试论艺术教育资源开发与特色校园文化建设的互动     

黄培清 《新疆职业大学学报》2006,14(2):50-52

高校艺术教育资源开发与特色校园文化建设的互动具有理论与实践的可行性。文章分析了两者的互动关系，并构思出互动的模式。  相似文献   

基于Web的网络教学交互模式分析     

祝新宇 《远程教育杂志》2007,(3):42-47

随着信息技术的出现和发展，从20世纪末开始，世界远程教育领域正涌动着一场信息技术变革的热流。“交互”、“独立”、“合作”等一些概念成为了当前的热点教育名词。其中，“交互”这一概念在基于Web的网络教学（WBI）中更是倍受关注。但是人们对WBI交互的理论认识仍然比较匮乏。因此，我们需要根据已有的一些学习和交互理论，对WBI交互进行科学的理论抽象，把握WBI的交互模式。这样才能使我们对WBI交互有深刻的认识，便于我们更好地运用这一手段为网络教学服务。  相似文献   

Opening and closing interactive spaces: shaping four‐year‐old children's participation in two English settings     

Jane Payler 《Early Years: An International Journal of Research and Development》2007,27(3):237-254

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Study of interaction between shock wave and unsteady boundary layer     

董志勇  韩肇元 《浙江大学学报(A卷英文版)》2003,4(1):35-39

This paper reports theoretical and experimental study of a new type of interaction of a moving shock wave with an unsteady boundary layer. This type of shock wave-boundary layer interaction describes a moving shock wave interaction with an unsteady boundary layer induced by another shock wave and a rarefaction wave. So it is different from the interaction of a stationary shock wave with steady boundary layer, also different from the interaction of a reflected moving shock wave at the end of a shock tube with unsteady boundary layer induced by an incident shock. Geometrical shock dynamics is used for the theoretical analysis of the shock wave-unsteady boundary layer interaction, and a double-driver shock tube with a rarefaction wave bursting diaphragm is used for the experimental investigation in this work. Projects (No. X61151) supported by Centre for Engineering Research at Zhejiang University of Technology, China  相似文献   

基于班杜拉的交互决定论谈网络教学中的交互     

娜仁  杨成 《现代教育技术》2005,15(1):21-23,27

网络教学是一种时新的教学形式，发展势头迅猛。但由于其自身的特征，导致教学交互成为制约教学质量的瓶颈，因此引发了对网络教学交互的研究。本文基于班杜拉的交互决定论提出了网络教学的交互要素、交互形式、交互模式，旨在更好地研究网络教学，提高教学绩效。  相似文献   

试析大学校园语码转换     

张佳 《湖北广播电视大学学报》2008,28(9):99-100

本文首先指出语码转换中现存的一些容易混淆的术语,并简单介绍国内外在这个领域既得的研究成果,最后本文的案例分析分成两部分：课堂语码转换和校园交际语码转换,着重对校园英汉双语语码转换的一系列案例进行了试行性分析,试图在这个前人很少研究调查的领域取得进一步成果。  相似文献   

声乐教学实践浅谈   总被引：1，自引：0，他引：1  

何英琴 《河西学院学报》2009,25(1)

声乐就是在兴奋的精神状态下,得心应手地运用自身"乐器"来表现音乐。文章结合自己的教学和演唱经验,就声乐教学中如何培养学生的学习兴趣,使学生熟练掌握和运用音乐知识等方面进行了讨论。  相似文献   

基于交互理论的电大教育系统设计     

杨斌 《现代远距离教育》2004,(3):54-56

随着网络技术、多媒体技术的飞速发展，电大教育又有了新的教学手段，然而现在的教学运行机制却没有充分体现其优势，师生交互问题也没有很好的解决。文中分析了电大教育的交互类型以及多种交互工具，然后给出了一个基于交互理论的电大教育系统的设计。  相似文献   

应用HMM识别在线协作交互模式     

赵东轮  黄荣怀  刘黄玲子  冷静  朱伶俐 《现代教育技术》2008,18(7):73-77

协作学习的本质是协同建构知识的过程,实现该过程主要有三类交互模式:分享信息、协商冲突和共同创造。基于隐马尔可夫模型,以实时交互言论的行为类型为观察序列,以小组讨论状态为状态集合,该论文尝试了上述三类协作交互模式的识别研究。  相似文献   

New evidence on the validity of the Arnett Caregiver Interaction Scale: Results from the Early Childhood Longitudinal Study-Birth Cohort     

Nicole Colwell  Rachel A. Gordon  Ken Fujimoto  Robert Kaestner  Sanders Korenman 《Early childhood research quarterly》2013

The Arnett Caregiver Interaction Scale (CIS) has been widely used in research studies to measure the quality of caregiver–child interactions. The scale was modeled on a well-established theory of parenting, but there are few psychometric studies of its validity. We applied factor analyses and item response theory methods to assess the psychometric properties of the Arnett CIS in a national sample of toddlers in home-based care and preschoolers in center-based care from the Early Childhood Longitudinal Study-Birth Cohort. We found that a bifactor structure (one common factor and a second set of specific factors) best fits the data. In the Arnett CIS, the bifactor model distinguishes a common substantive dimension from two methodological dimensions (for positively and negatively oriented items). Despite the good fit of this model, the items are skewed (most teachers/caregivers display positive interactions with children) and, as a result, the Arnett CIS is not well suited to distinguish between caregivers who are “highly” versus “moderately” positive in their interactions with children, according to the items on the scale. Regression-adjusted associations between the Arnett CIS and child outcomes are small, especially for preschoolers in centers. We encourage future scale development work on measures of child care quality by early childhood scholars.  相似文献