The Educational Potential of Cable Television Networks in the UK     

J. O. Boyd‐Barrett 《Educational studies》1983,9(3):221-232

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成矿流体类型及研究方法综述   总被引：3，自引：0，他引：3  

梁婷高景刚  朱文戈 《西安文理学院学报》2005,8(4):36-42

按照成矿流体来源和性质将其分为与基性、超基性岩浆有关的流体，与酸性岩浆有关的热液流体，与海相喷流-沉积有关的热液流体，与沉积盆地演化有关的盆地流体，与区域变质作用有关的变质流体和有机成矿流体等六种类型。并介绍成矿流体的热力学条件研究、成分研究、成矿流体的同位素示踪和同位素年代学研究的内容和常用方法。  相似文献   

论WTO环保规制与隐性绿色壁垒   总被引：1，自引：0，他引：1  

李婷 《哈尔滨学院学报》2007,28(4):47-49

目前,环境措施对市场准入的影响越来越大,必须对WTO环保规制引发的隐性绿色壁垒问题予以关注,以便寻求适合的制衡机制和对策。  相似文献   

浅析我国中小学教育中的情感教育   总被引：1，自引：0，他引：1  

毛信元  石婷 《四川教育学院学报》2006,22(8):3-5

情感教育是教育活动的重要组成部分,尤其在对少年儿童的教育中发挥着重要作用。情感教育有着悠久的历史,对我国当前的中小学教育更有着十分重要的现实意义。为了更好地在中小学教育中运用情感教育,可以从教师、学生和环境三方面着眼,实施情感教育。  相似文献   

A Cross‐Cultural Study of Art Teacher Education in Taiwan and England     

Mei‐Lan Lo 《The International Journal of Art & Design Education》2006,25(2):182-193

This aim of this research was to investigate art teacher education in Taiwan and England to gain insights into two art education systems with a view to improving art teacher education in Taiwan. To achieve this aim, a cross‐cultural study using a multi‐method approach was adopted and data was collected over three years of full‐time study in England and four academic years of reflection on teaching in art teacher education in Taiwan. This research revealed how complex and hazardous it is to state categorically what the similarities and differences really are between two art teacher education systems, especially in a subject as ill‐defined as art. Nonetheless, this study did produce some important differences in the two art teacher education systems in aspects of (1) government regulations and institutional provision, (2) theoretical underpinning, (3) art curriculum policy and delivery, and (4) cultural differences affecting art teachers' attitudes and values.  相似文献   

An Analysis of an Interactive Videodisc System for Teaching Language Skills to Deaf Students     

Carol Tomlinson‐Keasey  Rod Brawley  Barbara Peterson 《International Journal of Disability, Development & Education》1986,33(1):49-55

An interactive videodisc system designed to teach language concepts to deaf students was evaluated in a classroom trial. An experimental group of 18 students spent 60 twenty‐minute sessions over a five‐month period learning language concepts by interacting with the system while a control group of 16 students learned the same concepts in their regular classroom setting. Both groups made significant progress from pre‐ to post‐test on two criterion‐referenced testsdeveloped by project staff. Experimental students were enthusiastic about the videodisc, felt that their language skills had improved, and were anxious to continue working with the system.  相似文献   

浅析英语写作教学   总被引：1，自引：0，他引：1  

赵婷 《新乡师范高等专科学校学报》2003,17(2):106-107

首先,指出了学生在写作中存在的常见问题;然后,讨论写作教学方法的改进,在理论上对比了结果教学法和过程教学法,其次,讨论了在实践上如何使用更行之有效的方法;第三,讨论教学过程中教师的功能以及如何提高学生的写作能力;最后,总结了写作技能的重要性。  相似文献   

The interrupted learner: How distractions during live and video lectures influence learning outcomes          下载免费PDF全文

Andrew H. Zureick  Jesse Burk‐Rafel  Joel A. Purkiss  Michael Hortsch 《Anatomical sciences education》2018,11(4):366-376

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.  相似文献   

克列门蒂钢琴《小奏鸣曲》(Op36No.1—6)初探     

王婷婷 《内蒙古师范大学学报(哲学社会科学版)》2001,30(3)

克列门蒂的小奏鸣曲是钢琴教学中必不可少的重要曲目 ,二百多年来 ,在钢琴文献中占有重要地位。克列门蒂的钢琴《小奏鸣曲》比较着重手指的运用 ,在艺术上起着学习古典音乐“敲门砖”的作用 ,克列门蒂的钢琴《小奏鸣曲》显示了他精湛的技巧、诗人般的敏感和作为作曲家高超的技巧  相似文献   

A General Framework for the Validation of Embedded Formative Assessment     

Dorien Hopster‐den Otter  Saskia Wools  Theo J. H. M. Eggen  Bernard P. Veldkamp 《Journal of Educational Measurement》2019,56(4):715-732

In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.  相似文献