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421.
Bob Fisher Phil McSweeney Terry Russell 《Assessment & Evaluation in Higher Education》1991,16(2):109-132
This paper reports on a pilot project carried out between September 1989 and June 1990 at a large college of Further and Higher Education. Using Interactive software based on Repertory Grid Techniques, the authors monitored the progress of a group of students undertaking theflrst year of the Diploma In Nursing (University of London). The primary focus was on how the students were reacting to the course as a whole and to Illuminate Individual difficulties and concerns, which could then be fed back to the course team. It was hoped that the complete process would provide a unique picture of how individual perceptions and responses changed throughout the year.
The authors explain how the software was used, the data analysed, and how the feedback to students and tutors was managed. The prime purpose of the activity was to gain insights into how the technique could be most effectively used across a wide range of courses within the college and to determine whether it was feasible for students to use each other for reflective analysis and discussion of grids. Such an approach should provide useful Information both to course providers and evaluators. 相似文献
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This paper proposes a genetic development of the concept of limit of a sequence leading to a definition, through a succession
of proofs rather than through a succession of sequences or a succession of εs. The major ideas on which it is based are historical
and depend on Euclid, Archimedes, Fermat, Wallis and Newton. Proofs of equality by means of inequalities precede the notion
of limit. For example, the determination of the volume of a pyramid precedes the definition of limit. The algebraic details
given here are anachronistically modern, and the notion of a vice between two inequalities which provides the distinctive
perspective of this paper would not have been recognized in this form by any of the named mathematicians since it presumes
the existence of negative numbers and their comparability in a modern sense with positive numbers. 相似文献
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