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This study examined the extent to which students could fake responses on personality and approaches to studying questionnaires, and the effects of such responding on the validity of non-cognitive measures for predicting academic performance (AP). University students produced a profile of an ‘ideal’ student using the Big-Five personality taxonomy, which yielded a stereotype with low scores for Neuroticism, and high scores for the other four traits. A sub-set of participants were allocated to a condition in which they were instructed to fake their responses as University applicants, portraying themselves as positively as possible. Scores for these participants revealed higher scores than those in a control condition on measures of deep and strategic approaches to studying, but lower scores on the surface approach variable. Conscientiousness was a significant predictor of AP in both groups, but the predictive effect of approaches to studying variables and Openness to Experience identified in the control group was lower in the group who faked their responses. Non-cognitive psychometric measures can be valid predictors of AP, but scores on these measures can be affected by instructional set. Further implications for psychometric measurement in educational settings are discussed. 相似文献
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Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted. 相似文献
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Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students’ perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan. 相似文献
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罗凌 《绵阳师范学院学报》2005,24(4):110-112
音乐教学论课程既具有较强的理论性、又具有强烈的实践性，恰当的运用案例教学不失为一种行之有效的方法；在实际教学中，棠例教学既可渗透于理论讲授之中，也可与音乐课堂教学实践相蛄合；既可采用专题性、综合性的案例教学形式，也可采用案例对比性、实践性的案例教学形式；通过案例教学可以改革传统的教学模式，成功地实现音乐教育理论与音乐教学实践的结合，从而使学生获得从事音乐教育教学工作应具备的能力和素质。 相似文献
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吴俊 《贵州教育学院学报》2002,18(5):57-59
钱钟书博学多才,学贯中西,被学术界尊崇为“文化昆仑”。时下,一些学者对钱钟书的学术地位质疑,认为钱钟书治学多是“吊书袋”,在学术上没有重大建树。本文对此持不同的态度,并以钱钟书读莱辛的《拉奥孔》后所著的两篇文章为例,探究其治学门径,认为钱钟书治学严谨,对前人理论采取了“述而有作”的态度。将钱钟书与同时代的学者朱光潜、王朝闻等作比较,更能看到其睿智的光辉 相似文献
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大学公共英语口语教学方法之探析 总被引：1，自引：0，他引：1
陆夏淼 《读与写:教育教学刊》2007,4(5):38-39
本文简要地分析了目前大学公共英语口语教学存在的问题,并以此为切入点,探析了英语教学工作者切实可行的教学方法,如加强口语训练的课堂组织和管理;采用多种形式的口语教学途径:如组织学生作课堂演讲,展开小组讨论等,提高在校大学生英语口语水平,达到英语教学目的。 相似文献
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当前高校历史教学现状与改良途径探析 总被引：1，自引：0，他引：1
李储林 《贵州教育学院学报》2007,23(6):13-15
在改革开放和市场经济大潮的冲击下,"历史无用论"盛行一时,历史学科有被边缘化的危险,其教化功能和社会影响力日益下降,导致当前高校历史教学陷入尴尬之境。因而,重申历史学科的重要性,并对当前高校历史教学现状进行研析探索,以期得出改进之良策显得尤为重要。 相似文献
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Brent Snider Nancy Southin Rosanna Cole 《Decision Sciences Journal of Innovative Education》2019,17(2):146-162
Rather than providing all the required information as classroom exercises typically do, this international purchase and intermodal transportation competitive in‐class exercise intentionally holds back selected supply chain details. This inquiry‐based learning (IBL) approach simulates a real‐world Distribution Requirements Planning scenario by requiring students to identify what information they need and seek out those details from the instructor while competing with fellow student groups. In this 20‐30 minute exercise students are challenged to identify the all the necessary supply chain activities required to effectively ship patio swings from a supplier in China to a national retail chain in time for a spring sale. Generating the benefits of improved critical thinking in a fraction of the time required for traditional IBL, the approach is best described as a Partial Information Exercise. A student survey (n = 310) found that students strongly supported the inquiry approach, it generated significantly increased interest in global supply chain management roles and responsibilities, and over 91% of participants recommended the exercise continue to be part of the introductory operations and supply chain management course. 相似文献
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王稳良 《湖南广播电视大学学报》2003,(3):49-50
进入新世纪，面对复杂的国际国内形势，高校的马列课教学必须增强争夺意识。其根本出路在于教学指导思想上要突出社会主义信念教育，弘扬主旋律；教学方法上要正确处理传授知识与进行世界观、方法论教育的关系；同时要充分发扬马克思主义的批判精神和战斗性，牢牢把握同资产阶级思想渗透进行争夺的主动权。 相似文献