The differential effects of task complexity on domain-specific and peer assessment skills     

Marjo J. van Zundert  Dominique M. A. Sluijsmans  Karen D. Könings  Jeroen J.G. van Merriënboer 《教育心理学》2012,32(1):127-145

In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.  相似文献   

The Swedish schoolhouse: a case study in transnational influences in education at the 1870s world fairs     

《Paedagogica Historica: International Journal of the History of Education》2012,48(3):319-334

At the world exhibitions of the 1870s Sweden displayed a schoolhouse, with examples of teaching material and student work. How did Sweden ship an entire schoolhouse to these exhibitions? What impact did the schoolhouse have on visitors to the exhibition? The purpose of this article is to shed light on the transnational influences operating between Sweden and other countries at the world fairs of the 1870s, regarding both policy and practice formation. In this paper, we will explore the exhibited school, the Swedish schoolhouse, as a major political and educational intervention in the growing market of educational goods, into the group of advanced industrial nations, and into the space of leading education nations. The schoolhouse was internally focused while at the same time demonstrating advanced education thinking, closely linked to Sweden’s national future as a leading economy. Exhibitions were not just events or spectacles. They had effects.  相似文献   

An investigation of the divergences and convergences of trait empathy across two cultures     

《Journal of moral education》2012,41(2):214-229

ABSTRACT

The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This article describes the differences in trait empathy in one independent and one interdependent society (i.e., the US and Iran, respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to American participants who share independent cultural norms. In line with previous studies, gender differences were observed in all subscales of questionnaires, except the Empathy Quotient (EQ). Female participants demonstrated more empathy than males in both samples. Implications for understanding the cross-cultural differences of various components of empathy are discussed.  相似文献   

时间顺序和认知模式顺序的象似性研究     

关永平 《广西师范大学学报(哲学社会科学版)》2012,48(1):71-75

语言结构反映认知结构。语言结构的顺序映照人们的思维顺序。语言结构的排列顺序反映人们实际经验的顺序,即人们感知世界的顺序。句法结构及语篇结构顺序反映时间顺序及焦点—背景顺序、无标记—有标记顺序、突显顺序、对称结构及整体—部分顺序等认知模式顺序。象似性原则在很大程度上支配着语言结构。语言结构的象似性为我们研究语言与认知及语言与思维的关系,提供了新的方法和新的视角。由于受到诸如语法化原则、韵律原则、省力原则或经济原则及语用原则等因素的制约,语言的象似性程度会有所减弱。语言正是在象似性与任意性的互动中发展变化的。  相似文献   

无声世界里的有声交流——魔术世界里的关联理论     

张月敏 《黑龙江教育学院学报》2012,31(1):140-141

在人们的传统观念里魔术世界可以是无声的,但借助关联理论分析2009年及2011年春晚魔术言语发现:有声的交流可以使观众的注意力更加集中,现场的气氛更加活跃,魔术的表演更加成功。同时,魔术师言语的技巧、表演的成功对教师活跃课堂教学气氛等有很大的启发。  相似文献   

认知视角下网络体育新闻标题的隐喻分析     

黄理漓 《黑龙江教育学院学报》2012,31(1):138-139

由于网络新闻报道标题与正文在空间上被阻断了,因此标题在网络新闻报道中占有重要地位。为使标题"抢眼",新闻工作者使用各种语言手段,其中一个就是隐喻。认知视角下网络体育新闻标题中隐喻的典型有方位隐喻、实体隐喻和结构隐喻。  相似文献   

不同心理干预模式及方法对提高企业员工心理健康水平效果的比较研究     

胡秦  韩冰  李巍巍 《黑龙江教育学院学报》2012,31(4):93-95

目前心理干预的理论模式有三种:平衡模式、认知模式、心理社会转变模式。对某单位90名心理症状呈阳性的员工分组进行以不同模式为导向的心理干预,即情绪管理训练、认知行为训练、完善社会支持系统训练。实施干预前用90项临床症状评定量表进行测量,筛查出总分大于160分、症状呈阳性的员工共90人,随机平均分为3组,但保证同质。每组接受不同模式的心理干预措施:组1接受情绪管理训练,组2接受认知行为训练,组3以完善社会支持系统为主。每组干预八周,每周一次,每次一小时。然后对三组再次进行测量,并运用SPSS13.0对测量结果进行统计学分析。通过比较,三种心理干预模式和方法对提高个体心理健康水平均有良好效果,但以平衡模式为导向的情绪管理训练效果较优。  相似文献   

浅谈中小学生安全教育内容及对象选择     

董宏华  张守煜  甄金凤 《黑龙江教育学院学报》2012,(5):78-79

自1996年教育部联合多个部委确定每年3月份最后一周的星期一为全国中小学生安全教育日起,中小学生安全教育工作受到学校及社会各界的重视。但是目前全国并没有一个统一的安全教育教材或者教育大纲,各个学校多是各自为战。究竟中小学安全教育应该包括哪些内容,选择受教育的对象又有谁,成为了一个不可回避的话题。只有解决以上两个问题,才能够更好地提高我国中小学生安全教育的整体水平,同时提升中小学生在面临危机时的自救能力。  相似文献   

认知语法的“构式观”及其对艺术类大学生英语教学的启示     

杨冬玲 《黑龙江教育学院学报》2012,(8):172-174

在艺术类大学生英语学习中,学习者没有养成良好的英语学习习惯,更重要的是没有形成符合英语学科的认知和思维习惯。鉴于此,以艺术类大学生的英语学习现状和认知特点为前提,以艺术类大学生基于构式语法的英语教学为例,分析解读认知语法的"构式观",探讨构式语法理念对艺术类大学生英语教学的启示。  相似文献   

对“主题—论断”数学认知活动理论方法的思考     

盛志荣 《宁波大学学报(教育科学版)》2012,(3):18-20

从数学认知活动理论的角度出发,着力开发一种分析数学认知形成过程的方法:主题-论断,同时详细阐述其核心机制,并从数学学习和问题解决方面展示该机制,得出该方法的相关结论。  相似文献