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由于对分类学原理的不同理解，分类学明显分为三大流派，数值分类学，分支分类学和进化分类学．介绍和分析了各分类学流派的理论和方法上的主要分歧，并对它们在实际应用中的相互关系进行了评价． 相似文献
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本节课以生物分类学的发展历程为主线,以问题为导向,学生合作探究的教学方式,探讨有关生物分类学的四个主题,系统解决高中生物中所涉及的生物分类及生物多样性有关的知识问题,同时挖掘背后的哲学思想.让学生开阔思维,理性思考,教师以引领者的身份参与其中,引导总结,切实落实核心素养. 相似文献
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SOLO分类学对布卢姆分类学的突破 总被引：1，自引：0，他引：1
分类学的发展直接影响教育评价理论的发展。布卢姆的分类学存在一些问题,对目标的描述存在困难;分类的线索与学习的真实情况不符;人为地将知识内容与过程区分开来。SOLO分类学在这些方面都取得了突破;评价目标界定清楚,无需分解;螺旋式上升的层级结构符合人类的认知规律;把过程与内容很好地结合起来。 相似文献
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苔藓植物分类学中的细胞学证据 总被引：2，自引：0，他引：2
苔藓植物分类学的原理主要是建立在形态学解剖学上各不相同的配子体和孢子体这一独特的生活史基础上的。由于苔藓植物自身的特殊性,使得基细胞学证据在分类学中具有十分重要的作用。本文就苔藓植物的细胞学,尤基是细胞遗传学与其分类学的几个基本关系问题进行探讨。 相似文献
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远程教育院校的分类学研究及其主要成果 总被引：7，自引：1，他引：6
继“远程教育形态的分类学研究及其主要成果”（载本刊2001年第1、2期），本作为系列论之二，将探讨的是远程教育院校的分类学研究及其主要成果，章依次论述了由彼得斯，埃尔.布什拉，尼尔，凯依和鲁姆勃尔，基更，基更和鲁姆勃尔，古德曼，以及丁兴富等人提出并发展的远程教育院校（系统）的分类学研究成果，当前国际国内面临远程教育形态多样化、远程教育主体多元化的发展趋势，深入进行远程教育聍交（系统）的分类学研究具有现实指导意义。 相似文献
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干建平 《黄冈师范学院学报》1997,(4)
由于对分类学原理的不同理解,分类学明显分为三大流派：数值分类学,分支分类学和进化分类学.介绍和分析了各分类学流派的理论和方法上的主要分歧,并对它们在实际应用中的相互关系进行了评价. 相似文献
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《洛阳师范学院学报》2015,(8):130-133
植物分类学是各综合类大学、农林院校生物相关学科课程的重要组成部分,对该课程的教学探讨一直是个热点问题.本文结合植物分类学课程的教学要求和特点,在理论教学、实验教学、野外实习、考核方法、科技活动开展等环节进行总结,就完善教材体系,多样化教学手段,协调课时比例,加强课外实践教学等方面提出了探讨与建议,为植物分类学课程建设向高水平迈进奠定基础. 相似文献
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细胞分类学研究进展 总被引：5，自引：0，他引：5
吴桂容 《广西梧州师范高等专科学校学报》2004,20(2):75-79
笔者就细胞分类学在不同水平上的研究概况作一综述，包括染色体计数、核型分析、染色体带型分析、染色体组分析及染色体原位杂交技术等在揭示不同生物类群之间的亲缘关系、物种演化规律方面各自所起的重要作用；同时指出，依靠单一的方法和技术是不够的，须要结合多方面的研究结果和信息进行综合分析，才能揭示物种间的亲缘关系，建立一个更接近于自然演化途径的系统模式。 相似文献
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先唐时期是古代典籍分类学从起源、发展逐渐走向定型的关键时期,是后世探讨典籍分类问题时每每要上溯的河源。本文考察了先唐时期典籍分类学之源流,探讨了学术分类法与事物分类法两条线索、目录书与类书两种载体分别作用于典籍分类学产生的影响的问题,并对典籍分类学研究提出了建议。 相似文献
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敬国东 《商丘师范学院学报》2005,21(5):75-77
计算机技术的发展为生物分类学的研究与教学提供了一种高效的新手段．文中介绍的基于Web的鸟类分类系统，为我国鸟类的分类学研究提供了一个快捷、高效的网络工具．本系统由分类显示、分类查询、分类鉴定、地理分布和系统管理等5个功能模块组成，能满足我国鸟类分类学研究与教学的需要． 相似文献
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在概述中国蝙蝠的分类状况和存在的问题的基础上，对蝙蝠阴茎形态学特别是阴茎骨形态学应用于哺乳动物分类的研究现状进行了分析，介绍了常用的阴茎形态研究方法，提出使用阴茎形态学指标进一步完善中国蝙蝠分类特别是种级水平的分类． 相似文献
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Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections. 相似文献
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AbstractAdaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations of corresponding systems varies greatly. We therefore first provide definitions for key concepts related to adaptivity. We then discuss what variable systems should adapt for, how these variables can be measured, and what modifications to the learner experience can be made based on these variables. We propose a taxonomy of adaptivity that distinguishes adaptivity based on cognitive, emotional, motivational, and social/cultural variables, and that defines types of adaptivity at a macro-level and a micro-level. 相似文献
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Nikki B. Zaidi Charles Hwang Sara Scott Stefanie Stallard Joel Purkiss Michael Hortsch 《Anatomical sciences education》2017,10(5):456-464
Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists. 相似文献
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基于新课程改革评价既要强调关注学生学习结果,也要关注其学习过程,特别是对学生思维过程的评价,文中介绍了一种在国外已有深入研究与实践、可运用于学生思维评价的质性评价方法——SOLO分类评价法在显微镜技能教学与管理中的应用。它能帮助教师评价、照顾学生异质性、改进教学方法与技能评价等。 相似文献
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Scratch is a visual programming environment that is widely used by young people. We investigated if Scratch can be used to teach concepts of computer science (CS). We developed learning materials for middle-school students that were designed according to the constructionist philosophy of Scratch and evaluated them in a few schools during two years. Tests were constructed based upon a novel combination of the revised Bloom taxonomy and the Structure of the Observed Learning Outcome taxonomy. These instruments were augmented with qualitative tools, such as observations and interviews. The results showed that students could successfully learn important concepts of CS, although there were problems with some concepts such as repeated execution, variables, and concurrency. We believe that these problems can be overcome by modifications to the teaching process that we suggest. 相似文献
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Carlton H. Stedman 《科学教学研究杂志》1973,10(3):235-241
The assumption that the first four cognitive levels of the taxonomy of educational objectives are arranged hierarchically and that this hierarchy is cummulative was evaluated. Mental ability and motivation scores were used to divide 144 high school biology students into six blocks. A 93-frame program in genetics was administered, and at the completion of the program the subjects took a 28-item posttest that had subscores for the cognitive levels of knowledge, comprehension, application, and analysis. Results indicated that no significant differences were found between knowledge and comprehension or application and analysis. A significant difference was found beyond the .0005 level, however, between comprehension and application. These results indicate that the cognitive processes at work at each level of the taxonomy may not be equitable, and that the previously mentioned assumptions are at least questionable. 相似文献
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Using the SOLO taxonomy to analyze competence progression of university science curricula 总被引：1，自引：0，他引：1
During 2007 all Danish university curricula were reformulated to explicitly state course objectives due to the adoption of a new Danish national grading scale which stipulated that grades were to be given based on how well students meet explicit course objectives. The Faculties of Science at University of Aarhus and University of Southern Denmark interpreted “course objectives” as “intended learning outcomes” (ILO) and systematically formulated all such as competencies using the SOLO taxonomy that operates with five numbered progressive levels of competencies. We investigate how the formulation of ILOs using the SOLO taxonomy gives information about competence progression, educational traditions, and the nature of various science subjects. We use all the course curricula (in total 632) from the two faculties to analyze and compare undergraduate and graduate courses within each department, and different departments with each other. 相似文献
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SOLO分类理论及其在教学中的应用 总被引：6，自引：0，他引：6
SOLO分类理论作为新皮亚杰主义的代表,融合了信息加工理论和皮亚杰认知发展理论的优点,基于对大量学科领域学生对问题的反应特点,概括了具体学科领域学生认知能力发展的规律。该理论对教学实践有重要的应用价值。 相似文献