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11.
Shiao-Yun Chiang 《Journal of Language, Identity & Education》2016,15(2):114-128
The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between content expert and language novice in the actual instructional interactions with U.S. college students. The data under study consist of a number of dyadic office hour interactions. The matter of analytic interest is the type of sentence completion that U.S. college students use to assist or improve on ITAs’ instructional discourse. While interactionally accommodating, sentence completion may position the ITA instructors as language novices, and furthermore cast doubt on their situated identity as instructors. The findings here may shed some light on our understanding of how ITAs are negatively perceived and even stereotyped in their instructional discourse. 相似文献
12.
Support is needed to promote problem-based learning (PBL) and to enhance critical thinking skills in discussion-based Internet forums. By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an intelligent learning tool. The model is built on the notions of threshold and knowledge weight from the discipline of machine learning. The model encourages learners to judge or critically evaluate the solutions posted by others before exploring further knowledge content. The system then sums up the judgment scores as its knowledge weight to pass the thresholds setup for ranking/arranging the learning issues. This constraint design, therefore, becomes a mechanism for critical thinking in a problem-based learning activity. MALESAbrain as a model helps transform the forum and chat room into rich learning discussion environments. 相似文献
13.
Yu-Tzu Chiang 《Scandinavian Journal of Educational Research》2014,58(5):513-527
This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N?=?343), four achievement goals showed strong measurement invariance, suggesting factor loadings and intercepts of the items remained invariant across a year. Though mean scores of the four latent achievement goals held quite stable, the rank order of students across two time-points changed more profoundly in the two avoidance goals than in the approached goals. In the cross-sectional data (N?=?748), we found approach-based goals were positive mediators between self-efficacy and math grades while avoidance-based goals were negative mediators. This result could be relevant for middle-school students in learning mathematics. Some instructional implications are provided. 相似文献
14.
Daniel Halpern Kyong Eun Oh Marilyn Tremaine James Chiang Karen Bemis Deborah Silver 《International Journal of Science Education》2013,35(18):3038-3065
The following study investigates the range of strategies individuals develop to infer and interpret cross-sections of three-dimensional objects. We focus on the identification of mental representations and problem-solving processes made by 11 individuals with the goal of building training applications that integrate the strategies developed by the participants in our study. Our results suggest that although spatial transformation and perspective-taking techniques are useful for visualizing cross-section problems, these visual processes are augmented by analytical thinking. Further, our study shows that participants employ general analytic strategies for extended periods which evolve through practice into a set of progressively more expert strategies. Theoretical implications are discussed and five main findings are recommended for integration into the design of education software that facilitates visual learning and comprehension. 相似文献
15.
This research looked into the effect of how cognitive development toward imagery is formed through visual perception by means of a quantitative questionnaire. The main variable was the difference between the learning backgrounds of the interviewees. A two-way ANOVA mixed design was the statistical method used for the analysis of the 2 × 4 (2 by 4) study design. The analysis on the main effect was conducted, and a significant difference was also shown in the result. First, the two variables of student learning background and imagery cognitive development interact with one another. Second, there is a significant difference in students’ learning backgrounds. The cognitive level between the two was visibly apparent. Last, the four aspects that made up the visual perception all showed significant difference. Therefore, cognitive development will be affected by lifestyle, personal preferences, interests, and biological conditions which will have different levels of influence on visual perception. 相似文献
16.
余昌谷 《安庆师范学院学报(社会科学版)》2000,(5)
何其芳当年提出典型“共名”说 ,实质是如何理解典型的突出性格特点问题。在典型问题探讨中 ,常常会牵涉到这个问题。实际上 ,典型之成为典型 ,并不是由于他的突出性格特点 ,典型的突出性格特点也不能抽象化为在不同时代、不同阶级的人身上见到的性格共性 ,必须把典型的典型性与典型的客观效果区别开来 相似文献
17.
本文应用Greig-Smith邻接格子样方法取样和区组分析 ,对广西桂林石山次生灌丛的主要种群进行种间分布格局和种间相关性分析 ,结果表明 :1、广西桂林石山次生灌丛四种主植物种群九龙藤 (BauhiniaChampioniBenth)、薄叶鼠李 (RhamnusLeptophyllaSchneid)、小果蔷薇 (RosaCymosaTratt)和竹叶椒 (ZanthoxylumplanispinumS.etZ)种群在次生灌丛群落中呈集群分布趋势 ,并且各种群的集群分布格局的聚块强度大小与取样面积大小有关。2、广西桂林石山次生灌丛的主要种群间性状类似的种群比较容易表现为负相关关系 ,反之 ,往往表现为正相关 ,或者相关关系复杂化 相似文献
18.
Feichi Chiang 《Inter-Asia Cultural Studies》2016,17(2):223-238
BL (Boys’ Love) fandom has been regarded as a counterpublic by some academics since 2005. In this article, I investigate the dispute over “real-person” texts (texts based not on fictional characters but on real people, both public and non-public figures) on the BL board of PTT BBS in Taiwan as a case-study. The dispute is significant in the sense that, ostensibly, there were a few young female BL fans who actively defined what the BL scene consists of, as only these young women were involved in the dispute. Nevertheless, a closer look at the dispute reveals that the mainstream values actually played a significant role in framing the fandom in question. I then argue that the objection to the real-person texts should be regarded as a refusal by the BL fandom to be part of a counterpublic. The dispute started with a clarification of the genre, equating real-person with real gay people, BL with fantasy, and gay with reality. It is on this basis that real-person texts were not regarded as part of BL practices. Moral issues, such as respect and politeness, were also raised to question real-person texts. The conflict intensified, leading finally to the total exclusion of real-person texts from the BL board. To sum up, the dispute over real-person texts demonstrates how BL fans actively (re)formed the shape of the BL board; at the same time, it represents a refusal and exclusions, which place this counterpublic into question. 相似文献
19.
教育公平实质意义的演变:从理论到台湾经验的检证 总被引：1，自引：0，他引：1
姜添辉 《清华大学教育研究》2010,31(3)
现代功绩主义社会强化个人专业能力与职位之间的连结性,因而强化教育文凭的法定功能.此种连结逐渐促使教育产生制度化的发展,亦即个别国家试图以教育手段,改善社会不均等及促进社会进步.此种教育制度化发展显现于个别社会积极推展义务教育,甚至提升高等教育的就学机会.本文以台湾为例,从历史发展的角度,剖析此种发展趋势,进而指陈,就学机会的提升甚至普及化仅是达到形式化的均等,更重要的是须检视教育结果是否达到均等性.台湾的历史经验显示出,尽管义务教育确保不同阶级学童的就学机会,但中上阶级家庭子女的学习表现却普遍优于劳工阶级子女. 相似文献
20.
Chia-Ju Liu Wen-Wei Chiang 《International Journal of Science and Mathematics Education》2014,12(3):629-646
This report provides an overview of neuroscience research that is applicable for science educators. It first offers a brief analysis of empirical studies in educational neuroscience literature, followed by six science concept learning constructs based on the whole brain theory: gaining an understanding of brain function; pattern recognition and consciousness; mind maps, mnemonics and other learning devices; concrete multisensory experience; higher-order creative reasoning via a multimedia-infused environment and positive emotion in educational settings. It is vital to the future of results-based education that discoveries regarding the cognitive learning process are taken into consideration when designing instruction. This research offers science educators neuroscience-backed information as a foundation to develop results-oriented curricula and teaching methods. Future research could further extend an empirically driven education system. 相似文献