The effects of learning authenticity on the learning achievements in the online corporate training programme     

Sun‐Hee Park  Misun Kim  Daeyoul Yu 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):E37-E41

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基于PLC和组态王的高效自动化集装箱码头监控系统设计     

曹金虎  薛士龙  陈加敏  张宁 《上海海事大学学报》2011,32(2):25-28

针对高效自动化集装箱码头物理仿真模型的控制点多、监控界面设计复杂等缺陷,由西门子公司的S7300可编程逻辑控制器和组态王6.53软件设计一套改进的控制系统.系统的硬件部分包括实物模型部分和系统控制部分（S7300 PLC）,系统控制部分由上位机监控系统和下位机控制系统构成.整个网络采用两层网络拓扑结构,上层为通信监控,底层为PROFIBUSDP现场总线.软件部分包括用于为下位机组态、编程以及调试的STEP7和用于监控界面设计的组态王6.53.实验测试表明,该仿真模型监控系统运行良好、稳定可靠.  相似文献   

情景模拟教学法在护生护患沟通能力培养中的应用     

周英  王梦玉  周赞华  朱亚丽  徐佳敏 《丽水学院学报》2014,(2):121-124

为探讨情景模拟教学法对护生护患沟通能力培养的影响,将入组的94名护生随机分为实验组和对照组,每组各47名,对照组只给予传统教学,实验组在传统教学基础上在临床实习前给予情景模拟教学,每次3课时,共10次,并于临床实习8个月时比较两组护患沟通能力。结果显示,实验组护患沟通能力明显优于对照组（P〈0．05）,情景模拟教学法能有效提高护生护患沟通能力。  相似文献   

计算思维评价的新途径:微认证     

郁晓华  王美玲  程佳敏  邱振华 《开放教育研究》2022,28(1):107-120

随着K-12教育计算思维培养的不断推进,计算思维评价的重要地位日渐凸显。鉴于计算思维由复合思维和能力构成,本研究提出以能力为导向的微认证。该方式不同于当前大多数研究采用的统合视角的评价方式,对计算思维的各构成要素分别评价和认证。本研究基于对计算思维概念的要素分解和专家认证,将计算思维从认知和操作层面以及非认知层面分解为问题识别与分解、抽象建模、算法设计、自动化、问题迁移能力以及计算观念六个子能力;讨论各子能力在K-12阶段的发展水平及适合的测评方式;展示计算思维微认证的实现过程,探讨正式与非正式学习情境下实施的差异。研究最后以41名6-8年级学生参与的教学实践为例,验证将微认证引入计算思维评价的可行性。研究结果表明,微认证作为计算思维评价的新途径,得到了师生认可,不仅能有效呈现学生计算思维层面的发展,还能激发学生参与学习和测评的积极性,实现以评促学;同时微认证存在过程性任务数据难以收集以及部分数据缺失下结果认证合理性等问题。  相似文献   

Bio-inspired untethered fully soft robots in liquid actuated by induced energy gradients     

Liang Xiong Lyu  Fen Li  Kang Wu  Pan Deng  Seung Hee Jeong  Zhigang Wu  Han Ding 《国家科学评论(英文版)》2019,6(5):970

Soft robotics with new designs, fabrication technologies and control strategies inspired by nature have been totally changing our view on robotics. To fully exploit their potential in practical applications, untethered designs are preferred in implementation. However, hindered by the limited thermal/mechanical performance of soft materials, it has been always challenging for researchers to implement untethered solutions, which generally involve rigid forms of high energy-density power sources or high energy-density processes. A number of insects in nature, such as rove beetles, can gain a burst of kinetic energy from the induced surface-energy gradient on water to return to their familiar habitats, which is generally known as Marangoni propulsion. Inspired by such a behavior, we report the agile untethered mobility of a fully soft robot in liquid based on induced energy gradients and also develop corresponding fabrication and maneuvering strategies. The robot can reach a speed of 5.5 body lengths per second, which is 7-fold more than the best reported, 0.69 (body length per second), in the previous work on untethered soft robots in liquid by far. Further controlling the robots, we demonstrate a soft-robot swarm that can approach a target simultaneously to assure a hit with high accuracy. Without employing any high energy-density power sources or processes, our robot exhibits many attractive merits, such as quietness, no mechanical wear, no thermal fatigue, invisibility and ease of robot fabrication, which may potentially impact many fields in the future.  相似文献   

Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach     

Sung Hee Park  Peggy A. Ertmer 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):631-643

This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented.  相似文献   

Erratum to: Putting the unit in pre-service secondary teachers’ unit circle     

Kevin C. Moore  Kevin R. LaForest  Hee Jung Kim 《Educational Studies in Mathematics》2016,92(2):243-243

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区教育局中学教育科的职能和运作     

黎嘉敏 《教育导刊》2001,(11):15-16

按照广州市城市管理“重心下移，立足基层”的改革思路，海珠区作为老城区的一个试点区，1999年8月接收了辖区内的25所中学，同年9月开始履行管理辖区内中学的职能，区教育局独立设置了中学教育科。本就中学教育科的职能和运作谈些意见。  相似文献   

The Development and Design of a Framework to Match Mentees and Mentors Through a Systematic Review andThematic Analysis of Mentoring Programs Between 2000 and 2015     

Jiamin Hee  Ying Li Toh  Hong Wei Yap  Ravindran Kanesvaran  Stephen Mason 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):340-364

ABSTRACT

The need for longitudinal and holistic support of medical students throughout their training has led to the development of formal mentoring programs. Whilst success of formal mentoring programs has been attributed to (a) pairing mentees with trained and experienced mentors (matching), (b) the quality of mentoring interactions and (c) the presence of a nurturing environment, little attention has been attributed to establishing an effective matching process in medical school. We sought, in this review, to redress this gap within the context of matching medical students for mentoring. Modified PRISMA guidelines were followed to guide the review process. PubMed, ERIC, Cochrane Database, OVID and ScienceDirect databases were searched for articles on matching in medical schools and in allied health specialities published between 2000 and 2015.  相似文献   

An investigation of teacher impact on student inquiry science performance using a hierarchical linear model     

Ou Lydia Liu  Hee‐Sun Lee  Marcia C. Linn 《科学教学研究杂志》2010,47(7):807-819

Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010  相似文献