Development of the International Ocean Literacy Survey: measuring knowledge across the world.     

Géraldine Fauville  Craig Strang  Matthew A. Cannady  Ying-Fang Chen 《Environmental Education Research》2019,25(2):238-263

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.  相似文献   

基于核心素养的初中现代歌诗拓展性课程的开发     

郑淼琪  王刚 《教育教学论坛》2020,(12):291-292

当前语文教学的重要目标就是培养学生的核心素养,这就促使一线教师必须挖掘更多的优质课程资源,而现代歌诗具有“文质兼美、流传广泛”的重要特点,可以作为初中语文拓展性课程的重要资源。这种拓展性课程需要遵循“兴趣先导、内在驱动”“课内外结合、资源整合”“学本教学、主体参与”三条原则。  相似文献   

企业家能力与企业核心竞争力     

王乾厚 《商丘师范学院学报》2006,22(1):119-121

企业家能力是由判断性决策能力、协调组织能力、承担风险的能力、创新能力、建立企业组织的能力、建立企业激励监督机制的能力等方面构成,其中创新能力是企业家的核心能力。企业核心竞争力的形成要靠企业家来培育,企业家能力是决定企业竞争胜负的关键因素,企业家应从观念创新、制度创新、技术创新、管理创新、文化创新等方面来培育企业的核心竞争力。  相似文献   

The conundrum of low achievement and feedback for learning     

Edd Pitt  Margaret Bearman  Rachelle Esterhazy 《Assessment & Evaluation in Higher Education》2020,45(2):239-250

Abstract

The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities.  相似文献   

Stichwort: PISA-E     

Barbara Drechsel  Claus H. Carstensen 《Zeitschrift für Erziehungswissenschaft》2005,8(4):487-501

Ohne Zusammenfassung   相似文献   

Rethinking the Role of Information Technology-Based Research Tools in Students’ Development of Scientific Literacy     

Michiel van Eijck  Wolff-Michael Roth 《Journal of Science Education and Technology》2007,16(3):225-238

Given the central place IT-based research tools take in scientific research, the marginal role such tools currently play in science curricula is dissatisfying from the perspective of making students scientifically literate. To appropriately frame the role of IT-based research tools in science curricula, we propose a framework that is developed to understand the use of tools in human activity, namely cultural-historical activity theory (CHAT). Accordingly, IT-based research tools constitute central moments of scientific research activity and neither can be seen apart from its objectives, nor can it be considered apart from the cultural-historical determined forms of activity (praxis) in which human subjects participate. Based on empirical data involving students participating in research activity, we point out how an appropriate account of IT-based research tools involves subjects’ use of tools with respect to the objectives of research activity and the contribution to the praxis of research. We propose to reconceptualize the role of IT-based research tools as contributing to scientific literacy if students apply these tools with respect to the objectives of the research activity and contribute to praxis of research by evaluating and modifying the application of these tools. We conclude this paper by sketching the educational implications of this reconceptualized role of IT-based research tools.  相似文献   

语言组合方式及句子语义重心在汉英翻译中的重要性   总被引：1，自引：0，他引：1  

肖美良 《沙洋师范高等专科学校学报》2003,4(6):71-72

在翻译中，要忠实再现原文的内容和风格，深入把握两种语言的特点及两种文化的差异尤为重要。本文结合实例，探讨了在翻译实践中语言组合方式的差异以及句子语义重心两个方面的问题。  相似文献   

组织柔性：动态环境下的媒体核心竞争力     

刘年辉 《湖南师范大学社会科学学报》2006,35(1):99-104

在动态环境下，保持和发展必要的组织柔性，强化动态能力是媒体发展核心竞争的基本方向。媒体要以柔性的战略、柔性的结构和柔性的文化保证自身与时俱进。战略柔性要求媒体在战略的稳定性和灵活性之间寻找最佳的平衡点；新闻生产本身的特性要求媒体保持适当的组织结构柔性和作业柔性；而文化柔性是媒体组织文化内部蕴涵着的推动自身更新和发展的积极力量，并不断催生媒体创造性适应新环境的能力。  相似文献   

Examining Personal,Perceived, Treatment,and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy     

Sarah G. Ross  Brianna Bruggeman  Melanie Maldonado  Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197

ABSTRACT

Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed.  相似文献   

职教城学生核心素养校际协同培育研究——以株洲职教城为例     

谭泽媛 《宁波职业技术学院学报》2021,(1)

职教城建设在我国方兴未艾,充分发挥职教城资源共享优势,培养学生专业素养的研究与探索有不少,但依托职教城进行校际协同培育学生核心素养的研究却鲜见于文献。职教城校际协同培育学生核心素养,既是职教城建设发展的需要,也是立德树人的现实选择。职教城可建立政府主导、院校指导的协同培育管理体制,建立以学生为主体、以活动为载体的协同培育运行机制,建立以激励为主、以评促养的协同培育考核机制;将活动打造成协同培育的主要途径,将社团培育作为素质养成的常设基地,将宣传媒体塑造成氛围浓厚的教育平台。  相似文献