共查询到19条相似文献，搜索用时 687 毫秒
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双重编码理论认为知识在人脑中通过语言和图像两种形式进行存储.在学前教育中运用双重编码理论,合理地运用语言和图像两种编码策略,能够促进儿童多元表征能力的发展.文章结合学前儿童的特点,提出了借助模型、图像、自我编码和概念图技术促进儿童表征能力发展的方法. 相似文献
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JSP和Servlet是基于Java语言的跨平台W eb开发工具.在进行网络编程设计中,人们常碰见中文字符编码处理等问题.本文通过介绍字符集编码相关理论,并分析JSP和Servlet运行各阶段字符的编码形式,提出解决中文字符编码转换问题的方法. 相似文献
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多媒体学习的认知体系 总被引：3，自引：0，他引：3
本文对主要的认知体系进行了概述,据此可以形成多媒体教学设计的理论基础.这些认知体系包括对记忆存储、记忆编码以及认知操作的描述.与多媒体学习相关的认知体系有Paivio的双重编码理论、Baddeley的工作记忆模型、Engelkamp的多模块理论、Sweller的认知负荷理论、Mayer的多媒体学习理论以及Nathan的动画理论.本文重点讨论传统研究和教学应用之间的交互作用,教学应用主要涉及如何增加回忆率、减少干扰、降低认知负荷以及加强理解等方面.得出的初步结论是:虽然各自有所侧重,不同的理论之间仍有一些共性;这些模型中缺乏对学习者多元编码整合作用的研究;在心理模拟足够的情况下并不需要动画教学;动作必须有意义才能有效果;多模块教学比单个不同的特定模块更加有效. 相似文献
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对失业大学生的扎根研究 总被引：1，自引：0，他引：1
从招聘现场、求职者、招聘者、招聘广告、人才市场工作人员、人事经理、高校BBS论坛以及追踪的个案八个方面收集关于失业大学生的第一手资料.使用扎根研究的方法,通过三级编码发展出相应的理论.关于失业大学生生存状况发展出两个理论.其一为失业大学生的"窘迫经济"理论;其二是失业大学生的八因素情绪反应理论.被淘汰特征金字塔理论认为被淘汰特征主要包括五个方面,按重要性排列形成一个金字塔形状.编码中还发现了大学生八种类型的求职策略.这些扎根理论对认识失业大学生这一新的社会群体有一定的参考价值. 相似文献
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文章论述信息率失真理论,在平均失真度D约束下,通过构造拉格郎日代价函数求解率失真R-D代价值.在H.264帧内、间预测编码模式选择中,采用率失真优化方法,选择率失真R-D代价值最小的模式为最优预测编码模式.通过H.264/AVC参考软件JM12.4,从峰值信噪比PSNR、码率bitrate和编码时间time 3方面分析... 相似文献
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一、双重编码理论简介
在20世纪60年代,著名的加拿大心理学家佩维奥（A.Paivio）及其合作团队提出了双重编码理论（dual coding theory,DCT）,它是上世纪最有影响力的心理学认知理论之一。 相似文献
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通过三组手动按键反应实验,创设无编码转换的反应条件,验证反转STROOP效应的编码转换理论.在无编码转换的条件下,经方差分析和t检验,反应时均无显著差异.说明无论是有刺激材料冲突还是有反应冲突,均无反转Stroop效应出现,即使增加了反应难度,增加了所需加工时间的情况下,颜色对字义加工也没有产生干扰.实验结果支持编码转换理论. 相似文献
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RS纠错码被广泛用在各种数字通信、数字广播和数据存储系统中.本文解释了纠错理论及RS码的相关原理,通过MATLAB仿真分析RS编码的误码率与信噪比之间的关系. 相似文献
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外语教学的研究成果表明只有大量的语言输入才会有良好的语言输出 ,信息编码理论对解决外语学习中语言的输入问题提供了许多有益的启示。学习理解信息编码的内涵以及信息贮存的编码模式 ,并探讨信息编码理论在英语教学中的应用 ,可从理论的层面探索如何更好地提高英语教学的质量 相似文献
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单片机通信的汉明码 总被引：1，自引：0，他引：1
刘业辉 《北京工业职业技术学院学报》2002,(1)
差错控制编码理论是现代通信的一个重要理论范畴并在实际中有广泛的应用。本文介绍汉明码的编码、译码和差错校正的原理 ,并给出单片机与PC机间通信的编程实例。 相似文献
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Large‐scale observational measures of classroom practice increasingly focus on opportunities for student participation as an indicator of instructional quality. Each observational measure necessitates making design and coding choices on how to best measure student participation. This study investigated variations of coding approaches that may be feasible in large‐scale studies, and the ramifications of these variations for drawing inferences about instructional quality. Using data from classroom videos, we found that decisions about whether to keep track of individual students in the coding, observe multiple contexts in the classroom (e.g., whole‐class and small‐group discussions), and capture nuances of student participation changed the resulting characterizations of classroom practice. Most importantly, simplifying the coding approach did not fully capture and even misrepresented the level and nature of student participation in many classrooms. 相似文献
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Amani Bell Jill Kelton Nadia McDonagh Rosina Mladenovic Kellie Morrison 《Assessment & Evaluation in Higher Education》2011,36(7):797-815
The use of reflective learning journals to encourage higher order learning outcomes is a growing area in higher education research and practice. However, without a unified and clear definition of reflection, identifying and assessing reflection is problematic for educators. In an attempt to address this issue, in 1999 Kember and colleagues devised a coding scheme based on the work of Mezirow, to identify and assess levels of reflective thinking in students' written journals. We evaluated the usefulness of this coding scheme in a business education context. Findings revealed that the scheme was useful in identifying categories of reflective thinking. Inter‐coder agreement was 0.802 which is satisfactory. On average, 65% of the journal content was coded as non‐reflection and 35% as reflection. A further outcome of the research was to refine the coding scheme and to provide suggestions for its application in teaching practice. 相似文献
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In Canada, there is a recent trend toward non-categorization of services of students with emotional and behavioural disabilities (EBD). Yet in Alberta, the coding of students with EBD provides opportunities to diagnose students' learning difficulties but is hindered in this process, in large part, by being tied into special needs funding. Current coding and subsequent funding practices favour a medical model approach that provides opportunity to over- and misidentify students for higher funding levels. Though this is likely done with good intentions to get services otherwise denied, it may have led to a perverse situation of the practice of ‘coding for dollars’ for these students. In this article we discuss the Alberta EBD coding and funding model using administrative data as well as conclusion remarks from a seminar participated in by different stakeholders. Recommendations for policy changes will be addressed. 相似文献
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为探讨大学生社会实践活动对其人际关系心理的影响,采用半结构性访谈对西南大学的68名大学生进行访谈,经过对访谈文本内容整理和分析得出结论：1.大学生社会实践活动的类型多样,以从事教职、公司挂职为主;2.社会实践活动改变了大学生对人际关系单纯、理想化的认识;3.社会实践活动使大学生掌握了更多的人际交往技巧;4.大学生社会实践活动改变了其对待人际关系的心态;5.社会实践活动使大学生在处理人际关系时更加包容、自信、合作;6.社会实践活动让部分大学生更注重人际关系的功利性和工具性。 相似文献
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Abstract Networked learning aims to foster students’ knowledge construction processes as well as the quality of knowledge construction. In this respect, it is crucial to be able to analyse both aspects of networked learning. Based on theories on networked learning and the empirical work of relevant authors in this domain, two coding schemes are presented to analyse the nature of learning processes and the quality of knowledge construction in networked learning. The coding schemes were used to analyse the learning processes and learning results of students in an MSc course on land use planning at Wageningen University in which networked learning played an important role. The inter-rater reliability of both instruments appeared to be satisfactory. The relation between the two coding schemes is discussed and recommendations for future research and educational practice are formulated. 相似文献
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在简要介绍字符编码常识的基础上,深入剖析了JSP源文件在编译运行过程中的编码解码过程.针对基于JSP的W eb应用开发过程中文乱码问题,分析乱码产生的原因,提出解决问题的方案,并根据应用开发的实践经验给出了一些解决基于JSP的中文页面乱码问题的建议,从而较好地解决了JSP应用程序不同应用平台的可移植性问题. 相似文献
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In this study, we sought to articulate observable features of literacy teaching in subject area classrooms and to explore possibilities for teacher education design focused on disciplinary literacy teaching. We analyzed video records of practice of two cohorts of secondary undergraduate teaching interns (N = 60) who were enrolled in their first semester of a three-semester university-based program. To conduct our analysis, we developed a coding scheme that reflected sociocultural theories framing inquiry and literacy as social practice. We found that interns, with support, attempted important moves related to disciplinary literacy teaching. 相似文献
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While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete. 相似文献