口译课程学习效果的评估研究     

盛丹丹 《科教文汇》2013,(19):122-123

评估是口译教学过程中至关重要的环节。通过对英语专业翻译方向学生口译课程的学习效果进行问卷调查,探讨影响学生学习效果的主观因素（即学生的语言能力、技能能力、心理能力）和客观因素（教学软件、硬件条件）的构成以及两类因素之间的相互关系,并提出基于两类影响因素进行持续性、形成性评估的原则,以促进口译课程教学目标的顺利实现和学生职业素养的培养。  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   

Student evaluation of audience response technology in large lecture classes   总被引：2，自引：0，他引：2  

Erina L. MacGeorge  Scott R. Homan  John B. Dunning Jr.  David Elmore  Graham D. Bodie  Ed Evans  Sangeetha Khichadia  Steven M. Lichti  Bo Feng  Brian Geddes 《Educational technology research and development : ETR & D》2008,56(2):125-145

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART’s benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a multi-dimensional evaluation, utilizing a newly-developed measure, the Audience Response Technology Questionnaire (ART-Q). Data were provided at three points during a semester by undergraduate students (n = 854) who used ART in three large lecture university courses. Results indicate moderately positive evaluations of ART on some dimensions (e.g., ease of use, impact on attendance), with less positive evaluations on others (e.g., influence on preparation for class). These evaluations showed some variability across time of semester and course, but were not substantially affected by gender, ethnicity, or year in school. Findings are discussed with respect to the need for future research on instructors’ techniques for using ART and their influence on student perceptions and outcomes.

Erina L. MacGeorgeEmail:

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An eight‐year study of online lecture use in a medical gross anatomy and embryology course     

Gary L. Nieder  Nicole J. Borges 《Anatomical sciences education》2012,5(6):311-320

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender‐specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test® (MCAT®) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team‐based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

Readers’ Letters     

《Journal of Further & Higher Education》2012,36(1):119-134

We present findings from a study exploring student and staff perceptions of the use of webnotes, and whether their availability affects attendance at lectures. A questionnaire survey gathered data from 162 undergraduate and masters students and 20 staff. Students and staff agree that webnotes have become an expected supplement to lecture delivery, and cite a range of advantages of such notes. There are mixed views on the impact of webnotes on attendance; all agree that it is important that the lecture is seen to ‘add value’ over webnotes. Some see gapped notes as encouraging interaction and engagement, whilst others feel that they interrupt concentration and learning. Staff offered insights into how lecturers can enhance the effectiveness of students’ use of webnotes. Suggestions are offered as to how both students and academic staff might improve their practice in this context.  相似文献   

视译训练在口译教学中的重要性及模式分析     

苏涛 《佳木斯教育学院学报》2012,(7):359-359

视译法是提高学生学好英语口译的前提基础,基于此笔者对视译的基本概念、视译原则、技巧等作了简单概述,并在此基础上提出了SI Model口译训练模式,希望以此来提高学生的口译能力。  相似文献   

公共图书馆设立专业讲座管理部门的设想     

李肖华 《图书馆论坛》2012,32(2):117-120

讲座业务已成为公共图书馆的核心业务之一,而图书馆内的管理机制却远远跟不上其发展,成为制约讲座业务进一步发展的瓶颈。根据国内图书馆讲座业务的发展现状,文章阐述成立讲座管理部门的必要性及其基本职能,提出在公共图书馆适时设立专业讲座管理部门的设想。  相似文献   

公共图书馆举办公益讲座的实践与思考——以佛山市南海区“有为讲坛”为例     

邓卿 《图书馆论坛》2012,32(1):163-166,171

致力于提升市民综合文化素质,铸造现代公民品格的"有为讲坛"已经走过了七年的历程,七年来举办讲座300多场,社会效益日渐彰显,成为南海市民重要的公共文化空间。在普及新知、传播真理、建设现代城市文化等方面功绩卓著。  相似文献   

公共图书馆讲座业务发展现状研究——基于问卷调查数据的实证分析     

金龙 《晋图学刊》2012,(2):1-4

了解公共图书馆讲座业务现状是实现发展创新的基础,而目前业界缺少全面、准确、详实的资料。对我国公共图书馆讲座业务发展现状的问卷调查表明：近年来我国公共图书馆讲座业务发展势头良好,取得了一定的成绩,引起了社会各界的关注,但是还面临着经费不足、专家资源匮乏、社会影响力有限、专业人才队伍薄弱等困难,制约着讲座业务的进一步发展,需要公共图书馆携手共进、共建、共享,通过行业合作走出一条创新发展的道路。  相似文献   

再议释意理论下口译能力和语言能力的关系及启示     

田莎 《海外英语》2012,(6):151-152

语言能力和口译能力争鸣由来已久,清楚认识两者关系有着重要的意义。该文着重关注了口译能力体系中非语言能力的具体内容,以及其和语言能力的关系,并提出相关启示,供未来英语及口译教学借鉴。  相似文献