文化性的缺失——论课程的文化锁定逻辑   总被引：7，自引：0，他引：7  

郝德永 《外国教育研究》2001,28(2):28-32,55

本文从目的论、功能论、方法论层面分析了课程的文化锁定逻辑及其造成的课程文化性缺失的后果。  相似文献   

面向对象方法   总被引：3，自引：0，他引：3  

姜德森 《泉州师范学院学报》2003,21(2):14-19

综述面向对象方法(Object-Oriented Methodology简称OO方法)的由来和发展，以及当前的主要研究领域；OO方法的基本概念、主要特征，并从OO方法作为新的方法学、程序设计新范型和一门新技术的角度展开了论述．  相似文献   

Online Faculty Development in the Canary Islands: A Study of E‐mentoring     

Luis M. Villar Angulo  Olga M. Alegre De La Rosa 《Higher Education in Europe》2006,31(1):65-81

This article reports on a six‐week online capacity learning and telementoring program at the Universities of the Canary Islands. Firstly, the authors give their view of online training and mentorship perspectives. They structure the argument introducing concepts about the mentor method. Simultaneously, the empirical project is illustrated with a case study: the University Teaching Professional Development (UTPD), a University training program for the development of curriculum and teaching capacities with reference to change within university teaching programs. Finally, the authors discuss the results, which lead to improvement, focusing on the difficulties of learning and practice of capacities within an online training course.  相似文献   

Picking the winners by consensus: Grant-giving practice in the Netherlands     

Dirk J. Van De Kaa 《Higher Education》1994,28(1):59-83

The Netherlands form a consensus democracy. In such a society the legitimacy of decisions is of great concern to all. An elaborate system of checks and balances tends to exist and the pressure to join an emerging consensus at meetings is both subtle and tremendously powerful. In the Dutch system of higher education and research the manifestations of the consensus ideal are numerous. This paper highlights them where appropriate. It reviews the Dutch research effort in an international perspective and concludes that R&D expenditure in the Netherlands, measured as a proportion of GDP, is declining. Fairly radical changes in science policy orientation since the 1960s are reviewed and the current frameworks for policy formulation, academic foresight and the organisation of support are sketched. After discussing NWO's different funding instruments, the practices of picking the winners are described in some detail. Three different peer review models are then discussed with special attention to their strengths and weaknesses. The paper's final section is focussed on the evaluation practices in force.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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冷轧纯铝板在不同温度退火后的织构   总被引：1，自引：0，他引：1  

任德华  杨瑞东  付再琦  孙骏 《昭通师范高等专科学校学报》2002,24(5):16-19

通过对单向冷轧的纯铝板在140℃，200℃，300℃，380℃退火，用X射线衍射物相分析，研究冷轧纯铝板在退火前和各温度退火后的织构，结果表明，在140－300℃的中低温退火后，板中的形变强织构被削弱，产生新的退火织构；在380℃的高温退火后，板中的形变强织构被进一步增强。  相似文献   

Word stress production in three‐year‐old children at risk of dyslexia     

Elise De Bree  Frank Wijnen  Wim Zonneveld 《Journal of Research in Reading》2006,29(3):304-317

We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development.  相似文献   

Mothers' Experiences of Aggression in Their Tourette's Syndrome Children     

Naydene De Lange  MAJ Olivier 《International journal for the advancement of counseling》2004,26(1):65-77

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The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography     

Barbara Arfé  Julie E. Dockrell  Bianca De Bernardi 《Reading and writing》2016,29(3):501-527

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.  相似文献   

Towards powerful learning environments for the acquisition of problem-solving skills     

Erik De Corte 《European Journal of Psychology of Education - EJPE》1990,5(1):5-19

It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed.  相似文献