对分课堂教学效果的系统性评价——基于70项实验的元分析     

安龙  丁峻  赵婉莉 《高等理科教育》2022,(1):64-72

对分课堂是近些年在我国兴起的一种新型授课形式。该教学模式在大中小学校都进行了不同程度的推广,但目前关于对分课堂在不同学科和年级上的教学效果尚未进行系统研究。本研究采用元分析的方法,对70项研究进行深度分析。结果发现:对分课堂与传统课堂的教学效果存在明显差异,合并效应值达到1. 61。学科、学段、干预周期和考核类型对教学效果差异有显著影响,课程类型的调节效应不显著。对分课堂对学生的学习成绩和学习态度有全面促进作用。  相似文献   

组织人力资本研究元分析     

郭文臣  陈安琪 《科研管理》2022,43(11):191-199

组织人力资本是组织获得可持续竞争优势的源泉,因此组织人力资本近年来得到持续关注。为了厘清组织人力资本的前因变量及结果变量,本文运用元分析的方法对比了147项研究、151个独立样本中的606个效应值。分析结果显示,影响组织人力资本的形成与发展的主要因素主要以体现在三个层面,即组织特征（包含组织战略、组织文化、组织支持）,团队特征（招聘实践、培训实践、竞争性薪酬、绩效反馈、内部晋升、员工参与、共享机制）,个体特征（知识经验、能力、态度）;组织人力资本也从两个层面对组织和个体产生影响,即组织人力资本在组织层面推动组织绩效、组织创新、组织学习、竞争优势,在个体层面助力个体行为、个体绩效、职业生涯发展等。本研究旨在全面梳理组织人力资本形成、发展与转化的作用机理,由此推进个体与组织之间良好的正向动态循环,持续促进二者协同发展,为组织人力资本领域的深入研究奠定基础。  相似文献   

依沙佐米治疗难治性/复发性多发性骨髓瘤临床试验效果的Meta分析     

张鹏  段小峰  徐黎贤  谢丰  苗玉荣 《宜春学院学报》2020,(3):81-88

目的:评价依沙佐米治疗难治性/复发性多发性骨髓瘤(RRMM)的疗效及安全性。方法:计算机检索依沙佐米治疗RRMM的临床试验,手工检索纳入查询到的所有文献,提取数据后,使用R软件3.5.0进行Meta分析。结果:共纳入8篇文献,包括1096例RRMM患者,含依沙佐米三联方案的疗效优于单联方案或双联方案,以依沙佐米联合来那度胺和地塞米松(IRD)方案疗效最佳;IRD方案腹泻,恶心,皮疹,血小板减少,呕吐,腹泻≥3级,低血压≥3级,恶心≥3级高于来那度胺和地塞米松(RD)方案,而失眠,贫血≥3级低于RD方案,差异有统计学意义(P<0.05)。结论:含依沙佐米三联方案治疗RRMM的疗效较依沙佐米单联方案或二联方案显著。IRD方案疗效最佳,其不良反应较RD方案增多。  相似文献   

运动锻炼对产妇抑郁干预效果的Meta分析     

姜霞  谭珍科  聂应军 《武汉体育学院学报》2021,55(8):71-78

运用Meta分析系统评价运动锻炼对产妇产后抑郁的干预效果,探索可能产生较大干预效应的运动方案。结果表明：（1）运动锻炼对产妇抑郁呈大效应量干预效果;（2）运动内容对产妇抑郁的干预效应量依次为有氧运动、组合练习、抗阻练习;（3）单次干预时长对产妇抑郁的干预效应量分别为30~40 min亚组、60 min亚组;（4）4-5次/周的干预频率对产妇抑郁的干预效应量最大,且干预效应随干预频率减少而减少;（5）持续3-4周至24周的运动锻炼均对产后抑郁产生了良好干预效应,12周左右运动锻炼的干预效应最好;（6）练习形式对产妇抑郁的干预效应量依次为集体练习、个人练习。结论：（1）运动锻炼能有效改善产后抑郁症状,产后运动可能优于产前运动干预效果;集体锻炼可能优于个人锻炼干预效果;（2）每周锻炼4-5次、每次锻炼持续30~40 min左右、共持续12周左右的中等强度有氧运动更有可能获得改善产后抑郁的理想干预效果。  相似文献   

70篇体育学元分析文献的质量评价与改进建议     

项明强  肖让  赵雪平  孙健  侯晓晖 《上海体育学院学报》2021,(4):68-76

目的对我国体育学元分析文献进行方法学和报告质量评价,并提出相应的建议。方法检索中国知网(CNKI)数据库中1993—2019年发表于16本中文体育类核心期刊和1本中文医学类核心期刊上的元分析文献,最后一次检索日期为2020年1月5日。由2位评价者独立筛查文献,并采用AMSTAR 2和PRISMA量表对纳入文献的方法学和报告质量进行评价。结果共纳入70篇元分析文献,年限跨度为2005—2019年,元分析文献数量逐年增加,质量逐步提高。方法学质量存在的主要问题:未说明元分析的前期方案、文献检索不够全面、未提供排除文献清单及理由、不重视纳入文献质量和偏倚风险对合并效应结果的影响、未解释选择设计类型的原因、忽视相关资金支持报告等。报告质量存在的主要问题:结构式摘要不全面、研究方法质量控制不够严谨、研究结果报告不全、讨论部分不重视偏倚风险和总结证据质量等。结论目前体育学元分析文献在方法学和报告质量上还存在不同程度的问题。建议元分析作者参考元分析的科学规范实施和撰写元分析报告;期刊可从审稿政策上加强对元分析研究的要求,学校开设元分析理论和实践课程,以提高元分析的质量和规范性。  相似文献   

Professional Development for K–12 Math and Science Teachers: What Do We Really Know?     

《Journal of research on educational effectiveness》2013,6(3):209-249

Abstract

As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.  相似文献   

Mass communication research on China from 2000 to 2010: a meta-analysis     

Shi Li 《亚洲交流杂志》2013,23(4):405-427

This study presents a meta-analysis of mass communication research on China from 2000 to 2010. It reveals patterns in authorship, methodological and theoretical approaches, medium, and area of focus, through a content analysis of 159 articles published in 20 major communication journals. Eight frameworks frequently used by communication scholars to study China are identified in a follow-up analytical review. The paper concludes with discussion on the implications of the findings and suggestions for future work.  相似文献   

Effects of Using an Instructional Game on Motivation and Performance     

《The Journal of educational research》2012,105(5):303-308

Abstract

Although many educators theorize that instructional games are effective for providing students with motivating practice, research on instructional gaming is inconclusive. The purpose of this study was to determine the effect on motivation and performance of using an instructional game. The effect of using a supplemental reading on motivation and performance was also examined. We randomly assigned 75 undergraduates to one of two treatments after they had attended a lecture on the information-processing model of learning. The subjects in one treatment group used an instructional board game to practice the material presented in the lecture, while those in the other group practiced using a traditional worksheet. Results indicated that using the instructional game significantly affected the four motivational components of attention, relevance, confidence, and satisfaction. The instructional game did not influence performance. The results also suggested that the subjects who reported completion of a supplemental reading had significantly better performance and confidence than did the subjects who reported that they had not completed the reading. Implications for the design of practice are discussed.  相似文献   

The Process Writing Approach: A Meta-analysis     

《The Journal of educational research》2012,105(6):396-407

ABSTRACT

The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1–12 to examine if process writing instruction improves the quality of students’ writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students’ motivation nor enhanced the quality of struggling writers’ compositions.  相似文献   

Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies     

Peter Jensen 《Scandinavian Journal of Educational Research》2013,57(6):935-950

This study reviews the European evidence on the impact of professional development (PD) of pre-school educators on child outcomes. A meta-analysis investigates how PD of pre-school educators in formal pre-school centers in Europe affects child outcomes. The European studies are quite recent and limited in numbers, and our results show a significant positive effect of PD on child outcomes with an overall effect size of 0.35 (with a 95% confidence interval from 0.20 to 0.51). The magnitude is slightly smaller than corresponding results based on US studies, but indicates a general positive effect of PD on child outcomes.  相似文献