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排序方式: 共有192条查询结果,搜索用时 15 毫秒
21.
South Wolf 《少年电脑世界》2003,(12)
几个月前朋友向我介绍了“无极江湖”,这是个不错的聊天室(网址是http://hoho.cc)。可是自从它改版之后,我却无法进入聊天室了。我十分纳闷,难道是因为改版?可别人都可以进去。我杀了一遍毒,什么病毒也没查出。重装一遍Win98,但是重启后故障照旧。也许是Win98的问题?我又安装了WinXP,可结果还是一样。我苦思冥想也没想出个所以然来。后来又猜测会不会是浏览器软件有问题?我重装了IE6和IE6 SP1补丁也无济于事。还有什么与网页有关系呢?对了,也许是《金山毒霸2003》!它有一个网页防火墙,如果禁用它……果不出我所料,退出《金山毒霸2003》… 相似文献
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This paper will discuss the difficulties in assessment of autistic and deaf‐blind children with such severe difficulties in communication that they are often labelled as untestable and subsequently misdiagnosed as severely to profoundly mentally retarded. It will go on to make the case for nonintrusive assessment and appropriate intervention as the most relevant procedures for helping this population advance educationally and in life skills. While this paper will focus on children, the points made apply to individuals of all ages. 相似文献
29.
Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1998,5(3):413-445
The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements. 相似文献
30.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献