从视觉文化素养谈高校图书馆的视听服务     

钟进华 《图书情报工作》2009,53(17):102-105

论述“读图时代”大学生视觉素养缺乏,高校图书馆作为素质教育的“第二课堂”在大学生视觉素养培养上发挥着重要作用,它可以帮助大学生适应视觉文化时代生活、有效促进学习和个人审美能力的发展以及提高“看”的能力。针对如何提高大学生视觉文化素养的问题,提出具体的策略。  相似文献   

AHP在分组选优中的应用     

刘万里  胡廷峰 《洛阳师范学院学报》2000,19(5):27-29

本文利用分组选优的思想 ,给出在AHP法对大规模评判对象选优中的一种非常实用的方法 .  相似文献   

报表生成中的分组技巧     

张新林  蒋亚军 《零陵学院学报》2000,(3)

讨论了关系数据库管理系统软件FoxPro的报表生成中的分组技巧 ,解决了在报表制作中分页统计、分类统计和控制每页记录个数时存在的一些问题  相似文献   

素数分布的一条规律     

李应熙 《商丘师范学院学报》2000,16(6):99-103

建立了平方位序分组相继数列素,以此为基础给出了素数分布的一个规律,运用这个规律证明了在相邻两个自然的平方之间至少存在一个素数,这一数论中的古典问题。  相似文献   

Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project     

《International Journal of Educational Development》2021

While the effects of early childhood development on later educational outcomes have been widely studied in western countries, rigorous evidence from sub-Saharan African countries is limited. This longitudinal study uses Zambian children’s developmental outcomes at age six as predictors of educational enrollment and attainment at age 15. Fine motor, receptive language, and early literacy skills were most strongly associated with on-track enrollment. Fine motor skills were most predictive of enrollment. Cognitive, socio-emotional, and executive functioning skills predicted grade repetition. Overall, the results suggest substantial heterogeneity in the associations between domains of early childhood development and adolescent schooling outcomes in Zambia.  相似文献   

21世纪中学体育教师素养及其构成因素分析   总被引：1，自引：0，他引：1  

关辉  陈雪红  王敬红 《楚雄师范学院学报》2005,20(3):98-100,106

素养是素质的重要组成部分,21世纪中学体育教师的素养主要由思想品德素养、文化知识素养和劳动能力素养三个因素构成;其中思想品德是最重要的素养,它决定着人的道德方向和行为方向;文化知识素养是体育教师获得劳动成果的先决条件;劳动能力是体育教师开展教学活动必备的条件。  相似文献   

高等学校信息技术教育学科研究     

臧爱军 《石家庄学院学报》2003,5(3):86-87

信息技术教育对我国新时期人才培养有着不可替代的作用 ,高等学校信息技术教育尤其重要。增进其学科性研究 ,不断地拓展该领域的知识 ;提高高校学生信息素养 ,增强驾驭信息的能力应成为现代教育的重要内容  相似文献   

The relationship between implicit theories of intelligence,attainment and socio-demographic factors in a UK sample of primary school children     

Frances Warren  Emily Mason-Apps  Sherria Hoskins  Victoria Devonshire  Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754

Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.  相似文献   

Effects of Within-Class Grouping on Student Achievement: An Exploratory Model     

《The Journal of educational research》2012,105(2):101-112

Abstract

In this meta-analysis, the authors attempted to develop a parsimonious model of factors that account for the significant variability in the findings on the effects of within-class grouping on student achievement. Two weighted least squares regression models were tested using 103 independent findings from 51 studies at elementary through postsecondary grades. Results indicate that the most important study features that accounted for 48% of the total variance include outcome measure source, teacher training equivalence, grouping basis, type of small-group instruction method, grade level, and relative ability of students. Goodness-of-fit statistics indicate that the model fits the data and that the remaining variance may be explained by sampling errors.  相似文献   

家庭背景如何影响教育获得:基于居住空间分异的视角   总被引：1，自引：0，他引：1  

方长春 《教育学报》2011,7(6)

大量经验研究表明,教育在中国人地位获得中的作用在加强,与此同时,人们也发现来自家庭背景,或者说阶层背景的差异对人们的教育获得的影响也是不可忽视的.那么家庭背景是如何影响人们的教育获得的呢?通过对人们居住空间分异的分析可以发现,家庭背景对人们教育获得的影响,有一部分是通过对教育资源的选择与争夺来实现,而这种选择和争夺又可以通过对基础教育资源分布不均的城市空间的竞争来实现.  相似文献