A framework for analyzing cognitive demand and content‐practices integration: Task analysis guide in science     

Miray Tekkumru‐Kisa  Mary Kay Stein  Christian Schunn 《科学教学研究杂志》2015,52(5):659-685

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The Application of TBA in English Writing Teaching     

LV Chun-hao 《海外英语》2015,(6)

The theory of Task-based Approach (TBA), an influential language teaching and learning theory, was put forward by lan?guage teaching scholars and the second language acquisition researchers based on lo...  相似文献   

Decomposing trait and state variability in general and specific subjective task value beliefs     

《Contemporary educational psychology》2023

Expectancy-value researchers have theorized about the extent to which subjective task value components are more trait-like or more state-like. Using a bifactor representation of subjective task value data, the current study aimed to examine the degree of trait-state variation in general subjective task value, specific attainment value, specific intrinsic value, and specific utility value. The relations of both between and within components of the subjective task value constructs with academic self-efficacy beliefs were also examined. Results indicate that, in an undergraduate life science learning context (n = 169), the general subjective task value factor was the most trait-like of the subjective task value constructs. With respect to specific value beliefs, attainment value was composed of nearly equal amounts of trait and state variation, intrinsic value was composed of the largest amount of trait variation, and utility value exhibited the most state-like variation. Additionally, findings suggest that trait-like and state-like general subjective task value, trait-like specific intrinsic value, and state-like attainment value were positively associated with self-efficacy. Finally, we propose a model of trait- state dynamics in subjective task value.  相似文献   

大脑是如何处理信息的——神经元及其模型的计算阐释     

尤洋  崔帅 《科学技术与辩证法》2014,(5):20-26

神经元作为神经系统的基本单元,提供了人类认知的基本信息功能处理机制。文章通过对神经元及其模型进行计算分析,指出了神经元内离子对刺激信息的反应,在此基础上阐释了误差驱动任务学习与BP学习法,最后文章对神经元的计算启示给出了解读。文章表明,脑认知是动态的表征,其非线性地处理认知现象,并指出计算神经科学在解读大脑处理信息上正在尝试突破,具有重要的研究意义和价值。  相似文献   

双元、悖论式领导对绩效的影响     

尹奎支前闯  代向阳李培凯 钱婧 《科研管理》2022,43(8):165-173

   组织发展面临的张力越来越普遍,双元领导、悖论式领导日益引起理论界关注。然而双元领导、悖论式领导与创新绩效、任务绩效之间的关系如何？两种领导行为对两种绩效的影响是否存在差异？两种领导行为对创新绩效的影响是否会受到领导者层级的影响？上述问题亟待解答。对50项研究共13 232个样本进行元分析,分析结果发现：双元领导、悖论式领导分别对创新绩效、任务绩效有正向影响;双元领导、悖论式领导对创新绩效、任务绩效的影响不存在显著差异;双元领导、悖论式领导对创新绩效的影响不受领导者层级的调节作用。研究证实了两种相近领导行为影响不存在差异,为未来研究中的变量选择提供了依据,对实践中不同层级领导力开发提供了启示。  相似文献   

成就目标定向对选修篮球技能学习及自尊影响的实验研究     

雷明光  梁建秀 《体育科技文献通报》2014,(11):65-67

通过文献资料法、问卷调查法、数理统计法等方法,对成就目标定向对篮球技能学习的影响进行了研究,结果表明：高任务低自我的目标定向能有效地提高其教学效果和篮球技能水平。因此,教师应运用目标定向理论,建立合理的阶段目标成绩评定体系,对学生的任务目标定向进行正确的引导,建立合理的成绩考核体系,多鼓励学生设置任务定向的目标,营造一种高任务定向的气氛,把目标定向理论结合教学,提高学生的身体自尊,从而提高他们的学习效率,为以后的体育专业教学手段的多样化提供参考。  相似文献   

不同目标定向对锻炼自我效能的影响     

李勇  许昭  程静静  张继忠 《山东体育科技》2014,(4)

目标定向理论是社会认知理论之一,其研究主要集中于确定哪些行为因素会影响人的主观能力,这种主观能力又如何影响人的后继行为。目标定向理论将目标定向分为两类,一类是任务定向,即在完成一项任务的过程中,强调的重点是任务本身,自己和自己比较;一类是自我定向,考虑的主要是个人能力水平,自己和他人比。为了考查不同目标定向对锻炼自我效能的影响,本研究选取60名低体育活动者,按性别、目标定向干预内容分为4组,采用混合实验设计。因变量为锻炼自我效能,组间变量为不同目标定向（任务定向、自我定向）干预方式、性别,组内变量为时间间隔（每隔5分钟对被试实施目标定向干预）。研究结果显示：1）任务定向干预比目标定向干预有利于提高体育活动参与者的锻炼自我效能,并促进锻炼的参与性及坚持性;2）至少实施干预5次,才能显现干预效果;3）目标定向的干预效果不存在性别差异。  相似文献   

关于高校德育队伍建设若干问题的思考     

秦伟  王敏 《兵团职工大学学报》1999,(4)

加强高校德育工作及高校德育教师队伍的建设，把高校德育工作者引入一个新的重要机制当中，从而保证高校教师队伍的高素质。  相似文献   

从任务型语言教学观论英语课堂教学设计     

虞晓向 《绥化学院学报》2005,25(5):165-167

文章首先通过对比分析在两种教学观指导下的英语教学实例阐述了任务型语言教学法的基本特征与内容,而后分析了这种新型教学方法对英语课堂教学的启示.  相似文献   

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos          下载免费PDF全文

Dacia M. McCoy  Julie Q. Morrison  Dave W. Barnett  Hilary D. Kalra  Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.  相似文献