CS subsequently proved to be excitatory regardless of where testing occurred. These observations indicate that conditioned inhibition is subject to renewal. 相似文献
3.
本文首先介绍国际上先进的、国内还空白的一个关键的事理学原理,即人脑认知机制的“非简单性”．然后回顾若干教育方法论与学习方法论的前沿成果,指出只有真正在教学过程中做到“以学习者为中心”才有可能实现对这些原理的应用。 相似文献
4.
The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard instructions or with facilitation (a guide scheme), preceded by a brief training on how to use the facilitation. Results show that both groups drew benefit from the guide scheme. Despite the fact that differences between groups were maintained after the training for the case of spelling errors, the poorer performance of ADHD children vanished. It is concluded that ADHD children have poor expressive writing skills, but this can be improved through the help of a guide scheme preceded by brief training. 相似文献
5.
Three experiments examined inhibitory learning in rats, using Pavlovian and differential inhibitory eyeblink conditioning
procedures. Experiment 1 was designed to compare summation and retardation effects following Pavlovian conditioned inhibition
(A1/XA) or differential inhibition (A1/X) training using auditory and visual conditioned stimuli (CSs). After ten 100-trial
sessions of training, both Pavlovian conditioned inhibition and differential inhibition produced a retardation effect. However,
a summation effect was obtained only for rats given Pavlovian conditioned inhibition training. Experiment 2 showed that increasing
differential inhibition training to twenty 100-trial sessions produced summation and retardation effects. In Experiment 3,
rats were trained with either ten or twenty 100-trial sessions of intramodal inhibitory training with two tone CSs (2 kHz
vs. 8 kHz). Summation and retardation effects were obtained after only 20 sessions of differential conditioning. The findings
indicate that extensive training is needed to establish conditioned inhibition with intermodal or intramodal differential
conditioning. 相似文献
6.
Robert A. Rescorla 《Learning & behavior》1991,19(1):65-70
An autoshaping paradigm with pigeon subjects was used to study two-types-of modulation: facilitation and inhibition. In each paradigm, a diffuse stimulus signaled when a keylight would be reinforced. Transfer of that diffuse stimulus to a different keylight was assessed after the response-evoking power of the original keylight had been altered in the presence of a different modulator. That alteration of the original target produced a specific change in the transfer of modulators trained with that target. The results are interpreted as suggesting that transfer to another target stimulus is partly mediated by the association of the original target with the reinforcer. They are inconsistent with at least one version of a configurai cue interpretation. 相似文献
7.
Robert A. Rescorla 《Learning & behavior》1988,16(2):169-176
Three experiments were conducted using an autoshaping procedure in pigeons to examine the conditions under which facilitation develops toB in anA? IBA+ paradigm. WhenB is a diffuse stimulus and A is a localized keylight, this paradigm results in B’s facilitating pecking at A. Prior inhibitory conditioning ofA promoted the development of this facilitation more successfully than did prior excitatory or control treatment of A. These results suggest that facilitation develops especially well when an inhibitory stimulus is reinforced in the presence of the diffuseB. That outcome is consistent with the view that facilitation involves the removal of inhibition. 相似文献
8.
在高职教育实训环节中,企业实训基地相对学校实训基地具有一定的比较优势。针对目前我国高职教育的发展现状,高职院校(专业)应建构以企业实训基地为主体,学校实训基地为补充,良性互动的实训基地体系。 相似文献
9.
Experiment 1 investigated the behavior of rats trained to leverpress on a concurrent variable ratio (VR) 30 VR-30 schedule with a brief, 500-msec, light occurring at the midpoint of the ratio on one of the levers. Higher response rates were recorded on the lever associated with this stimulus, a finding that paralleled the effect produced by inserting primary reinforcement at the midpoint (i.e., by training on a concurrent VR-30 VR-15 schedule). Similar results were found in Experiment 2 using a concurrent VR-20 VR-20 schedule with a 2-sec visual stimulus presented midway through one of the components. In addition, a brief stimulus inserted midway through the VR-20 component of a concurrent VR-20 VR-10 schedule retarded the development of a difference in response rates between the components relative to a VR-20 VR-10 group lacking the signal. In Experiment 3, multiple VR VR schedules were used. Again, the response rate was higher in the component that had the added stimulus or, for a second group of subjects, on the component with the smaller response requirement. Probe-choice trials revealed a preference for the component that generated the higher rate in both groups. Presenting a stimulus partway through a ratio appears to reduce the effect on response rate and choice of a large ratio value. 相似文献
10.
Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy. 相似文献
11.
Peter C. Holland 《Learning & behavior》2018,46(2):134-156
Prior exposure to a conditioned stimulus (CS) typically results in latent inhibition—slower acquisition of associative learning about that stimulus in subsequent training. Here, we found that CS preexposure had different effects on the appetitive conditioning of rats with a sucrose unconditioned stimulus (US) depending on training test procedures, the similarity of preexposure and training procedures, and the choice of response measure. Preexposure to a visual or an auditory stimulus produced facilitation of acquisition of food-cup-directed responding when both of those cues were (separately) paired with sucrose delivery in the training test (Experiments 1 and 3). By contrast, the same preexposure procedure resulted in latent inhibition of food-cup learning if the second stimulus in the test phase was of the same modality as the preexposed stimulus (Experiment 2). In Experiment 3, latent inhibition was enhanced if both phases included a single CS or both phases included both auditory and visual CSs, compared to treatments in which only one CS was presented in one phase but two CSs were presented in the other phase. In Experiment 4, preexposure of an auditory cue slowed subsequent learning about it if the context was salient but enhanced learning if the context was of weaker salience. Finally, a measure of general activity revealed latent inhibition after preexposure in all conditions in all 4 experiments. We discuss the results within several classes of latent inhibition theories, none of which provides a comprehensive account. 相似文献
12.
The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees’ motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors’ accountability and involvement positively predicted employees’ transfer of training three months after training. In addition, it was found that supervisors’ involvement and accountability had an indirect effect on transfer of training through training retention. 相似文献
13.
Abstract Outdoor education has typically presented itself as a specific approach to experiential learning. This article proposes that experiential learning can be understood as a process in which learners recognise and develop their action-theory and that the aim of outdoor development programs — whether in mainstream education, corporate training or therapy — is to facilitate this process. After introducing the notion of action-theory, I will present a particular approach to facilitation, which can be understood as a reflection-in-action approach. I conclude by situating this approach in the wider range of facilitation models in the literature on outdoor education and adventure therapy. 相似文献
14.
刘冬梅 《河南师范大学学报(哲学社会科学版)》2005,32(6):161-164
法律文化是一个国家、民族的法律思想、法律意识和法律观念的历史积淀,它直接制约和影响着国家的法制建设进程.教育法律文化是教育法制扎根的土壤,也是一切教育法律制度和思想不断创新的源泉.在当前的教育法律文化建设中,在不断完善以教育法律制度为核心的制度性法律文化的同时,应高度重视公民的现代法律意识和法律文化心理的培育,从而使观念性法律文化与制度性法律文化相互协调、相互促进. 相似文献
15.
This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article. 相似文献
16.
Online courses supplemented by on-site facilitators help many rural students pursue advanced coursework, but research is warranted to better understand facilitator role and training needs. This study examined facilitation experiences, demographic characteristics, and professional development activities of rural on-site facilitators associated with an online Advanced Placement (AP) program. Themes in qualitative data collected aligned with challenges related to facilitator role that have been documented in existing literature. One theme included facilitator engagement in direct AP instruction despite the facilitator role not requiring that responsibility. Self-reported facilitator demographic characteristics and professional development activities were then compared with those of on-site AP teachers in the same state. Results showed that facilitators demographically resembled teachers but lacked similar engagement with AP professional development. The role of facilitator excludes direct instruction, but specialized professional development like that for AP may match the needs and interests of these facilitators. 相似文献
17.
赵静 《南昌教育学院学报》2012,(6):125-126
工学并行人才培养模式是高等职业院校带动专业建设并引领课程改革的重要内容之一,也是当前实现人才培养目标的重要教育模式之一。运用"工学并行"的培养模式指导职业技能课程的教学优化,可以有效地促进学生职业能力的培养,将专业知识的学习和实际工作岗位中的实训紧密的结合起来,对推动高职院校的课程改革起到较好的推动作用。 相似文献
18.
中美研究型大学在学院设置上差别明显,原因在于两国大学宏观政策导向、院长权力构成和人才培养目标等方面存在差异.学院设置应有利于促进人才培养,有利于推动学科发展,有利于提高管理效率.因此,应取消院长行政级别,实行教育职员制度;减少学院数量,以学科群设立学院;淡化专业色彩,组建本科生学院. 相似文献
19.
In this article we analyze a project that used facilitation techniques, which are known from training in industry, to improve the study environment at a public research university in Denmark. In 2009, the project was initiated in one graduate program; and it has subsequently been modified and institutionalized. The project did not change the teaching format, but introduced facilitated study-groups using peer learning. It was successful in increasing students’ well-being. While peer learning and study groups are well-known in higher education, facilitation is a different and novel tool. We argue that facilitation makes study groups more inclusive, and they provide the potential for deep learning by structuring the learning situation. 相似文献
20.
In three human causal learning experiments, we examined attentional modulation in the blocking task, in which participants
typically learn little about a novel cue B when it is paired with a previously trained, predictive cue A. Evidence indicates
that this blocking training led to a decrement in attention to the blocked cue B. The present experiments addressed whether
this decrease in attention to the blocked cue could be better explained as being due to lateral inhibition from the pretrained
cue A to the blocked cue B, or as a cue-specific property that is not conditional on the presence or absence of other stimuli.
Strong effects of learned predictiveness were observed on participants’ causal judgments (Experiment 1) and choice behavior
(Experiments 2 and 3). However, no evidence for lateral inhibitory processes emerged in any of the experiments, despite explicit
attempts to maximize experimental sensitivity to this effect. The results are discussed in the context of formal models of
the operation of attentional processes in human and animal learning. 相似文献