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What every brick is for grande building,vocabulary is for the foundation laid for the acquisition of one language.It follows that authentic expressions are justified by the mastery of its application in a specific context.Therefore,it is crucial to delve into the process of vocabulary acquisition,that is,the effect of students’input and output.Words’meanings varied in distinct contexts.Starting from the above two aspects,this paper illustrates the understanding of learning words through examples,so as to optimize the word learning method to achieve twice the result with half the effort. 相似文献
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田枫 《中学数学教学参考》2005,(1):121-121
Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. 相似文献
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A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status 总被引：1，自引：1，他引：0
This is a cross-sectional study of 519 undergraduate engineering majors’ self-efficacy beliefs at a large, research extensive,
Midwestern university. Engineering self-efficacy is an individual’s belief in his or her ability to successfully negotiate
the academic hurdles of the engineering program. Engineering self-efficacy was obtained from four variables: self-efficacy
1, self-efficacy 2, engineering career outcome expectations, and coping self-efficacy. The four variables were analyzed using
a repeated analysis of variance among levels of gender, ethnicity, years students had been enrolled in their engineering program,
and transfer status. No significant differences in mean engineering self-efficacy scores were found by gender, ethnicity,
and transfer status. However, significant interactions between gender and the subscales, ethnicity and the subscales, and
transfer status and the subscales were found. Significant differences in mean engineering self-efficacy scores were found
among years students had been enrolled in the program. 相似文献
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Mihyeon Kim 《International journal for the advancement of counseling》2014,36(4):395-407
This study examined the relationship of family background on students’ academic self-efficacy and the impact of students’ self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path model, results demonstrated that family background predicted academic self-efficacy positively and students’ career and life success expectations negatively. However, with the mediating influence of academic self-efficacy, family background positively influenced students’ career and life success expectations. School counselors should consider interventions to enhance interactions between parents and students and seek to develop positive perceptions about students’ capabilities and futures. In addition, school counselors need to be knowledgeable about curricula, enrichment classes, summer opportunities, various educational options, and students’ academic and career aspirations for providing better guidance. 相似文献
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Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs. 相似文献
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Gulcin Tan Sisman Meral Aksu 《International Journal of Science and Mathematics Education》2016,14(7):1293-1319
The purpose of the present study was to portray students’ misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Türkiye via a test composed of 16 constructed-response format tasks. The findings revealed a wide range of misconceptions and errors such as “believing that all rulers are 30 cm long,” “confusing area formula with perimeter formula,” “believing a box has more than one surface area,” “using the volume formula for surface area,” “believing that ruler must be longer than the object measured,” etc. These misconceptions and errors could be considered as the evidences indicating the sixth graders’ lack of comprehension of the fundamental concepts of spatial measurement and their relationships and the procedures and formulas used for measuring length, area, and volume. The possible causes of such misconceptions and overcoming ways were also discussed. 相似文献
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Teacher and learner beliefs have been found to play an important role in EFL teaching and learning.The present em pirical study explores a group of college teachers’and students’beliefs about English teaching by using questionnaire.The statisti cal result shows that teachers and students have divergent views about many issues in English teaching. 相似文献
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With the development of economic globalization,international communication and integration,English for Specific Purpose turned up and has enjoyed much popularity since recent years. In the contemporary society,ESP teaching becomes an increasing prominent teaching course. This paper will focus on the ESP teaching and learning,especially the students’ expectation of ESP course. At first,it will introduce the great importance and background of ESP teaching. Then,it will review the definition,categories and traits of ESP. In the end,it will mainly concern about students’ expectation and perception of ESP course.The main purpose of this paper is to bring up some constructive suggestions for ESP teaching and learning. It suggests that to achieve the goal of facilitating ESP teaching and learning effectively can be realized by understanding the characteristics of ESP teaching and learners’ learning style,choosing the suitable teaching materials,creating some specific fields of this study which is relevant practically,mapping out appropriate evaluation. As for students,they should set up clear goals for ESP learning,adopt such appropriate learning method as the self-construction way,and try the cooperative learning pattern. Besides,ESP teachers also play an important role in this process. They can achieve the success of ESP teaching through planning course design at advance including considering and understanding students’ expectation of ESP course,their characteristics,learning goals and appropriate teaching materials,which all contribute to positive ESP learning experience. 相似文献
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《中学数学教学参考》2005,(4)
对所有教师来说,教数学都面临着挑战,其中好多困难是社会舆论造成的。社会上普遍认为数学学不好没关系,因此缺乏数学知识的人也越来越多。尽管许多学生已经意识到数学自身的价值,但由于学习数学的辛苦,他们宁愿否认数学的重要地位。我们所面临的挑战就是如何激励学生学习数学,实现这一目标最有效 相似文献
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曾几何时,出国留学只是极少数人的选择。如今,随着经济水平的提高以及国外学校对中国学生更加开放,越来越多的中国人选择留学,由此产生了大量的“海归”。以前都是大学生出国深造,现在出国人员越来越年轻化。很多父母在自己的孩子还在读初中或高中的时候就把他们送到国外,接受“洋文化”的熏陶。那么,中学生出国留学真的合适吗？ 相似文献
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Monija Amani 《Community College Journal of Research & Practice》2018,42(10):678-692
This study aimed to better understand college students’ decisions to participate in short-term study abroad programs and to identify influential factors. Our constructive interview data with traditional and nontraditional students from three mid-Atlantic community colleges identified (a) the interplay between individual, social, and institutional factors, and (b) distinctive decision factors related to students attending community colleges. Notable factors included opportunity of a lifetime, academic transfer prospects, personal timing, cost affordability, faculty encouragement, family support, honors program, and group affinity. Moreover, students in this study shared how they were able to navigate and overcome their familial and vocational challenges (e.g., funding and concerns about academics–life balance) to engage in a study abroad program. Finally, we discuss the results with continuing applicability to educational practice at community colleges as well as policy implications for community college students. 相似文献
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Kaili Chen 《美中教育评论》2005,2(1):25-32
To explore factors that influence the behavior of Chinese students and strategies for interventions, this paper presents a cross-cultural study on Chinese and American students. It examines the relationships between students＇ behaviors and the cultural influences; implications for special educators who work with minority students with emotional/behavioral disorders （E/BD） will also be discussed. 相似文献
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Rachel Brooks Kate Byford Katherine Sela 《British Journal of Sociology of Education》2016,37(8):1211-1228
This article explores the economic relationships between individual students’ unions and their wider institutions, and the ways in which they articulate with a pervasive consumerist agenda across the higher education sector. We draw on data from a UK-wide study to argue that students’ unions have an ambivalent relationship with consumerist discourses: on the one hand, they often reject the premise that the higher education student is best conceptualised as a consumer; yet, on the other, they frequently accept aspects of consumerism as a means of, for example, trying to protect their independence and autonomy. We explore whether this particular form of positioning with respect to consumerism is best conceptualised as a form of resistance, or whether it has become extremely difficult for students’ unions to take up any other position in a system that is driven by market logic. 相似文献
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Emily M. Grossnickle Alexandra List Patricia A. Alexander 《Journal of Experimental Education》2015,83(4):469-494
Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains. 相似文献
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R. Spencer J. Sinno K. Hatfield M. Biderman M. Numer 《Journal of Research on Technology in Education》2020,52(2):197-215
AbstractEvidence suggests that the use of educational technologies may promote positive learning environments and contribute to students’ success. The following mixed methods study examined the impact of Top Hat in a blended learning environment on undergraduate students’ sense of belongingness, engagement, and self-confidence in a Canadian post-secondary institution. A survey study measured students’ sense of belongingness, engagement, and self-confidence before and after the course, which used Top Hat. The results show a significant increase in belongingness and self-confidence, but a decrease in engagement. Contrarily, focus groups revealed that using Top Hat may improve the overall learning experience. Limitations and future recommendations are discussed. 相似文献
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Historically, undocumented students have been unable to attend public and private institutions of higher education in the United States. Lack of citizenship and/or financial aid precludes many from ever applying to college or other post-secondary institutions. This can create feelings of oppression, stigmatization, and/or inferiority for undocumented youth, who had no say in their ever coming to the United States. In the absence of a sustainable federal law that facilitates higher education attainment for this population, some states have enacted their own permissive policies. The present study utilizes a critical consciousness framework and a constant comparative approach to explore one permissive policy in a focal state. To this end, the authors attempt to answer the question of what motivates undocumented students, through the lens of critical consciousness, to engage in political activism, and what is the role of adult-allies? Findings support and extend our understanding of critical consciousness dimensions, vis-à-vis the revelation of ten themes and subthemes unique to this sample. Implications for policy, practice, and future research are also discussed. 相似文献
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Yu-Chun Kuo 《Journal of Research on Technology in Education》2018,50(4):350-364
AbstractThe study examines nontraditional, African-American adult students’ use of technologies and their perceptions toward this in technology-based environments. Technology perceptions included computer self-efficacy, Internet self-efficacy, user attitude, and computer anxiety. The effects of student characteristics on these factors and the relationships between these factors were examined throughout this study. Participants included minority students who participated in face-to-face or online undergraduate courses offered in continuing education. A quantitative approach was undertaken to analyze the collected data. Results indicated that nontraditional minority students utilized basic software tools more frequently than the advanced ones, suggesting that many of them may lack the knowledge or skills for advanced technologies. Age, hours spent online, and previous online course experiences influenced students’ technology perceptions. Gender did not have an impact on technology perceptions. Internet self-efficacy was affected by most of the student characteristics variables. Computer self-efficacy was found to be a good predictor for both user attitude and computer anxiety. (Keywords: technology usage, technology perceptions, student characteristics, computer and Internet self-efficacy, minority students) 相似文献